Common Core ELA and Secondary Content

Common Core in Secondary ScienceWendy Whitmer- Regional Science Coordinator NEWESD 101Jennifer Chase- Science CoordinatorSpokane Public Schools1Learning TargetsUnderstand the connections between science, Common Core State Standards- English Language Arts, and the Next Generation Science Standards.Integrate informational text reading strategies into our science courses.Integrate effective writing strategies into our science courses.

2AgendaCCSS-ELA for Science and Technical Subjects ArchitectureNGSS Architecture- Whats the connection?Instructional ModelText StrategiesThe PracticesArguing from EvidenceIn your classroom!Standards Template:Use placemat- build in note-taking componentNGSS ReviewCCSS ELAPracticesConnections between NGSS SEPs and CCSS ELA (Text complexity)Diamonds in the Sky Inquiry activity and Academic VocabularyReading from informational text strategiesFind CCSS standards, find NGSS componentsTalk the practices and relationship between speaking and listening and SEPSNuclear Power, arguing from evidenceCome back to NGSS SEPsCCSS Engagement where, when, and how in my classroom3What do you know?Please answer the probe on your own.Talk to the people at your table.Share out with the whole group.

4The ELA Document StructureK-5 page 11ReadingFoundational SkillsWritingSpeaking and ListeningLanguage

6-12 page 35ReadingWriting Speaking and ListeningLanguageLiteracy in History/Social Studies, Science, and Technical SubjectsAppendices A, B, CIntroduction page 105Overall structure of the complete document

5CCSS-ELARead the Anchor Standards for WritingWhere do you do this already in your classroom?What strategies do you use already?

6NGSS Architecture Integration of 3 Dimensions:PracticesCrosscutting Concepts Core Ideas

Correlation with CCSS

. . . science and engineering education should focus on a limited number of disciplinary core ideas and crosscutting concepts, be designed so that students continually build on and revise their knowledge and abilities over multiple years, and support the integration of such knowledge and abilities with the practices needed to engage in scientific inquiry and engineering design (Framework, p. ES 1).

Thus it [the Framework] describes the major practices, crosscutting concepts, and disciplinary core ideas that all students should be familiar with by the end of high school, and it provides an outline of how these practices, concepts, and ideas should be developed across the grade levels (Framework, p. 1-1) .

By the end of the 12th grade, students should have gained sufficient knowledge of the practices, crosscutting concepts, and core ideas of science and engineering to engage in public discussions on science-related issues, to be critical consumers of scientific information related to their everyday lives, and to continue to learn about science throughout their lives. They should come to appreciate that science and the current scientific understanding of the world are the result of many hundreds of years of creative human endeavor. It is especially important to note that the above goals are for all students, not just those who pursue careers in science, engineering, or technology or those who continue on to higher education (Framework, p. 1-2).

Students actively engage in scientific and engineering practices in order to deepen their understanding of crosscutting concepts and disciplinary core ideas (Framework, p. 9-1).

In order to achieve the vision embodied in the framework and to best support students learning, all three dimensions need to be integrated into the system of standards, curriculum, instruction, and assessment (Framework, p. 9-1).

Furthermore, crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas (Framework, p. 9-1).Thus standards and performance expectations must be designed to gather evidence of students ability to apply the practices and their understanding of the crosscutting concepts in the contexts of specific applications in multiple disciplinary areas (Framework, p. 9-1 & 2).

When standards are developed that are based on the framework, they will need to include performance expectations that cover all of the disciplinary core ideas, integrate practices, and link to crosscutting concepts when appropriate (Framework, p. 9-3).

In sum, teachers at all levels must understand the scientific and engineering practices crosscutting concepts, and disciplinary core ideas ; how students learn them; and the range of instructional strategies that can support their learning. Furthermore, teachers need to learn how to use student-developed models, classroom discourse, and other formative assessment approaches to gauge student thinking and design further instruction based on it (Framework, p. 10-10).7

Performance ExpectationScience and Engineering PracticeDisciplinary Core IdeaCross Cutting ConceptCommon Core State Standards Connections8Instructional ModelActivityHands-onInformational text readingScaffolding for the readingPurpose that connects back to activityNGSS and CCSS Standards that the reading helps meet

Watch for these components!98th Grade Earth ScienceEssential Question:How do ocean currents affect regional climate?

Investigative Question:What is the effect of temperature and salinity on ocean currents?What is the effect of temperature and salinity on ocean currents?Turn and talk with your elbow partnerWrite a brief description or sketch a quick model

In your table groups, decide who will explore each station 1-4At your station, complete the demonstration.Record observations and sketch models that might help you answer the investigative question.

* Typically I would use a probe or other elicitation activity with students to generate their initial thinking. 11What is the effect of temperature and salinity on ocean currents?Mark your text while you are reading Text refers to one of the demonstrations

Text helps to answer the investigative question? Text is confusing or doesnt make senseWhat is the effect of temperature and salinity on ocean currents?In your table groups:Discuss what you read. Did each member of the group find a reference to all four demonstrations?Did each member find information to help answer the question?Develop a model that answers the investigative question.* Models can be extensions of those in the text or groups can start from scratch13NGSS / CCSS StandardsMS-ESS2-6: Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climatesESS2.C (DCI): Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. RST.6-8.2: Determine the central ideas or conclusions of a text.RST.6-8.7: Integrate quantitative or technical information expressed in words with a version of that information expressed visuallyInstructional ModelActivityHands-onInformational text readingScaffolding for the readingPurpose that connects back to activityNGSS and CCSS Standards that the reading helps meet

What did you notice? What are you wondering?15Three tiers of words16I will quickly review some of the key points that you hopefully extracted from Explain that this three-tiered model of vocabulary categorizes words based on their frequency in texts (more to less frequently occurring) and applicability (broader to narrower) as you progress up the triangle.For instance, the facilitator might say,The Common Core State Standards refer to a model that describes three tiers of words, categorized by their frequency in texts (more to less frequently occurring) and applicability (broader to narrower) from bottom to top.Tier 1 (at the bottom) consists of the basic words that most students at a particular grade level will know. These are the everyday words of conversation, and most of them are learned from the speech of peers and adults around them. They are not considered a challenge to the average native speaker and comprise the bulk of words students know.Tier 2 (in the middle) consists of general academic words and is our focus today. These are the words that have utility across a wide range of topics and in many curriculum areas. Students will encounter and learn most of these words through reading text, rather than in conversation, and through explicit classroom instruction. They are especially important because building a strong academic vocabulary is key to comprehending academic text.Tier 3 (at the top) consists of the highly specific disciplinary vocabulary that lack generalization low-frequency words needed to understand the concept under study.

16Three tiers of wordsTier 3 Highly specialized, subject-specific; low occurrences in texts; lacking generalizationE.g., oligarchy, euphemism, hydraulic, neurotransmittersTier 2 Abstract, general academic (across content areas); encountered in written language; high utility across instructional areasE.g., principle, relative, innovation, function, potential, styleTier 1 Basic, concrete, encountered in conversation/ oral vocabulary; words most student will know at a particular grade levelE.g., injury, apologize, education, serious, nation17Explain the three tiers of words.For instance, the facilitator might say,Tier 1 words are not usually a challenge to the average native speaker, though English language learners will have to attend carefully to them. They are the words that most students can be expected to know at a given grade level. Many, perhaps most, of these words are acquired through conversation and without deliberate effort.Tier 2 words, in contrast, are far more likely to appear in written texts than in everyday speech. They appear in all sorts of texts, from technical to literary, are highly generalizable, and consequently have high utility both for reading and writing. They often represent subtle or precise ways to label things or convey known ideas or concepts. Unlike Tier 1 words, they usually require a more deliberate effort to acquire. Tier 3 words are specific to a domain or field of study and are key to understanding a new concept within a text or content area. Because they are closely tied to the content knowledge of the discipline, they are far more frequent in informational text than in literature. Recognized as new and hard words for most readers (particularly student readers), they are often explicitly defined by the author of a text, used repeatedly throughout the text, and otherwise heavily scaffolded (for instance, made a part of a glossary). They are typically explicitly taught as part of the unit of study.17Tier 3 words are often defined in the textsPlate tectonics (the study of the movement of the sections of Earths crust) adds to Earths story.

The top layers of solid rock are called the crust.

Optical telescopes are designed to focus visible light. Non-optical telescopes are designed to detect kinds of electromagnetic radiation that are invisible to the human eye.

18Explain that Tier 3 words are often defined within the text. The excerpts on the slide are taken from the CCSS Informational Text Exemplars for grades 6-8.For instance, the facilitator might say,Here are five excerpts from the Grades 6-8 Informational Text Exemplars in Appendix B of the CCSS document. They illustrate very well how Tier 3 words are often defined within the text. It is important, of course, to teach students how to recognize the syntax and diction cues that indicate a term is being defined.18Think About VolcanoesVolcanoes

VolcanoesMoltenMantleMagmaCrust

Volcanoes

StudyPlanetWorksScientistsMelts

19Tier 3 WordsTier 1 Words

Explain the words chosen in the passage from Volcanoes and invite participants to share their word selections for it and the other two passages.For instance, the facilitator might say,Here are some examples of Tier 3 and Tier 1 words you might have included for the passage from VolcanoesThe Tier 3 words or domain specific words are ones we would not expect to find applied broadly and in multiple ways. The first two are key to the main point of the passage. The Tier 1 words that might pose problems for non-native speakers include ones they would have heard infrequently, such as planet, or works as it is used here.What words did you come up with for this and the other passages?19Activity: Categorize vocabularyWith partners, read the selections and identify20

Invite participants to work with partners or in small groups to identify Tier 3 and Tier 2 words, as well as a few Tier 1 words that may require additional instruction for non-native speakers.For instance, the facilitator might say,Lets take a look at a the words in several of the selections from the CCSS document. Working with partners or small groups, read the last excerpt, from Innumeracy, and one or two others and select some words you would assign to the three tiers. 20Activity: Select Tier 2 words to teachThe word is central to understanding the text.The word choice and nuance are significant.Students are likely to see this word frequently.Students will be able to use this word when writing in response to the text.It is a more mature or precise label for concepts students already have under control.The word lends itself to teaching a web of words and concepts around it.

21Explain that most reading selections will have far too many Tier 2 words to teach in depth, so strategic planning of which words to include is critical.For instance, the facilitator might say,So now lets look at the words you identified as Tier 2 words. As you can tell by these excerpts, grade-appropriate complex text will contain more Tier 2 words than students can learn to comprehend deeply at one time. Consequently, it is critical that teachers plan strategically -- first, what texts to include, and then second, what Tier 2 words to study in depth. That leaves the question of what to do about the words one does not teach in depth. One suggestion is to use synonyms, brief definitions, or graphics so students can move past the word relatively quickly and still comprehend the passage. For instance, knowing what the term fulcrum refers to is critical to understanding the Archimedes reference, and students familiar with the term lever may have forgotten the companion term fulcrum. However, a brief reference to it or simple graphic might be sufficient to remind students.Using these short versions of the criteria for selecting Tier 2 words, winnow down your lists to the few you might select to teach in depth. Remember, you are looking at excerpts of larger works the students would be reading full of even more Tier 2 words. Additionally, consider that every content area teacher will be selecting words to teach, as well. So, you will probably need to pare down your list to just a few really critical words. [Allow 5 minutes for partners to work.]21Teaching Vocabulary Strategies

In your science notebooks:Do a one minute quick write of the vocabulary teaching strategies you useTurn to your elbow partner and share your strategiesMake a Line of Learning and record other ideas you hear from your partner22Teacher needs to think about what are the teaching vocab strategies you use now-quick write in notebook, turn and talk, use a LOL Vocab words Explanation Game-Go back to the modeled lesson ideaWord sortsVocab on the backSynetics-Page KeeleyCCD

22StrategiesLook in Keeleys Science Formative Assessment.What strategies do you think would be best for teaching academic vocabulary?Which fit Tier 2 words?Which fit Tier 3 words?

2323Your connectionsLook at your own text.Fill out the template for your text: ConsiderWhat is your purpose?How will you scaffold for your students?

24Role of ArgumentationWhat do the standards say?

In partners Read:From the Framework for K-12 Science EducationFrom the CCSS Speaking and Listening

25Role of ArgumentationComplete a Box and T

Add to the bottom of the Box and T:

Where are these practices in your classroom?

26Effect of sal and temp on currentsMake a claim or return to your original claimProvide evidence from the hands-on and from the reading to support your claim.Nuclear PowerPurpose: Consider the role of argumentation in the science classroom.What do you know about nuclear power?Rank the amount of energy we get from each source.Rank as a group.

28Nuclear PowerRanks:Biomass: 6Coal: 1Geothermal: 8Hydropower: 4Natural Gas: 2Petroleum: 7Propane: 10Solar: 9Uranium: 3Wind: 5

29Nuclear Power Performance TaskFrom: Smarter Balanced Assessment Consortium Released Items: www.smaterbalanced.org

Tasks:Identify pros and cons of nuclear power.Evaluate provided sources.

30

31Nuclear Power Performance TaskIn your courses:

What argument can you have your students make?Ex: Stem cell useEx: Oil drilling in ANWREx: What is your evidence that plants get most of their mass from the air?

32Argument and EvidenceHow would you have students gather information?How would you have students evaluate information?How would you ensure students provide sufficient evidence for their argument?

33Text complexity videoKids need to be reading rigorous textReflectWhat strategies can you add to your CCSS charts?

Exit TicketWhat strategies or elements from today might you use in your classroom?How do you envision implementing the strategy in your classroom?

36