Professional Learning Module for the Common Core State Standards - - PowerPoint PPT Presentation

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 Standards (ELA and Mathematics) Next Generation Science Standards 21st 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.

Guest Or Log In for Credit Link to all

• f the

PLMs for Common Core

Digital ChalkBoard

https://www.mydigitalchalkboard.org

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 (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)

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 (5th 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 --5th Grade Lesson

 Discover, through experimentation and

discussion that some, but not all metals are magnetic.

 Deepen learning by reading and finding

• ut why only certain metals are magnetic.

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.]

5th Grade Overview Video

While you watch the video, use the note- taking page to record

• bservations 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 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

• f those

List evidence but doesn’t link it Evidence not supported; claim is not stated

Samples of Students’ Final Writing

Purposes for Writing

34

Writing to Learn Learning to Write

• Student thinking
• Make visible student’s

prior knowledge of the content

• Make visible how

student’s understanding develop through instruction

• Make visible which

content is still difficult for students to understand

• Student production
• Informational and/or

argumentative student writing

• This product, written

and edited for public presentation, is graded and considered a summative assessment.

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

39

• Conceptual Flow

Build coherence through a 5-step process to identify and organize concepts and plan for the sequence of instruction.

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.