Common Core State Standards:

What it Means for Teachers of Science in Leon County Schools

Objectives Participants will:

Agenda

• Common Core State Standards for Literacy in Science and Technical Subjects

• Research Proven Instructional Strategies in Science Instruction.

• LUNCH• CCSS Teaching Strategies and Resources

– Middle School and High School Non Bio Courses: NG-CARPD

– Biology: Curriculum Guide

• Putting It All Together

Quick Assessment• Take a minute and think of your current

involvement and knowledge of the Common Core State Standards.

• Using the “Note Pages” provided, do a

two-minute paper on how familiar you are with the CCSS in Literacy or Science and Technical Subject and, what you hope to gain from today’s overview session.

Groups• Biological Science

– Biology: Middle and High School– Anatomy and Physiology

• Physical Science– Physics– Integrated Science– Physical Science– Earth/Space Science

• Chemical Science– Chemistry– Marine – Environmental

• Middle Comprehensive Science– 6th, 7th and 8th Grade Teachers

Share• Share with your table, one or two ideas from

your quick write.

• Discuss implications for your work at your school.

• Select a teacher from your group to share out using the chart paper.

Answers

• Writing– Category 1: Text Types and Purposes: 2, 5, 7– Category 2: Production and Distribution of Writing: 3, 6, 8– Category 3: Research to Build and Present Knowledge: 1, 9, 10– Category 4: Range of Writing: 4

• Reading– Category 1: Key Ideas and Details: 2,9,5– Category 2: Craft and Structure: 3, 4, 8– Category 3: Integration of Knowledge and Ideas: 1, 6, 10– Category 4: Range of Reading and Level of Text Complexity: 7

Reading Standards for Literacy in Science and Technical Subjects 6-12

KEY IDEAS AND DETAILS (page 62)

Reading Standards for Literacy in Science and Technical Subjects 6-12

KEY IDEAS AND DETAILS (page 62)

Grades 6-8 Grades 9-10 Grades 11-12

1. Cite specific textual evidence to support analysis of science and technical texts.

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

3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks attending to special cases or exceptions defined in the text.

1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

Speaking and ListeningWriting

Research to Build and Present Knowledge

Presentation of Knowledge and Ideas

Research

• Research Proven CCSS Instruction in the Science Classroom

LUNCH

• After lunch return to media center for whole group presentation

What does CCSS Look like in the classroom?

• Standard Summarization– Grade Levels/Subject Groups

• KUD Activity and Share

Key Components

• Think of three things that you are currently doing that support the CCSS Literacy in Science

• Think of two things that you could improve or an area in which you would like more support

Brainstorm

• How does science prepare students for college, career and citizenship in the 21st century?

• How does science promote LITERACY?

• How does literacy promote SCIENCE!?

• What can YOU do, starting today to become more intentional about promoting literacy – reading, writing, speaking and listening in your classroom to prepare student for college, career and citizenship?

Emphasis on Informational Text

The Chart above shows that there will be an increased demand of the type of text that our students should be exposed to and reading successfully.

There needs to be a shift in our science classrooms to incorporte move relevant and complex text.

Where can you find informational text to support classroom instruction?

17

Distribution of Literary and Informational Passagesby Grade in the 2009 NAEP Reading Framework

Grade Literary Information

4 50% 50%

8 45% 55%

12 30% 70%

Information Text Links

• http://Destiny.leon.k12.fl.us

• Journals

• Magazines

• Science Share Point Site

District Supported Instructional Strategies for CCSS Literacy in

Science• NG-CARPD (CIS) Model Introduction

Next Steps

To SUM It Up!

• There are many things that we are currently doing in the science classroom that demonstrates implementation of common core literacy and reading standards.

• The urgency to increase reading and writing in the science classroom is a must!

• Support is available as we transition to include CCSS as a part of science instruction.

Contact Information

• K-8 Science Developer:– Anicia Robinson: robinsona2@leonschools.net– 487-7873– Howell Building

• High School Science Developer:– Robin Oliveri: oliverir@leonschools.net– 617-4700– Godby High School