Finding Common Ground Through LiteracyCCSS and NGSS

Karen Cerwin

(kcerwin@wested.org)

Kathy DiRanna

(kdirann@wested.org)

K-12 Alliance/WestEd

NSTA

Boston 2014

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Session Outcomes

• “Experience” a science lesson supported by speaking/listening, writing and reading.

• Identify the links between the CCSS-ELA, CCSS ELA Literacy in Science, and the NGSS Science and Engineering Practices

• Explore ways to rubric score student work3

New Opportunities for All Learners

Common Core Standards (ELA and Mathematics)

Next Generation Science Standards

21st Century Skills4

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

5

Observation: Notebook Entry

Take independent notes as you observe samples 1 and 2. Use all senses except taste.

#1 is clear; has no smell; stays on finger when touched; doesn’t cling to side of cup#2 is clear; has smell; cools finger and seems to evaporate; clings to side of cup 6

Phenomenon

What do you observe: In cup #1? In cup #2?

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Pause and Write: How can you explain what you observed?

With your group:

- Discuss your observations

- Draw a picture that explains what you think happened in both cups.

- Write a detailed explanation of what you think happened in both cups.

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Read All About It

• Use a “talk to the text” strategy to read the text.

• How would you modify your drawing/explanation based on the text?

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Pause--Reflect

- After reading, modify your drawing and explanation based on your reading.

- In your group, discuss how your thinking changed from your original drawing and explanation.

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Aligning with CCSS Literacy in Science

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

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ELA Text Type and Purposes: Middle School

• Fold the CCSS Example A (7th 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)

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Content 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?

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ELA Text Type and Purposes: What About Elementary School?

K-5 Literacy in Science Standards are embedded

in the K-5 ELA Standards

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Words Can Be Confusing

• Argumentative Writing

• Informative/Explanatory Text

• Engaging in argument from evidence

• Constructing explanations

• Obtaining, evaluating, and communicating information

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Argumentation

CCSS

Argumentative Writing =

Argumentative Writing =

NGSS

Engaging in Argument from Evidence

Constructing Explanations

+

Engaging in Argument from Evidence

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17

Arg

ume

nt fr

om

evi

de

nce

CCSS Text Type 1Argumentation

IntroClaimEvidence(Counter Claim)Conclusion

NGSS SEP #6Constructing Explanations

ClaimEvidence

Reasoning(Counter Claim)

Communication

NGSSSEP #7

Explanation

CCSS

Informative/

Explanatory Text =

Informative/Explanatory Text +

Research =

NGSS

Constructing Explanations

Obtaining, evaluating and communicating information

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19

Info

rmat

ion

CCSS Text Type 2Information/Explanatory

Scientific procedures/experiments, ortechnical processes.

CCSS Research (7-9)

Conduct ….researchprojects to answer a question …. or solve a problem

NGSS SEP #8Obtaining, Evaluating

and Communicating Information

Produce scientific and technical text,tables, diagrams,

interactive displays, equations

Communication

Backward-Design for Quality Student Work

1. What will students learn? – Science and English-language arts

2. How will students demonstrate their learning?

3. How will I facilitate their learning?

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ExampleExpected Student Work

Student work will indicate student understanding of the science learning goal: only metals that contain iron, cobalt and nickel are magnetic.

Student work will be expressed through the ELA learning goal: Argumentation writing making a claim with evidence from discussion, the science experiment, and reading.

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Building Student Understanding

Examples of Scaffolds for writing:

• Criteria for Writing an Explanation• Developing a Scientific Explanation

Tool

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Scoring Guide Components

Component High Medium Low

Something About Science

Something about literacy

Communicating Information

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If you are given an ELA rubric ….what can you do?

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• Compare the original rubric with modified rubric

• Look at the light and dark grey highlights

• What do you notice?• Share with a partner

Simplified Scoring Guide

Component High Medium Low

Science Understanding

Metals must have Fe, Co or Ni to be magnetic

Metals must have iron

Any metal will work

Text Type Criteria Stated claim; used evidence from experiment and reading; had a conclusion

Stated claim, use 1-2 pieces of evidence; no or weak conclusion

Series of information, no claim, no conclusion

Use of Academic Language

Attract Use attract and stick

stick

Communicating Information

Links evidence—metals with Fe, Co or Ni; therefore paper clip must be one of those

List evidence but doesn’t link it

Evidence not supported; claim is not stated

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Scoring for Learning

How does component scoring help identify the student learning for the science and literacy learning goals?

How does component scoring help the teacher’s next interventions?

Carpe Diem