common core and reading standards for literacy in science and technical subjects 6-12
Upload: the-ohio-state-university-college-of-education-and-human-ecology
Post on 19-May-2015
1.506 views
DESCRIPTION
Part I of our series on the impact the Common Core State Standards will have on science instruction in the middle grades. In this session, we’ll explore the reading standards for grades 6-8. Learn about the standards themselves, discover resources that can help you modify your instruction to meet them, and join the emerging conversation with other educators. You’ll get the most out of the seminar if you’ve browsed these standards ahead of time. Go to http://corestandards.org/, click on English Language Arts, and scroll to the Reading Standards for Literacy in Science and Technical Subjects 6-12.TRANSCRIPT
msteacher2.org
Where is everybody from?
Answer using the stamping tool to the left of the whiteboard!
- www.msteacher2.org
Common Core and Reading Standards for Literacy in Science
and Technical Subjects, 6-12.
Jessica Fries-Gaither
March 14, 2012
- www.msteacher2.org
Upcoming Webinars• March 21
- Getting Ready for the Next Generation Science Standards Part 2: Scientific and Engineering Practices
• April 11 - Common Core and Writing Standards for Literacy in Science and Technical Subjects 6-12
• April 18 - Getting Ready for the Next Generation Science Standards Part 3: Crosscutting Concepts
• May 16 - Getting Ready for the Next Generation Science Standards Part 4: Integrating the Three Dimensions
Go to MSP2 – Go to MSP2 – http://msteacher2.org
under Events Tab to RSVPunder Events Tab to RSVP
- www.msteacher2.org
About the Presenter
• Education Resource Specialist at Ohio State University
• Project Director for Beyond Penguins and Beyond Weather
• Former middle and elementary teacher
• Pursuing a reading endorsement
- www.msteacher2.org
Today’s Agenda
• Why Reading Standards in Science?
• Overview of Reading in Science and Technical Subjects, 6-12
• Explore the Standards, One by One
Resource list at : http://www.diigo.com/list/jfriesgaither/reading-for-literacy-in-science-and-technical-subjects
- www.msteacher2.org
Why Reading Standards in Science?
• Reading is an important component of science• Reading informational text is different than reading
literature• Students struggle to comprehend informational text• Understanding content area text is best achieved in
context• Many standardized tests already use science-
themed passages for reading comprehension; students have not done well with them
• Standards help content teachers facilitate understanding of text
- www.msteacher2.org
Any comments or questions before we get started?
Key Ideas and Details6-8.RST.1. Cite specific textual evidence to support analysis of science and technical texts.
Students examine the details of scientific or technical text to support their analysis of the document. Supporting evidence could include:•Citing evidence that supports the author’s claim, conclusion, purpose, or perspective•Citing evidence that supports the credibility and validity of the text (research design or sample size, date of publication, visual representations of data and findings, or whether the supporting research has been peer reviewed.
2010 Arizona ELA StandardsGrades 6-8 Science and Technical Subjects
Examples:Cite evidence in a news article about a hurricane that supports the
author’s claim of damage.
Cite evidence from an article that supports the author’s position on vaccinating all children.
Examples:Cite evidence in a news article about a hurricane that supports the
author’s claim of damage.
Cite evidence from an article that supports the author’s position on vaccinating all children.
Key Ideas and Details6-8.RST.1. Cite specific textual evidence to support analysis of science and technical texts.
What evidence from the text supports your
conclusion/statement?
What evidence from the text supports your
conclusion/statement?How do you know?How do you know?
Not the same as asking content-focused questions after students read a text!
Focus on the text itself – what evidence is provided?
Students can cite evidence orally or in writing.
Key Ideas and Details6-8.RST.1. Cite specific textual evidence to support analysis of science and technical texts.
“Support Your Position” (p. 78)
Can you find evidence to support the idea that Julian would have had a different experience pursing a scientific career today?
From the information in these slides, how was Julian able to overcome racial barriers that existed in his time?
http://www.teachersdomain.org/resource/drey07.soc.civil.tactics.trailblazer/
Key Ideas and Details6-8.RST.2. Determine the central ideas of conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
Students identify the key ideas of their text and provide an accurate summary for an expository text or sequencing summary for a functional text.
2010 Arizona ELA StandardsGrades 6-8 Science and Technical Subjects
ExamplesAfter reading, students summarize information about:
•Differences between plant and animal cells•The flow of energy through an ecosystem
When reading lab procedures, students identify key safety concerns or summarize necessary precautions.
ExamplesAfter reading, students summarize information about:
•Differences between plant and animal cells•The flow of energy through an ecosystem
When reading lab procedures, students identify key safety concerns or summarize necessary precautions.
Key Ideas and Details6-8.RST.2. Determine the central ideas of conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
Get the Gist: A Summarizing Strategy for any Content LessonStudents read a newspaper article or an article found online and use a template to record the 5Ws and H (Who? What? When? Where? Why? How?). The use these notes to write a 20 word GIST
(summary).
Get the Gist: A Summarizing Strategy for any Content LessonStudents read a newspaper article or an article found online and use a template to record the 5Ws and H (Who? What? When? Where? Why? How?). The use these notes to write a 20 word GIST
(summary).
Making Science Relevant with Current Events
Students read and summarize science current events of their
own choosing, then write a “Science Tweet.”
Making Science Relevant with Current Events
Students read and summarize science current events of their
own choosing, then write a “Science Tweet.”
Key Ideas and Details6-8.RST.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
Students follow a written lab protocol or sequence of steps to accomplish an activity. Students should pay attention to accuracy and precision when taking measurements.
ExamplesStudents follow written instructions for conducting scratch tests or
use a key to classify rocks.
Students follow written instructions for using pH paper to determine whether a substance is an acid or base.
ExamplesStudents follow written instructions for conducting scratch tests or
use a key to classify rocks.
Students follow written instructions for using pH paper to determine whether a substance is an acid or base.
2010 Arizona ELA StandardsGrades 6-8 Science and Technical
Subjects
Craft and Structure6-8.RST.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a special scientific or technical context relevant to grades 6-8 texts and topics.
Students determine the meaning of words and phrases as they read science content…They use a variety of strategies (context clues, linguistic roots and affixes, restatement, examples, contrast, glossary, etc.) to determine the meaning of words and phrases in the text, as well as symbols in equations or in diagrams and flow charts.
ExamplesStudents read about food webs, then identify roots and affixes to help define
terms like carnivore, herbivore, omnivore, autotroph, and heterotroph.Students determine the meaning of the direction of the arrows in food webs or
rock and water cycle diagrams.
Students determine meaning of variables in mathematical equations (f=ma) or symbols in the Periodic Table.
ExamplesStudents read about food webs, then identify roots and affixes to help define
terms like carnivore, herbivore, omnivore, autotroph, and heterotroph.Students determine the meaning of the direction of the arrows in food webs or
rock and water cycle diagrams.
Students determine meaning of variables in mathematical equations (f=ma) or symbols in the Periodic Table.
2010 Arizona ELA StandardsGrades 6-8 Science and Technical Subjects
Craft and Structure6-8.RST.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a special scientific or technical context relevant to grades 6-8 texts and topics.
A Prereading Strategy: Using the Vocabulary, Language, Prediction ApproachStudents participate in oral language activities as a basis for predicting the meaning of words and the content of
an informational text. These activities include using affixes and other means of word study. After reading the text, students modify
their predictions.
A Prereading Strategy: Using the Vocabulary, Language, Prediction ApproachStudents participate in oral language activities as a basis for predicting the meaning of words and the content of
an informational text. These activities include using affixes and other means of word study. After reading the text, students modify
their predictions.
ABC Bookmaking Builds Vocabulary in Content Areas
Students create ABC books to demonstrate understanding of content
area words. Flexible lesson can be modified in many ways!
ABC Bookmaking Builds Vocabulary in Content Areas
Students create ABC books to demonstrate understanding of content
area words. Flexible lesson can be modified in many ways!
Build understanding through hands-on investigation
Use nonlinguistic representations to demonstrate knowledge
Build understanding through hands-on investigation
Use nonlinguistic representations to demonstrate knowledge
Craft and Structure6-8.RST.5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
Students analyze the use of different text structures (compare and contrast, cause and effect, problem and solution, sequence, and description). Students also identify different features within a text (headings, sub-headings, bold words, pictures, graphs, data tables, paragraphs) and explain how the visual structures support, reinforce, or provide additional information to the paragraph text.
ExamplesStudents identify signal words and other features of text structures found in a textbook and explain how the structure contributes to the author’s key points.
Students read a section from a textbook and analyze how text structures and features help the reader understand the meaning of the text.
Students read an article or lab report and explain the purpose for each section.
ExamplesStudents identify signal words and other features of text structures found in a textbook and explain how the structure contributes to the author’s key points.
Students read a section from a textbook and analyze how text structures and features help the reader understand the meaning of the text.
Students read an article or lab report and explain the purpose for each section.
2010 Arizona ELA StandardsGrades 6-8 Science and Technical Subjects
Craft and Structure6-8.RST.5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
Comparing and Contrasting: Picturing an Organizational Pattern
Students investigate picture books organized in various compare-contrast
patterns and apply what they’ve learned to their own writing.
Comparing and Contrasting: Picturing an Organizational Pattern
Students investigate picture books organized in various compare-contrast
patterns and apply what they’ve learned to their own writing.
How do the headers/boldfaced words/pictures help you
understand the text?
What words tell us that this is written in compare/contrast
[or other] form?
How does the author use this text structure to convey
his/her point(s)?
How do the headers/boldfaced words/pictures help you
understand the text?
What words tell us that this is written in compare/contrast
[or other] form?
How does the author use this text structure to convey
his/her point(s)?
Identify and discuss the types of text structures found in your textbook. Identify signal words that indicate which structure is being used, and
discuss why an author might choose this structure for this particular
purpose.
Identify and discuss the types of text structures found in your textbook. Identify signal words that indicate which structure is being used, and
discuss why an author might choose this structure for this particular
purpose.
- www.msteacher2.org
Craft and Structure6-8.RST.6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
Students explain why an author included a particular section or description in a text. This is often closely tied (or at least related) to identifying the author’s purpose in writing the text as a whole.
ExamplesStudents read a science article that describes the procedure for measuring
earthquakes and analyze why the author included the procedure in the text.
Students read an article that provides information about what constellations are visible this month; the article contains an explanation on how to identify the major
constellations. Students explain why the author included information on how to identify constellations in the article.
ExamplesStudents read a science article that describes the procedure for measuring
earthquakes and analyze why the author included the procedure in the text.
Students read an article that provides information about what constellations are visible this month; the article contains an explanation on how to identify the major
constellations. Students explain why the author included information on how to identify constellations in the article.
2010 Arizona ELA StandardsGrades 6-8 Science and Technical Subjects
Craft and Structure6-8.RST.6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
Why do you think the author chose to include an explanation of how to identify constellations
in this article?
Why do you think the author chose to include an explanation of how to identify constellations
in this article?
What was the author’s purpose in writing this book? How did
this purpose affect the types of information she included?
What was the author’s purpose in writing this book? How did
this purpose affect the types of information she included?
Integration of Knowledge and Ideas6-8.RST.7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
Students will use words in a text and information expressed visually to obtain information about a given topic.
ExamplesStudents integrate written descriptions in a textbook with visual images
of the rock cycle.
Students integrate written descriptions of weather systems on a web site with graphical representations of weekly weather data.
Students integrate written descriptions in a lab journal of measured movement over time with position-time graphs.
ExamplesStudents integrate written descriptions in a textbook with visual images
of the rock cycle.
Students integrate written descriptions of weather systems on a web site with graphical representations of weekly weather data.
Students integrate written descriptions in a lab journal of measured movement over time with position-time graphs.
2010 Arizona ELA StandardsGrades 6-8 Science and Technical Subjects
Integration of Knowledge and Ideas6-8.RST.7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
Critical Literacy in Action: Multimodal Texts on Global Warming
Students explore the topic of global warming through a variety of pictures, texts, and web sites. Students evaluate
these sources of information and synthesize information. (Could be
adapted to any topic, given sufficient resources.)
Critical Literacy in Action: Multimodal Texts on Global Warming
Students explore the topic of global warming through a variety of pictures, texts, and web sites. Students evaluate
these sources of information and synthesize information. (Could be
adapted to any topic, given sufficient resources.)
How does this picture/graph/chart/table
add to your understanding of the topic?
How does the information in the
picture/graph/chart/table compare to that written in
the text?
How does this picture/graph/chart/table
add to your understanding of the topic?
How does the information in the
picture/graph/chart/table compare to that written in
the text?
Integration of Knowledge and Ideas6-8.RST.8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
Students determine what parts of a text are facts and which parts are judgment or speculation. This is an extension of differentiating between fact and opinion that is commonly taught in the lower grades.
ExampleStudents read a letter to the editor that proposes solutions to prevent
flooding during summer rainstorms. They analyze the text to identify which claims are supported by evidence and facts in the text and which claims are
based on speculation or reasoned judgment.
ExampleStudents read a letter to the editor that proposes solutions to prevent
flooding during summer rainstorms. They analyze the text to identify which claims are supported by evidence and facts in the text and which claims are
based on speculation or reasoned judgment.
2010 Arizona ELA StandardsGrades 6-8 Science and Technical Subjects
Integration of Knowledge and Ideas6-8.RST.8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
Information Age InquiryNot a lesson, this page
contains a host of resources to help students effectively conduct online inquiry.
Information Age InquiryNot a lesson, this page
contains a host of resources to help students effectively conduct online inquiry.
Is this information a fact? How do you know?
Does the author know this for sure, or is he drawing a conclusion based on
other research?
Is this information a fact? How do you know?
Does the author know this for sure, or is he drawing a conclusion based on
other research?
6-8.RST.9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
Students compare and contrast the information gained (depth and scope of content, author’s purpose, whether the source provides new information or summarizes known information, etc.) from various sources.
Example Students perform a series of experiments that show different types of evidence of chemical reactions (precipitate, gas, color change, change in temperature). After collecting data, they read text that describes different chemical reactions and the different types of evidence of that reaction. Students compare and contrast the amount of information conveyed by the experiment to that conveyed in the text and explain how each source of information helps to develop understanding of
chemical reactions.
Example Students perform a series of experiments that show different types of evidence of chemical reactions (precipitate, gas, color change, change in temperature). After collecting data, they read text that describes different chemical reactions and the different types of evidence of that reaction. Students compare and contrast the amount of information conveyed by the experiment to that conveyed in the text and explain how each source of information helps to develop understanding of
chemical reactions.
2010 Arizona ELA StandardsGrades 6-8 Science and Technical Subjects
6-8.RST.9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
How does what you learned from the experiment compare to what you
read in your textbook?
How does what you learned from the experiment compare to what you
read in your textbook?
Do first, then read!Do first, then read!
Create a two-column graphic organizer. Students record
notes from experiments/simulations/
video/multimedia on left, and information from text on
right. Underneath the table, they synthesize the
information to explain what they’ve learned.
Create a two-column graphic organizer. Students record
notes from experiments/simulations/
video/multimedia on left, and information from text on
right. Underneath the table, they synthesize the
information to explain what they’ve learned.
6-8.RST.10. By the end of grade 8, read and comprehend science and technical texts in the grades 6-8 range independently and proficiently.
Textmasters: Shaking Up Textbook Reading in Science Classrooms
Students read the textbook in collaborative groups, following an
assigned schedule.
Textmasters: Shaking Up Textbook Reading in Science Classrooms
Students read the textbook in collaborative groups, following an
assigned schedule.
An Exploration of Text Sets: Supporting All Readers
Students work in collaborative groups to create a text set on a given
topic, then practice various comprehension strategies before,
during, and after reading.
An Exploration of Text Sets: Supporting All Readers
Students work in collaborative groups to create a text set on a given
topic, then practice various comprehension strategies before,
during, and after reading.
Building Reading Comprehension Through Think-Alouds
In this lesson, the teacher models the think-aloud process for students.
Building Reading Comprehension Through Think-Alouds
In this lesson, the teacher models the think-aloud process for students.
- www.msteacher2.org
Finding the Time
• Think mini-lessons• Consider “flipping” your classroom as needed• Collaborate with your English Language Arts
teacher, other content area teacher, librarian• Work on these skills periodically – align them
with your science units• Remember these are endpoints for 8th grade!
- www.msteacher2.org
References
National Governors Association Center for Best Practices, Council of Chief State School Officers. 2010. Common Core State Standards. National Governors Association for Best Practices, Council of Chief State School Officers, Washington, D.C. http://www.corestandards.org/
2010 Arizona ELA Standards: Grades 6-8 Science and Technical Subjects. http://www.azed.gov/standards-practices/files/2011/11/rst-whst-6-8.pdf
- www.msteacher2.org
Any questions for Jessica?
Jessica [email protected]
Join the conversation in the MSP2 Group – Literacy in the Content Areas: http://www.msteacher2.org/group/literacy
- www.msteacher2.org
Recording of Today’s Talk
The archived version of today’s talk and links to additional resources will be
available on the Main Page of MSP2
http://msteacher2.orgWebinar Archive Link in
MSP2 Resources Box
- www.msteacher2.org
msteacher2.org
- www.msteacher2.org
Complete today’s survey and enter for a chance to win a gift package – professional books and
Teach! Spice Box from Penzeys
and request a 1-hour certificate of completion
Survey link is in CHAT window