Why Shift Now? The Common Core State Standards provide a consistent, clear understanding of what...
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- Why Shift Now? The Common Core State Standards provide a
consistent, clear understanding of what students are expected to
learn, so teachers and parents know what they need to do to help
them. The standards are designed to be robust and relevant to the
real world, reflecting the knowledge and skills that our young
people need for success in college and careers. With American
students fully prepared for the future, our communities will be
best positioned to compete successfully in the global economy.
Building on the excellent foundation of standards states have laid,
the Common Core State Standards are the first step in providing our
young people with a high-quality education. It should be clear to
every student, parent, and teacher what the standards of success
are in every school. http://www.corestandards.org/
http://www.corestandards.org/
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- FDOE Vision Florida will have an efficient world-class
education system that engages and prepares all students to be
globally competitive for college and careers. Guiding Principles 1.
Florida students are our first priority. 2. Teachers and leaders
are essential to success; therefore we must invest in them. 3. The
department must set high expectations, stress accountability, and
honor local control.
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- Floridas CCSS Implementation Plan Full Implementation Grade K
Begin Implementation of Literacy Standards in ALL Content Areas for
Grades 6- 12 Begin Implementation of Rich and Complex Text and
Informational Text for Grades K-12 Full Implementation Grades K-1
Full Implementation of Literacy Standards in ALL Content Areas for
Grades 6- 12 Continue Implementation of Rich and Complex Text and
Informational Text for Grades K-12 Full Implementation Grades K-2
Implementation of a Blended Curriculum (CCSS and Supplemental NGSSS
Aligned to FCAT 2.0 and EOCs) for Grades 3-12 Continue
Implementation of Rich and Complex Text and Informational Text for
Grades K-12 Full Implementation Grades K-12 PARCC Assessments
Aligned to CCSS Phase 1 (2011-2012) Phase 2 (2012-2013) Phase 3
(2013-2014) Phase 4 (2014-2015)
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- 3 Shifts in Mathematics 1.Focus strongly where the Standards
focus. 2.Coherence: Think across grades, and link to major topics
within grades. 3.Rigor: Require fluency, application, and deep
understanding.
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- 3 Shifts in Literacy 1.Building knowledge through content-rich
nonfiction and informational texts. 2.Reading and writing grounded
in evidence from text. 3.Regular practice with complex text and its
academic vocabulary.
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- Why Comprehension Instructional Sequence (CIS)? Focuses on
science (or social studies) content while practicing reading skills
Supports evidence-based conclusions Scaffolds deeper comprehension
of science content Allows you to double-up on content area time:
Read science in reading time + do science in science time
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- Integrating Science into ELA Using the Comprehension
Instructional Sequence (CIS) Series of 3 close readings of a
complex informational text wrapped around an Essential Question
Content is science-based, but focus is comprehending text and
writing in response to text Each reading has its own purpose and
tool Each reading uses a gradual release process, followed by
discussion I Do: Teacher reads first 2-4 paragraphs aloud and
models use of tool in a think aloud process We Do: Student and a
partner reads next 2-4 paragraphs aloud and supports student use of
tool You Do: Students use tool independently
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- Benchmark Focus SC.5.P.13.1 Identify familiar forces that cause
objects to move, such as pushes or pulls, including gravity on
falling objects. SC.5.P.13.2 Investigate and describe that the
greater the force applied to it, the greater the change in motion
of a given object. SC.5.P.13.3 Investigate and describe that the
more mass an object has, the less effect a given force will have on
the objects motion. SC.5.P.13.4 Investigate and explain that when a
force is applied to an object but it does not move, it is because
another opposing force is being applied by something in the
environment so that the forces are balanced. Common Core
Integration LACC.K12.L.3.4 : Determine or clarify the meaning of
unknown and multiple- meaning words and phrases by using context
clues, analyzing meaningful word parts, and consulting general and
specialized reference materials, as appropriate. LACC.5.W.3.9: Draw
evidence from literary or informational texts to support analysis,
reflection, and research. LACC.5.SL.1.1: Engage effectively in a
range of collaborative discussions (one-on- one, in groups, and
teacher-led) with diverse partners on grade 5 topics and texts,
building on others ideas and expressing their own clearly.
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- Hook Question How much impact do force and motion have on your
life? A. A great deal B. Some impact C. Very little impact Three
Corners Activity
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- Predictive Written Response Predictive Written Response to
Complex Text-Based Question Using your background knowledge, write
about a time when you used force to do something.
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- Vocabulary Paragraph # Science or Academic Specific Vocabulary
Definition from Context/Word Part 1 forces a push or pull multiple
meaning and context 3-4 gravity a force that pulls objects together
multiple meaning and context 7 matter everything around us that has
mass and takes up space multiple meaning and context 8 mass the
amount of matter in an object context 9 weight a measure of the
pull of gravity in an objects mass context 12 friction A force that
resists motion when two objects rub against each other word part
(frictio=Latin for to rub; ion=the process of)
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- CIS Reading #2 Text Coding Developing Codes for Text Markin g
Unchallenging Coding Promotes lower-level thinking and can be used
less complex text for independent student reading. N= New
information I = I know this A = Agree D = Disagree ? = Dont
understand C = Connection Complex Coding Promotes higher-level
thinking Cause and Effect reading C = Cause E = Effect Problem and
Solution P = Problem S = Solution N = Neutral Others: H =
Hypothesis O = Observation FI = Finding FA = Fact
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- Reading # 1: T ext Coding CodeDescription (Examples) Fo Force G
Force of Gravity Fr Friction
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- 1 2 3 Fo G
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- Reading #2
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- Reading # 2 Text Codes and Directed Note-Taking Teacher
explains Directed Note-Taking Teacher presents a guiding question
to direct students thinking while coding and taking notes. Teacher
models note-taking using an example statement from the text, then
selecting the category or categories that support the
statement.
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- CIS Reading #2Gather Evidence Using the text, students begin
collecting notes that will help them eventually answer the
Essential Question (purpose) Directed Note-Taking sheet (tool) For
the You Do section, students partner-read, collaborating on the
Directed Note-Taking sheet; however, both students keep their own
sheet and dont have to agree on notes taken. Discussion Draft
Written Response to Essential Question Differentiation: teacher may
choose to continue to work with a small group of students,
scaffolding their reading; however, encourage students to uncover
their own notes to add.
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- 1 2 3 Fo G
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- Reading # 2: Partner Reads Directed Note-taking Using Force and
Motion Guiding Question: Using evidence from the article, describe
how forces and motion affect your everyday life? Paragraph #
NOTESCheck relevant categories below Evidence of force Evidence of
gravity Evidence of friction 1 Pushes and pulls are forces that
make everything around us move. X 2 A car certainly gets you to
your destination faster than using your feet. XX
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- Writing in Response to Text Everything in the CIS leads to
final writing. Pre-writing is based on prior knowledge. All others
include According to text and are meant to be evidence-based
writing. Evidence-based writing is critical component of CCSS
ELA.
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- First Draft Written Response to Essential Question First Draft
Written Response to Essential Question According to the text, how
do forces and motion affect our live?
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- Reading #3
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- CIS Reading #3 Individual Reading Question Generation Teacher
explains Question Generation Teacher models re-reading a portion of
the text and generating one or two questions Students read
independently generating questions. Class meets together afterwards
to share/ discuss Excellent for enrichment
opportunities/Inquiry
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- CIS Reading #3Metacognition Students listen to the questions
that pop into their heads as they independently read the text
(purpose) Generating Questions sheet (tool)done independently so
students can pay attention to their thinking Discussion at end
leads into science content Written Response to Essential
Question
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- CIS Reading # 3 Individual Reading Generating Questions A.Can
this question be answered by Research (R)? If so, put an X in the
Research column. B.Can this question be answered by Observation
(O)? If so, put an X in the Observation column. C.Can this question
be answered by Hands-on (H) (experiment, investigation, or science
activity)? If so, put an X in the Hands-on column. If you dont know
the category, make sure you present it in our discussion at the end
of the reading so your teammates can offer suggestions.
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- Reading #3: Generating Questions Question Generation: Using
Force and Motion Paragraph # Questions Can the question be answered
by.. Check relevant categories below Hands-on experiment or inquiry
Research for Scientific Facts Observation 1 How is force and motion
taking place when I am sleeping? X X 3 How does gravity keep our
feet on the ground? XX X
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- CIS Reading # 3 Individual Reading Using the Questions In
discussion, have students share their best question. Collect the
questions on sentence strips or posters with the headings Research,
Hands-on, Observation. As you move through the unit, have the
students keep these questions in mind. When they have the answer to
one of them, they add it to the question. If they find the answer
to a question in the Hands-on category by researching, have them
move the question. The R, O, and H questions can be used for
enrichment, extensions, inquiry, or STEM activities. Pick one of
the questions from your table and come up with an idea for a
science activity that will help answer that question. Be prepared
to share your tables idea.
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- Final Written Response to Complex Text-Based Question Final
Written Response to Complex Text-Based Question According to the
text and extended text discussion, how do forces affect your
everyday life? Journal Writing Reflection
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- Final Written Response to Complex Text-Based Question Final
Written Response to Complex Text-Based Question According to the
text and extended text discussion, how do forces affect your
everyday life? According to the text and my discussions in class, I
believe that force and motion play an important role in our lives.
Push and pull are the forces that make everything around us move.
In the text it states that without push and pull we wouldnt be able
to breathe, eat, or move. However, things on Earth dont just start
moving, a force is something that makes them move. There are two
forces that are always acting on us: Gravity, which is force that
pulls objects together and is responsible for keeping our feet on
the ground. The other force that is always acting around us is
friction. It is a force that resists motion when two objects rub
against each other. In some cases friction may be helpful, as when
you are walking and in other cases it may affect some athletes such
as swimmers or skaters. The texts give a very good example how we
use the force of gravity when playing basketball.
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- REMEMBER. It isnt necessary to do a complete CIS all the time
these complex strategies work together to help unlock a complicated
text. Once students have mastered how to do each section, one
component (i.e., Directed Note-Taking or Final Written Response)
can be used with any text.
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- CER Framework Adapted from Toulmin (1958) Claim -a conclusion
about a problem Evidence -scientific data that is appropriate and
sufficient to support the claim. Reasoning -a justification that
shows why the data counts as evidence to support the claim and
includes appropriate scientific principles Extension Activity
Claim, Evidence and Reasoning (CER)
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- Use the CER strategy to answer the following question? Is
friction always helpful? A. Claim: Friction is a very useful force.
B. Claim: Friction is not always helpful.
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- 12 13 14 15 16 Fr F
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- The claim, evidence and reasoning (CER) framework can be used
to support students in constructing arguments in science. The CER
framework can be used across reading, talking and writing. The
complexity of the CER framework and students work should increase
over elementary, middle and high school.