Navigating Common Core and NGSS

1. NavigatingCommon Core and NGSS Judi Kusnick MASE Center and Geology Dept. Sacramento State University kusnickje@csus.edu

2. Why is Common Core my business? You are here.

3. But more importantly… • Under Common Core, literacy is EVERYBODY’s business. • Common Core is not the same old same old – it’s a different kind of standards. • Let’s take a look at some really interesting stuff buried in the front matter of the standards.

4. I should have started here. I started here.

5. Let’s look at a few things together • Find two partners to share reading with. • For each set of readings, divide up the page between the three of you • Read your sections • Summarize your sections for your partners.

6. Key Design Considerations: What does your group think are the most important key design considerations?

7. Key Design Considerations: Key Design Considerations: • A focus on results rather than means • An integrated model of literacy • Shared responsibility for students’ literacy development

8. What are students supposed to read and write (next page)? • Look at the charts on this page. • What shifts do you see in what kind of reading students will be doing, and what kind of writing?

9. What are students supposed to read and write (next page)? • BIG shift from literary reading to informational texts in later grades. • BIG shift from experiential writing to expository writing in later grades. • That can’t happen unless the science & social studies teachers are part of the program.

10. What is NOT in the standards? • Read your section and pick out one key sentence that you think is most important. • Share that sentence with your partners.

11. What is NOT in the standards? • “The Standards define what all students are expected to know and be able to do, not how teachers should teach.” • “While the Standards focus on what is most essential, they do not describe all that can or should be taught.” • So here’s a new idea – standards as a floor, not a ceiling; as guidance, not dictation.

12. The BIGGEST Common Core shift • The Common Core is not a laundry list of what teachers are supposed to teach. • (By the way, neither is the Next Generation Science Standards) • It is a vision of an educated, literate citizen, and a map of how to help students achieve that vision.

13. So what does an educated, literate citizen look like? • Next page! • They demonstrate independence. • They build strong content knowledge. • They respond to the varying demands of audience, task, purpose, and discipline. • They comprehend as well as critique. • They value evidence. • They use technology and digital media strategically and capably. • They come to understand other perspectives and cultures.

14. So what does an educated, literate citizen look like? • Each member of your group will share which items in that list resonate most with them.

15. How are the standards structured? • All of the standards are based on a few sets of Anchor Standards. • I gave you the Anchor Standards for grades 6-12, but it doesn’t matter – the anchor standards are identical for ALL grade levels. • The standards for each grade band describe the developmental progress toward that those Anchor Standards.

16. Now let’s look at the essence of the Next Generation Science Standards NGSS has three big differences from the previous standards: • An emphasis on scientific and engineering practices rather than learning science as “facts” • Assessment goals are included as Performance Expectations • Cross-cutting themes are identified

17. Asking Questions & Defining Problems Using Mathematics & Computational Thinking The Science and Engineering Practices Developing & Using Models Engaging in Argument from Evidence Planning & Carrying out Investigations Constructing Explanations & Designing Solutions Obtaining, Evaluating, & Communicating Information Analyzing and Interpreting Data

18. Now let’s do some science

19. What’s our goal here? • Provide an example of a science lesson with literacy and dialogue strategies integrated throughout. • Provide a model of engaging science and a sample of teacher talk that encourages student engagement. • Give you some ideas for inserting strategies that address Common Core standards (S&L, R, W) and engaging science strategies into your lessons.

20. What I’m NOT trying to do: • Teach you science content for your specific grade level. • Provide a packaged lesson for every grade level. • Dictate to you how to teach. • I just want to enlarge your toolbox for teaching.

21. Rules of Engagement • Be considerate and respectful in language and tone. • Make sure everyone has a chance to express their ideas. • Begin speaking by paraphrasing what the last speaker said, then transition to your comments. • Try not to steal anyone’s “Aha!” moment by telling them your answers—instead, ask questions that will help guide the person to these ideas.

22. Let’s try it. • Groups of 4 people. • Read the Doogie & Kyle scenario • Think silently about their ideas. Who do you agree with more?

23. Time to process • We’ll use a Structured Think Pair Share protocol • Draw a chart like this: THINK PAIR Listen to your partner and record their ideas here. Your ideas go here. SHARE Talk with your partner to come to some common understanding, and write your joint ideas here.

24. Preassessment: Agree/Disagree • Find your Thinking About Electricity handout. • Read each statement. Mark agree, disagree, it depends or not sure. • Then write a short sentence about your thinking. • Do all three statements without discussion.

25. Paraphrase Passport • First person talks for one minute. • Next person paraphrases, then talks about their own idea. • Continue around the circle (paraphrase ONLY the person before you, NOT the whole circle) • When it comes back to the first person, she paraphrases the last person.

26. Reactions to paraphrasing?Reactions to A&D?

27. Now let’s investigate • Batteries and Bulbs handout • First, assign roles in the group of 4. • Recorder/Reporter • Questioner • Materials Manager/Resource Monitor • Facilitator/Encourager • Explicit roles increase participation and equity.

28. Ready to explore! • Your group will get two bags, one per pair. Please do not pool the two bags for the whole group yet. Each bag has: • 2 batteries • 2 holiday lights • 1 piece of wire • Your job: figure out what the rules are in lighting up the light bulbs. • You have 10 minutes to work. • Record the rules on your whiteboard.

29. Remember… • Resource Monitor/ Materials Manager gets the stuff and tidies up. • Recorder/Reporter (or their designee) writes your rules on the whiteboard and reports for the group (or designates someone) • Facilitator makes sure everyone gets to handle the materials, and that everyone is contributing. • Questioner asks the group questions to keep the inquiry on track.

30. What rules did we find?

31. Now you get to ask the question • Think about the Doogie & Kyle problem: • One string of lights was plugged in but no bulbs lit up. • One string had all the bulbs but one lit up. • Kyle thought a broken bulb made the whole string not light up • Doogie thought the electricity in the dark string had gotten used up.

32. Ask a question that will help us solve this problem • You can use the materials you have plus: • More bulbs • More batteries • Different sizes of batteries • Extra wire • ???? Whatever we can scrounge • On half your whiteboard, write your question and draw the experiment you plan to run. Show it to us to get your new stuff.

33. As you experiment… • Record your observations on the other half of the board. • Write a first-draft explanation of what you think is happening. • Remember, everyone gets to use the materials and contribute ideas. • You have 10 minutes to play.

34. What can we add to our rules now?

35. Now let’s do some reading • Find your text on series and parallel circuits. • Feel free to use the highlighters as your read. • Look for answers to these questions: • How are the wires arranged in each kind of circuit? • Does the electricity travel all on the same path or on different paths? • What happens if a light bulb in the circuit burns out?

36. Now let’s process the reading • In your group, use the graphic organizer to sort out these ideas: • Things that are true of just series circuits • Things that are true of just parallel circuits • Things that are true of both kinds of circuits

37. Did you already make each kind of circuit? • In your group make one series circuit with more than one light bulb. • In your group, make one set of parallel circuits with more than one light bulb. • Are all the rules the same for both kinds of circuits?

38. Now we’re ready to school Doogie and Kyle • Write a letter to Doogie and Kyle solving their problem with the holiday lights. • Use the graphic organizer to build your arguments. • We’re not going to write the final letter – just talk it through in your group.

39. Science Literacy Framework • Four elements: • Engaging Science • Purposeful Reading • Productive Dialogue • Meaningful Writing • All the elements interact and are interconnected. • Strategic thinking throughout – all the elements advance the learning goals.

40. Engaging Science: • Involves students in sense-making • Opportunities to figure something out • Applying ideas in a new context • Involves students in the eight Science and Engineering Practices of the Next Generation Science Standards

41. Purposeful Reading: • Students making sense of text that strategically supports the learning. • Text has sufficient scaffolds for students. • Students using text as evidence to support claims. • Using a variety of text.

42. Productive Dialogue • Students using talk to support sense-making and scientific reasoning. • Students might be making sense of a science experience, prior knowledge, or text. • Dialogue is structured and scaffolded. • Students are accountable for a talk task – there is an expected product.

43. Meaningful writing • Using writing to organize thinking. • Constructing arguments: • Claim • Explanation • Evidence • Taking a stance. • Both writing-to-learn and formal writing.

44. Deconstructing the Lesson

45. Now let’s think about this lesson and NGSS • Find your Practices handout. • Which of the practices did you do in this lesson?

46. Let’s go back and think about each of these areas: • Reading • Writing • Speaking & Listening • These standards are not explicitly in the Literacy for Science & Technical Subjects standards, but kids need to have good S&L skills to do science well – so we will also pay attention to them.

47. Let’s just note a few things about reading • Reading requires prior knowledge. So think about reading as a follow-up or adjunct to science activity, not as a lead-in or replacement for science experiences. • Reading works best as a social sense-making activity. • Reading should be: • Purposeful • Scaffolded • Integral to the overall learning experience

48. We’ll try a reading activity • Find your Gold Rush text and the Text Dependent Questions handout. • Read p. 241 using the Summary Protocol: • Everyone reads the first paragraph silently. • The first person leads the group in summarizing that paragraph in one sentence. • Read the next paragraph silently. • The next person leads the summary discussion. • Continue to the end of the page. • The product should be a written summary that the group has agreed upon.

49. Now the text-dependent questions • As a group, answer the first four questions (Remembering, Understanding, Applying and Analyzing). • Use the Summary Protocol to read p. 255. • As a group, answer the last question (Evaluating). Use the Talking Stick Protocol: • Everyone puts a pen in the middle of the table. • To talk, pick up your pen, talk, and put your pen in front of you. • No one talks for a second time until all the pens have been picked up. • Then you can have an unstructured discussion.

50. Now you try it. • Choose a passage in your text. • Construct a set of text-dependent questions that uses that text. Try to create at least three questions at different levels of Blooms. • Lower grades: text-dependent questions can also be written for read-alouds.