Implementing Common Core Literacy StandardsIn the Science Classroom

Elizabeth ButtnerConnecticut State Department of Education

March 30, 2012

Today’s Explorations•“Unwrapping” Common Core Standards

for Literacy in Gr. 6-12 Science Classes•Quality and range of science readings•Cognitive demand of reading assignments

(tasks)•Interacting with text•Text dependent questions

Recall: 6 shifts in CCSS Literacy1. Balance of literature and informational

text (50/50, 55/45, 70/30)2. Literacy as part of science and social

studies/history; informational text as part of ELA (6-12)

3. Appropriately complex text4. Questions regarding text are

text-dependent5. Writing to inform or argue using

evidence6. Academic Vocabulary

Standards for Literacy in History, Science and Technical Subjects Standards(H-S-T)•10 reading standards

expressly for Gr. 6-12 science teachers (p. 62)

•10 writing standards (p. 64-66)

•To be associated with science content and practices in state standards

Close Reading of H-S-T StandardsFocus Question: What qualities

should I look for in reading materials?

Strategy: “Interact with the text”:

1. Choose a gradespan2. Highlight the nouns and

noun phrases3. What do you NOTICE?4. What do you THINK?

Are Textbooks Sufficient?Complexi

ty

Quantitative

Qualitative

Reader characteristi

cs

Quality

Recognized value

Classic or historicall

y significant

Literary merit

Cultural significanc

e

Rich content

Range

Authorship

Publication date

Subject matter

CCSS ELA Appendix B, p. 2

Examples of Common GroundCommon Core Literacy in Science Next Gen Science Practices• Cite specific textual evidence

to support analysis of science and technical texts… (RST.1)

• Determine the central ideas or conclusions of a text; provide an accurate summary distinct from prior knowledge or opinions (RST.2)

• Distinguish among facts, reasoned judgment based on research findings, and speculation in a text (RST.8)

• Construct an argument supported by evidence (Practice 7).

• Distinguish evidence from opinion (Practice 7).

• Read scientific and engineering text (Practice 8).

• Recognize major features of scientific and engineering writing and speaking (Practice 8)

• Engage in critical reading of primary scientific literature and media reports (Practice 8).

Broad Definitions of “TEXT”WRITTEN GRAPHIC

• Articles• Field guides• Manuals• Biographies• Schedules• Wikipedia• Blogs• Web sites• Apps

• Photos• Charts• Tables• Diagrams• Maps• Illustrations• simulations

AUDITORY

• Video• Podcasts• NPR Science

Friday• Read alouds• Books on tape• Khan

Academy• Recorded

lectures, courses, speeches

Interacting with a Table•Interact with the Periodic handout. •Develop a student assignment using RST.7

(reading).

Evaluating Your Reading Selection•What is the QUALITY of the reading

selection you brought?•Which of the 10 Reading Standards does

it provide opportunities to teach?•Do you need a broader RANGE of

readings?

Evaluating Your Reading Task•Judge the “cognitive demand” of what

students are expected to do once they’ve read.

•Which of the 10 Reading Standards does it apply to?

•If none, can you change the assignment and keep the reading selection…or

•Do you need to change both the reading selection and the assignment?

Text Dependent Questions•Asks a question that can only be

answered by referring explicitly back to the text being read.

•Does not rely on any particular background information or depend on students’ prior experiences or knowledge;

•Students extract from the text only.•Read “The Double Helix”•Is this a text dependent question?

Resources•CSDE – Beyond the Blueprint•West Ed – Making Sense of Science•Purdue – Science Literacy Project•More to come…,

ContactElizabeth ButtnerScience ConsultantCT State Department of Education860-713-6849Elizabeth.buttner@ct.gov