CCSS-ELA in Content

1. CCSS-ELA in Content Wendy Whitmer Regional Science Coordinator NEWESD 101 February 2014

2. Goals • Share effective strategies for writing in content areas. • Increase understanding of organization, types of entries, strategies and specific criteria to be considered in planning for effective writing in science, math, and social studies. • Examine the connections between the Common Core State Standards, assessment, and writing in the content areas.

3. LET’S GET STARTED… Cover or Title Page Give your notebook a title. This should give the reader an idea of what this notebook will be about.

6. TABLE OF CONTENTS Use the first1-2 pages for the Table of Contents… DATE ACTIVITY PAGE #

7. NUMBER YOUR PAGES 1

8. NUMBER THROUGH 10 2 3

9. THINKING ABOUT YOUR CONTENT NOTEBOOK… Focus Question: What types of writing or entries could be included in a content notebook done by my students? When you have finished your response, draw a line of learning!

10. THINKING ABOUT NOTEBOOKS… Share out with your team

13. Math Examples 3rd grade

15. Examples of Professional Notebooks from the REAL WORLD

16. Professional Notebooks Find the other people in the room with the same notebook page as yourself. • What type of writing is this? • What are some things you notice?

17. Professional Notebooks Return to your table teams. Share with your teams your picture. • What type of writing is this (what is the author doing)? • What are some things you notice? • How is this scientist using writing in their work?

18. Reflect • Do you need to add anything to your list of possible writing entries?

19. Let’s start writing! • Date of Entry Example: February 4, 2014 • Title of Entry Example: Moon Study • Question Establishes purpose for learning Example: What causes the moon to look different during different times of the month?

20. Probe Purpose: To measure prior knowledge • Complete the probe on your own. • Discuss with your colleagues • Re-administer probe after instruction

21. Claim • What is your claim? • Can you find evidence to back your claim?

22. Modeling:ABCD of Scientific Diagrams A Accurate labels B Big C Colorful D Detailed From FOSS Variable Module Gr. 5-6

23. Investigate • Hold the “Moon Ball” above your head. • Spin slowly in a circle • Record your observations as you spin slowly

24. Revisit Probe • Can you refine your claim? • Moon phases are caused by the position of the moon relative to the Sun and Earth. • What is your evidence behind your claim?

25. Reading • What evidence can you gather from the text that supports your claim? • Highlight anything from the text that provides evidence.

26. Cornell Notes Evidence Why is this evidence? • On the right side, write in your own words the important information from the text. • On the left side, write questions or key vocabulary • On the bottom, summarize how the reading related to your observations Summary

27. Reasoning • Moon phases are caused by the position of the moon relative to the Sun and Earth. • Use this claim as your topic sentence. • Use one piece of evidence from your investigation and one piece from your text. • Explain WHY this piece of evidence supports your claim- this is your reasoning.

28. CER (a.k.a. "Cl-Ev-R") Claim Evidence Reasoning Explanation Framework

29. CLAIMA statement that answers the question • Relevant: The Claim should directly and clearly respond to the question. • Stands Alone: The Claim statement is complete and can stand alone.

30. EVIDENCEScientific data that supports the claim. • Appropriate: Needs to be scientifically relevant for supporting the claim. Is it the right type of evidence for this claim? • Can be Quantitative and/or Qualitative Evidence • Should NOT be based on opinions, beliefs, or everyday experiences • Sufficient: Is there enough evidence? • Reliability > Repeated trials increase the reliability. • Range > Needs to include enough different conditions/values of variables. • Representative > Explanation cites enough examples to represent the whole set without being tedious.

31. REASONINGA justification for why the evidence supports the claimusing scientific principals • Links > Provides a scientific justification that links the Evidence to the Claim. • Logical > Provides a sound logical connection between the Claim and the Evidence. • Stands-Out > The reasoning should be obvious and easy to identify.

32. Jigsaw Task: How does the information in the reading relate to the instructional model we used? • Introduction • Jigsaw: Claim, Evidence, Reasoning, Rebuttal

33. Connections • Time with your materials. • Where can you have students make claims, collect evidence, then provide reasoning?

34. What about the CCSS? • Look at the reading and writing standards for your grade. • Are there some standards we worked towards in our instructional model? • What is your evidence?

35. What about the NGSS? • Which Science and Engineering Practices did we begin to address in our instructional model?

36. What does this look like in the classroom? • Position driven discussions • NGSX • What talk-moves did Molly use?

37. Energy Probe: What do you know about energy? In your notebook! Learning Target: 4-PS3-2: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

38. Energy Stations • Read each station • Complete the task • Provide evidence that energy can be transferred.

39. Energy Stations • Compare 2 stations • What was the same about the energy in the station? • What was different about the energy in the station?

40. THE BOX & T-CHART Similarities Differences Tone Generator Motor Betsy Rupp Fulwiler

41. Frayer Model • In groups: • Can we create a Frayer model for Energy?

42. Compare and Contrast • Use your Box and T to complete at least 2 of the sentence starters in your notebook. Rupp Fulwiler, Betsy. 2007. Writing in Science. Portsmouth, NH: Heinemann.

43. Compare and Contrast • Read Writing Standard 2 for your grade level. • Where would you go next with your students after they have gathered this information?

44. What about vocab? • What is the difference between tier 1, 2, and 3 vocabulary words?

45. Three tiers of words

46. Three tiers of words • Tier 3 – Highly specialized, subject-specific; low occurrences in texts; lacking generalization • E.g., oligarchy, euphemism, hydraulic, neurotransmitters • Tier 2 –Abstract, general academic (across content areas); encountered in written language; high utility across instructional areas • E.g., principle, relative, innovation, function, potential, style • Tier 1 – Basic, concrete, encountered in conversation/ oral vocabulary; words most student will know at a particular grade level • E.g., injury, apologize, education, serious, nation

47. Tier 3 words are often defined in the texts • Plate tectonics (the study of the movement of the sections of Earth’s crust) adds to Earth’s story…. • The top layers of solid rock are called the crust. • Optical telescopes are designed to focus visible light. Non-optical telescopes are designed to detect kinds of electromagnetic radiation that are invisible to the human eye.

48. Informational Text: Re-read the procedure for an energy station • Underline Tier 1 words • Highlight Tier 2 words • Circle Tier 3 words

49. What are your vocabulary strategies? Reflect: • 2 minutes: How do you help kids with vocabulary? Talk: • 1 minute per person Question: • What strategy do you want to know more about?