1. Implementing Common Core Literacy Standards In the Science Classroom Elizabeth Buttner Connecticut State Department of Education March 30, 2012

2. Today’s Explorations • “Unwrapping” Common Core Standards for Literacy in Gr. 6-12 Science Classes • Quality and range of science readings • Cognitive demand of reading assignments (tasks) • Interacting with text • Text dependent questions

3. Recall: 6 shifts in CCSS Literacy • Balance of literature and informational text (50/50, 55/45, 70/30) • Literacy as part of science and social studies/history; informational text as part of ELA (6-12) • Appropriately complex text • Questions regarding text are text-dependent • Writing to inform or argue using evidence • Academic Vocabulary

4. Standards for Literacy in History, Science and Technical Subjects Standards(H-S-T) • 10 reading standards expressly for Gr. 6-12 science teachers (p. 62) • 10 writing standards (p. 64-66) • To be associated with science content and practices in state standards

5. Close Reading of H-S-T Standards Focus Question: What qualities should I look for in reading materials? Strategy: “Interact with the text”: • Choose a gradespan • Highlight the nouns and noun phrases • What do you NOTICE? • What do you THINK?

6. Are Textbooks Sufficient? CCSS ELA Appendix B, p. 2

7. Examples of Common Ground Common Core Literacy in Science Next Gen Science Practices • Cite specific textual evidence to support analysis of science and technical texts… (RST.1) • Determine the central ideas or conclusions of a text; provide an accurate summary distinct from prior knowledge or opinions (RST.2) • Distinguish among facts, reasoned judgment based on research findings, and speculation in a text (RST.8) • Construct an argument supported by evidence (Practice 7). • Distinguish evidence from opinion (Practice 7). • Read scientific and engineering text (Practice 8). • Recognize major features of scientific and engineering writing and speaking (Practice 8) • Engage in critical reading of primary scientific literature and media reports (Practice 8).

8. Broad Definitions of “TEXT” AUDITORY WRITTEN GRAPHIC • Articles • Field guides • Manuals • Biographies • Schedules • Wikipedia • Blogs • Web sites • Apps • Photos • Charts • Tables • Diagrams • Maps • Illustrations • simulations • Video • Podcasts • NPR Science Friday • Read alouds • Books on tape • Khan Academy • Recorded lectures, courses, speeches

9. Interacting with a Table • Interact with the Periodic handout. • Develop a student assignment using RST.7 (reading).

10. Evaluating Your Reading Selection • What is the QUALITY of the reading selection you brought? • Which of the 10 Reading Standards does it provide opportunities to teach? • Do you need a broader RANGE of readings?

11. Evaluating Your Reading Task • Judge the “cognitive demand” of what students are expected to do once they’ve read. • Which of the 10 Reading Standards does it apply to? • If none, can you change the assignment and keep the reading selection…or • Do you need to change both the reading selection and the assignment?

12. Text Dependent Questions • Asks a question that can only be answered by referring explicitly back to the text being read. • Does not rely on any particular background information or depend on students’ prior experiences or knowledge; • Students extract from the text only. • Read “The Double Helix” • Is this a text dependent question?

13. Resources • CSDE – Beyond the Blueprint • West Ed – Making Sense of Science • Purdue – Science Literacy Project • More to come…,

14. Contact Elizabeth Buttner Science Consultant CT State Department of Education 860-713-6849 Elizabeth.buttner@ct.gov