Professional Learning Module for the Common Core State Standards Literacy in Science Developed by: • California Department of Education • California Science Project • K-12 Alliance/WestEd • Orange County Office of Education • Riverside County Office of Education
Goals of This Session Become familiar with key aspects of the CCSS Literacy in Science Highlight the value of integrating CCSS into science instruction for deeper student learning Present an overview of strategies, instructional practices, and resources included in the PLM
New Opportunities for All Learners Common Core Next Generation Standards Science (ELA and Standards Mathematics) 21 st Century Skills
BIG IDEA for Science ELA: read, write, and research across the curriculum, including in history and science Mathematics: learn and apply concepts and mathematics ways of thinking to real world issues and challenges
NGSS Connection Boxes Connection boxes provide: a) connections to topics in other grade levels. b) articulation across grade levels. c) connections to Common Core State Standards
What is your definition of Literacy in Science ? Introduce yourself to an elbow partner. Discuss for 2 minutes what you think literacy in science means and why it is important for students. Share some ideas.
Digital ChalkBoard https://www.mydigitalchalkboard.org Guest Or Log In for Credit Link to all of the PLMs for Common Core
The PLM CCSS: Literacy in Science
Module Overview: 6 Units Unit 1: Investigating the CCSS Literacy in Science Unit 2: Making it Real: Classroom Examples Unit 3: Looking at Student Work Unit 4: Science Notebook: A Student ’ s Writing and Thinking Tool Unit 5: Science: A Natural Setting for Language Development Unit 6: Planning For Student Success
Investigating the Common Core State Standards Literacy in Science
Quick Note to Self Think about a science lesson you have taught. What are the important components of that science lesson? Share with a partner.
Lesson Components In addition to the science components, which of the following literacy components, if any, did you include in your lesson description? Speaking Listening Writing Reading
Observation: Notebook Entry Take independent notes as you observe samples 1 and 2. Use all senses except taste.
Next Observation: Add ICE What do you observe in cup #1 and cup #2? Write your observations about this phenomenon in your notebook. As a group draw a picture of what you think is happening, and Write an explanation of what you think is happening.
Construct an Explanation: Read an Informational Text Read ( Why Ice Floats) using “ talk to the text ” Revise your explanation based on the reading Finalize your understanding in a argumentative writing (claims and evidence).
Linking Science to CCSS How did the ice “lesson ” incorporate literacy? What language processes did you use in the investigation?
Work in “Common” Grade 5: SL 5.1 Participate in collaborative conversations SL 5.5 Add drawings to clarify ideas Grades 6-8: WHST 6-8.1 Discipline specific claim with evidence Grades 9-10: RST9-10.1 Citing evidence from text
ELA Text Type and Purposes: Middle School Fold the CCSS Example A (7 th grade) in half so that the left side is facing up. • Review the ELA standards for text types and purposes: • #1 (argument) • #2 (informative) • #3 (narrative)
ELA and Literacy in Science Text Type and Purposes • Unfold the paper • Review the Content Literacy in Science Standards in the right column • What do you notice?
ELA Text Type and Purposes: What About Elementary School? • Fold the CCSS Example B (5 th grade) in half so that the left side is facing up. Notice the similarity with the ELA middle school standards. • Unfold the paper. What do you notice? K-5 Literacy in Science Standards are embedded in the K-5 ELA Standards
Unit 2 Overview
Unit 2: Making it Real Each grade level includes a video that provides an overview of the learning sequence and addresses: speaking and listening writing. reading in the science classroom.
Setting the Stage…. 7-day Learning Sequence Science content: metals have properties by which they can be identified, such as: • Shiny, malleable, and ductile; • Conduct heat and electricity; • And, in some cases, magnetic.
Learning Goals --5 th Grade Lesson 5 -PS1-3 Make observations and measurements to identify materials based on their properties. [Clarification Statement: Examples of materials to be identified could include baking soda and other powders, metals, minerals, and liquids. Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility; density is not intended as an identifiable property.] [Assessment Boundary: Assessment does not include density or distinguishing mass and weight.] Discover, through experimentation and discussion that some, but not all metals are magnetic. Deepen learning by reading and finding out why only certain metals are magnetic.
5 th Grade Overview Video While you watch the video, use the note- taking page to record observations about how literacy elements are embedded in the lesson.
So, what did you notice? How were speaking, listening, writing, and reading integrated with the science? What ideas about CCSS and literacy did this process surface or address? What other aha ’ s did you have?
CAESL Assessment Knowledge Framework
Assessment Rubric The student’s assessment prompt is: “ Using evidence from your experiment and reading, write an argument in which you state your claim about metals and support the claim with evidence from two sources. ”
Scoring Guide ESRs Component High Medium Low Science Metals must have Metals must have Any metal will Understanding Fe, Co or Ni to be iron work magnetic Text Type Criteria Stated claim; Stated claim, use Series of used evidence 1-2 pieces of information, no from experiment evidence; no or claim, no and reading; had weak conclusion conclusion a conclusion Use of Academic Attract Use attract and stick Language stick Links evidence — Communicating List evidence but Evidence not doesn ’ t link it Information metals with Fe, supported; claim Co or Ni; is not stated therefore paper clip must be one of those
Samples of Students ’ Final Writing
Purposes for Writing Writing to Learn Learning to Write • • Student thinking Student production • Make visible student ’ s • Informational and/or prior knowledge of the argumentative student content writing • • Make visible how This product, written student ’ s understanding and edited for public develop through presentation, is graded instruction and considered a • Make visible which summative content is still difficult assessment. for students to understand 34
Unit 4 includes: • Examples from scientists’ notebooks • Links to key research-base resources on the benefits of science notebooks • Samples of students’ notebooks in grades 1, 5, 8, and HS (from the example classrooms) • Video of a panel of K-12 teachers discussing the advantages to use science notebooks
Science: A Setting for ELD Integrate CA CCSS for ELA Literacy in Science and CA ELD Standards into science instruction. Engage in the following activities View a classroom video of standards-based instruction that supports ELD Identify practices in the video that develop speaking and listening skills as a precursor to writing for ELD Develop a lesson for your classroom that integrates CA ELD standards with science content and CA CCSS for ELA Literacy in Science
Unit 6: Planning for Student Success • Conceptual Flow Build coherence through a 5-step process to identify and organize concepts and plan for the sequence of instruction. 39
from Concept Flow to 5E Lesson Plan • Develop a 5-E lesson plan that explicitly integrates literacy to increase student understanding of science content 40
Module Summary and 3-2-1 • List three ideas for using the module in your context. • List two challenges you need to address for successful integration in your district or classroom. • List one action that you will take immediately to integrate literacy with science in your context.
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