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Carrie Roberts, Administrator Literacy, History, and Arts Leadership Office

K-12 Common Core Literacy in Science: A Win-Win for Literacy and Science. Carrie Roberts, Administrator Literacy, History, and Arts Leadership Office. Investigation: Why Does Ice Float?. Compare liquid 1 and liquid 2 using all your senses except taste.

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Carrie Roberts, Administrator Literacy, History, and Arts Leadership Office

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  1. K-12 Common Core Literacy in Science: A Win-Win for Literacy and Science Carrie Roberts, AdministratorLiteracy, History, and Arts Leadership Office

  2. Investigation: Why Does Ice Float? • Compare liquid 1 and liquid 2 using all your senses except taste. • Use the Plain white paper at your tables to write observations. • Use diagrams, pictures, and words to describe your observations. • Share your observations with your partner.

  3. Science Focus • What are some key terms that you might introduce to students before the investigation? • What other investigations or activities would you plan to reinforce student learning from this investigation? • NGSS Standards

  4. Which literacy standards were addressed? • Find your CA CCSS book, either the Spiral or the CDE copy • Look at your grade level standards and determine which standards were addressed through this investigation. • Discuss what you would change to add rigor to the investigation for your grade level? • http://www.myboe.org/portal/default/Content/Viewer/Content?action=2&scId=506599&sciId=15897

  5. The Professional Learning Module Developed by: • California Department of Education • California Science Project • K-12 Alliance/WestEd • Orange County Office of Education • Riverside County Office of Education http://www.myboe.org/portal/default/Content/Viewer/Content?action=2&scId=506599&sciId=17329

  6. Objectives for Today • Become familiar with key aspects of the CCSS Literacy in Science • Highlight the value of integrating CCSS into science instruction for deeper students’ learning • Present an overview of strategies, instructional practices and resources included in the professional learning module.

  7. What is literacy in science and what would it look like in a classroom? • Discuss for 2 minutes what you think literacy in science means and why it is important for students to achieve it. • Share some ideas

  8. Instructional Shifts and Science Instruction Math • Focus • Coherence • Fluency • Deep Understanding • Applications • Dual Intensity ELA/Literacy • Balancing Informational and Literary Text • Building Knowledge in the Disciplines • Staircase of Complexity • Text-Based Answers • Writing From Sources • Academic Vocabulary

  9. Unit 2: Making it Real Grade 5 Classroom Example http://www.myboe.org/auth/portal/default/Content/Viewer/Content?action=2&scId=506599&sciId=15760

  10. Grade 5 Learning Sequence See Hand-out and CA CCSS Which writing standards for text types and purposes did the teacher address in her planning template? Which CA CCSS for reading did the teacher address in her planning template? Which CA CCSS for speaking and listening did the teacher address in her planning template? Are the student tasks aligned with the grade 5 standards?

  11. A Reading Strategy for Informational Text Think about these questions as you watch the next video clip: • How did the teacher engage the students in the reading? • What other strategies have you used? • http://www.myboe.org/auth/portal/default/Content/Viewer/Content?action=2&scId=506599&sciId=15764

  12. Unit 3: Analyzing Student Work A number of educational entities collaborated in research to improve student learning in science by focusing on effective assessment practices that teachers could implement in their classrooms. The result of this collaboration is the Center for Assessment and Evaluation of Student Learning (CAESL) Assessment Framework

  13. Unit 4:Science Notebooks • http://www.myboe.org/auth/portal/default/Content/Viewer/Content?action=2&scId=506599&sciId=15453 • How could you have students develop argumentative and/or informational writing using their science notebooks as a resource for ideas, evidence, and data? • http://www.myboe.org/auth/portal/default/Content/Viewer/Content?action=2&scId=506599&sciId=15790

  14. Unit 5: English Learners • Incorporate CA CCSS for ELA/Literacy and the California English Language Development (CA ELD) Standards into science instruction. • View a science classroom in which the teacher incorporates standards-based instruction that supports English learners. • Identify practices that develop speaking and listening skills as a precursor to writing for English learners. • Develop a lesson for your classroom that integrates CA ELD Standards with science content and CA CCSS for ELA/Literacy.

  15. Unit 6: Planning for Success • Develop a conceptual flow for a unit of instruction. • Select a learning sequence within the conceptual flow and integrate literacy science content standards. • Develop a 5-E lesson plan within the learning sequence that integrates literacy to increase student understanding of science content.

  16. Action Plan • List three important things you learned about integrating literacy strategies into your teaching of science content. • List two of the challenges you need to address for successful integration in your classroom. • List one action that you will take immediately to integrate literacy with science to increase student understanding of the content.

  17. Contact Information Carrie Roberts Literacy, History, and Arts Leadership Office Professional Learning Support Division 916 319-0587 croberts@cde.ca.gov

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