There’s No APP for that

Kelly Clark, Literacy Consultant

KDE

KRA October 18, 2013

Science and Literacy

Science and Literacy

NGSS Appendix A Conceptual shifts

2. The Next Generation Science Standards are student performance expectations – NOT curriculum.

6. The NGSS are designed to prepare students for college, career, and citizenship.

4. The NGSS Focus on Deeper Understanding of Content as well as Application of Content.

7. The NGSS and Common Core State Standards (English Language Arts and Mathematics) are Aligned.

Model unit

Literacy Design Collaborative

• LDC Modules• Use a structured framework to embed intentional skill

building in close reading, critical thinking, essential questioning and effective writing.

• Not a program, not a curriculum but one strategy to implement KCAS and shifts more greater rigor needed in classroom instruction.

• LDC modules allow you to showcase:• Your expertise as a professional• Engagement and motivation in your classroom• Inquiry, research, collaboration and student choice• Student growth of your students as writers

Appendix M

Connections to CCSS Literacy Anchor Standards

Let’s look at one page

Asking Questions and Defining Problems

Reading standards that apply toscientific argumentation

Cite evidence that most strongly supports a point or analysis from the text.

Distinguish between facts and opinions in a science related article.

Determine an author’s point of view or purpose in a chapter and respond with counterevidence or an alternative viewpoint.

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient.

Analyze a case in which two or more sources provide conflicting information on the same topic and identify where the sources disagree on matters of fact or interpretation.

Speaking and listening standards thatapply to scientific argumentation

• Present claims and findings, emphasizing salient• points in a focused, coherent manner with relevant• evidence, sound valid reasoning, and well-chosen• details; use appropriate eye contact, adequate volume,• and clear pronunciation.• • Integrate multimedia and visual displays into presentations• to clarify information, strengthen claims and• evidence, and add interest.• • Pose questions that connect the ideas of several• speakers and respond to others’ questions and comments• with relevant evidence, observations,• and ideas.• • Acknowledge new information expressed by others• and, when warranted, qualify or justify their own• views in light of the evidence presented.• • Describe a speaker’s argument and specific claims,• evaluating the soundness of the reasoning and relevance• and sufficiency of the evidence and identify• when irrelevant evidence is introduced.

Writing standards that apply toscientific argumentation

Support a claim with logical reasoning and relevant, accurate evidence that demonstrate an understanding of a science topic.

Use scientific words and phrases to clarify the reasoning and relationships among claims, counterclaims, and evidence.

Provide a concluding statement or explanation that follows from and supports the argument presented.

Write arguments focused on discipline-specific content to support claims with clear reasons and relevant evidence.

Introduce a claim about a topic or issue, acknowledge and distinguish the claim from alternate or opposing claims, and organize the reasons and evidence logically.

Write informative explanations generated from scientific procedures and investigations.

WATER ON MARS

Martian Friday TeamE J Hayes Middles School, FayetteLeAnn Hall – Jon Livingood- Robin Howe

Unit Overview

Preparing LeanersBuilding backgroundPaired Photos activityClarifying BookmarksBase group shareWordle Partner ShareInteracting with TextsClose ReadingLiterary Devices DyadAuthor’s ToneWordle Part IIInterpretation CirclesExtending UnderstandingVocabulary Review JigsawLDC module “Should Mars be our next home?”

Preparing for the task- close reading

• In pairs, find The Atlantic article, “The Coming Age of Space Colonization”

• Use sticky notes and highlighters to “mark up the text”

• Your “look fors” places, people, events where you have a question – what would you like to explore further? What did you find interesting, new or hard to believe?

Infographics• “ students need not

only to do hands-on science and talk and write science in words; they also need to draw, tabulate, graph, geometrize, and algebrize science in all possible combinations” -Lemke

• Share-out your wonderings – use chart paper to record (assign a recorder)

• Share the prompt – now what connections or links can you make to the upcoming writing assignment?

• Post prompt in room for reference during entire module.

Will Mars be our next home? After reading the 4-6 informational texts, write a science journal article that addresses the question and support your position with evidence from the text

Reading Process Academic integrity

RATA – listening for how sources of information are attributed (cited) in science writing

Highlight as I read the different ways of attributing sources

Hand out “A Student’s Guide to ATTRIBUTIONS”

Hand out ARTICLE A-Horse and healing

In pairs or small groups – using the question, select the text where attributions would be helpful to a reader.

BUNDLINGTeaching with the new standards is about compacting and

connecting information rather than teaching in discrete silos

WEAVE ALL YOUR SCIENCE AND LITERACY AND BEST TEACHING

PRACTICES TOGETHER

ONLINEKDE website- KCAS Nextgenscience.orgNSTA.orgell.stanford.eduLiteracydesigncollaborative.orgArtslit.orgScijourner.orgTeach for Scijourn.org

TEXTFront Page Science: Engaging Teens in Science Literacy

Resources

KELLY CLARKKelly.clark@education.ky.gov