finding common ground through literacy ccss and ngss karen cerwin ([email protected]) kathy diranna...
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Finding Common Ground Through LiteracyCCSS and NGSS
Karen Cerwin
Kathy DiRanna
K-12 Alliance/WestEd
NSTA
Boston 2014
Ba2(Na)2
HIJKLMNO
Session Outcomes
• “Experience” a science lesson supported by speaking/listening, writing and reading.
• Identify the links between the CCSS-ELA, CCSS ELA Literacy in Science, and the NGSS Science and Engineering Practices
• Explore ways to rubric score student work3
New Opportunities for All Learners
Common Core Standards (ELA and Mathematics)
Next Generation Science Standards
21st Century Skills4
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
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Observation: Notebook Entry
Take independent notes as you observe samples 1 and 2. Use all senses except taste.
#1 is clear; has no smell; stays on finger when touched; doesn’t cling to side of cup#2 is clear; has smell; cools finger and seems to evaporate; clings to side of cup 6
Phenomenon
What do you observe: In cup #1? In cup #2?
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Pause and Write: How can you explain what you observed?
With your group:
- Discuss your observations
- Draw a picture that explains what you think happened in both cups.
- Write a detailed explanation of what you think happened in both cups.
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Read All About It
• Use a “talk to the text” strategy to read the text.
• How would you modify your drawing/explanation based on the text?
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Pause--Reflect
- After reading, modify your drawing and explanation based on your reading.
- In your group, discuss how your thinking changed from your original drawing and explanation.
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Aligning with CCSS Literacy in Science
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
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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)
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Content 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?
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ELA Text Type and Purposes: What About Elementary School?
K-5 Literacy in Science Standards are embedded
in the K-5 ELA Standards
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Words Can Be Confusing
• Argumentative Writing
• Informative/Explanatory Text
• Engaging in argument from evidence
• Constructing explanations
• Obtaining, evaluating, and communicating information
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Argumentation
CCSS
Argumentative Writing =
Argumentative Writing =
NGSS
Engaging in Argument from Evidence
Constructing Explanations
+
Engaging in Argument from Evidence
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Arg
ume
nt fr
om
evi
de
nce
CCSS Text Type 1Argumentation
IntroClaimEvidence(Counter Claim)Conclusion
NGSS SEP #6Constructing Explanations
ClaimEvidence
Reasoning(Counter Claim)
Communication
NGSSSEP #7
Explanation
CCSS
Informative/
Explanatory Text =
Informative/Explanatory Text +
Research =
NGSS
Constructing Explanations
Obtaining, evaluating and communicating information
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Info
rmat
ion
CCSS Text Type 2Information/Explanatory
Scientific procedures/experiments, ortechnical processes.
CCSS Research (7-9)
Conduct ….researchprojects to answer a question …. or solve a problem
NGSS SEP #8Obtaining, Evaluating
and Communicating Information
Produce scientific and technical text,tables, diagrams,
interactive displays, equations
Communication
Backward-Design for Quality Student Work
1. What will students learn? – Science and English-language arts
2. How will students demonstrate their learning?
3. How will I facilitate their learning?
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ExampleExpected Student Work
Student work will indicate student understanding of the science learning goal: only metals that contain iron, cobalt and nickel are magnetic.
Student work will be expressed through the ELA learning goal: Argumentation writing making a claim with evidence from discussion, the science experiment, and reading.
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Building Student Understanding
Examples of Scaffolds for writing:
• Criteria for Writing an Explanation• Developing a Scientific Explanation
Tool
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Scoring Guide Components
Component High Medium Low
Something About Science
Something about literacy
Communicating Information
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If you are given an ELA rubric ….what can you do?
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• Compare the original rubric with modified rubric
• Look at the light and dark grey highlights
• What do you notice?• Share with a partner
Simplified Scoring Guide
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 of those
List evidence but doesn’t link it
Evidence not supported; claim is not stated
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Scoring for Learning
How does component scoring help identify the student learning for the science and literacy learning goals?
How does component scoring help the teacher’s next interventions?
Carpe Diem