there’s no app for that kra 10 2013
DESCRIPTION
Presentation at Kentucky Reading Association October 2013. Embedding Literacy and making key shifts in implementing the Next Generation Science Standards. Model MS/HS unit discussed.TRANSCRIPT
There’s No APP for that
Kelly Clark, Literacy Consultant
KDE
KRA October 18, 2013
Science and Literacy
Science and Literacy
NGSS Appendix A Conceptual shifts
2. The Next Generation Science Standards are student performance expectations – NOT curriculum.
6. The NGSS are designed to prepare students for college, career, and citizenship.
4. The NGSS Focus on Deeper Understanding of Content as well as Application of Content.
7. The NGSS and Common Core State Standards (English Language Arts and Mathematics) are Aligned.
Model unit
Literacy Design Collaborative
• LDC Modules• Use a structured framework to embed intentional skill
building in close reading, critical thinking, essential questioning and effective writing.
• Not a program, not a curriculum but one strategy to implement KCAS and shifts more greater rigor needed in classroom instruction.
• LDC modules allow you to showcase:• Your expertise as a professional• Engagement and motivation in your classroom• Inquiry, research, collaboration and student choice• Student growth of your students as writers
Appendix M
Connections to CCSS Literacy Anchor Standards
Let’s look at one page
Asking Questions and Defining Problems
Reading standards that apply toscientific argumentation
Cite evidence that most strongly supports a point or analysis from the text.
Distinguish between facts and opinions in a science related article.
Determine an author’s point of view or purpose in a chapter and respond with counterevidence or an alternative viewpoint.
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient.
Analyze a case in which two or more sources provide conflicting information on the same topic and identify where the sources disagree on matters of fact or interpretation.
Speaking and listening standards thatapply to scientific argumentation
• Present claims and findings, emphasizing salient• points in a focused, coherent manner with relevant• evidence, sound valid reasoning, and well-chosen• details; use appropriate eye contact, adequate volume,• and clear pronunciation.• • Integrate multimedia and visual displays into presentations• to clarify information, strengthen claims and• evidence, and add interest.• • Pose questions that connect the ideas of several• speakers and respond to others’ questions and comments• with relevant evidence, observations,• and ideas.• • Acknowledge new information expressed by others• and, when warranted, qualify or justify their own• views in light of the evidence presented.• • Describe a speaker’s argument and specific claims,• evaluating the soundness of the reasoning and relevance• and sufficiency of the evidence and identify• when irrelevant evidence is introduced.
Writing standards that apply toscientific argumentation
Support a claim with logical reasoning and relevant, accurate evidence that demonstrate an understanding of a science topic.
Use scientific words and phrases to clarify the reasoning and relationships among claims, counterclaims, and evidence.
Provide a concluding statement or explanation that follows from and supports the argument presented.
Write arguments focused on discipline-specific content to support claims with clear reasons and relevant evidence.
Introduce a claim about a topic or issue, acknowledge and distinguish the claim from alternate or opposing claims, and organize the reasons and evidence logically.
Write informative explanations generated from scientific procedures and investigations.
WATER ON MARS
Martian Friday TeamE J Hayes Middles School, FayetteLeAnn Hall – Jon Livingood- Robin Howe
Unit Overview
Preparing LeanersBuilding backgroundPaired Photos activityClarifying BookmarksBase group shareWordle Partner ShareInteracting with TextsClose ReadingLiterary Devices DyadAuthor’s ToneWordle Part IIInterpretation CirclesExtending UnderstandingVocabulary Review JigsawLDC module “Should Mars be our next home?”
Preparing for the task- close reading
• In pairs, find The Atlantic article, “The Coming Age of Space Colonization”
• Use sticky notes and highlighters to “mark up the text”
• Your “look fors” places, people, events where you have a question – what would you like to explore further? What did you find interesting, new or hard to believe?
Infographics• “ students need not
only to do hands-on science and talk and write science in words; they also need to draw, tabulate, graph, geometrize, and algebrize science in all possible combinations” -Lemke
• Share-out your wonderings – use chart paper to record (assign a recorder)
• Share the prompt – now what connections or links can you make to the upcoming writing assignment?
• Post prompt in room for reference during entire module.
Will Mars be our next home? After reading the 4-6 informational texts, write a science journal article that addresses the question and support your position with evidence from the text
Reading Process Academic integrity
RATA – listening for how sources of information are attributed (cited) in science writing
Highlight as I read the different ways of attributing sources
Hand out “A Student’s Guide to ATTRIBUTIONS”
Hand out ARTICLE A-Horse and healing
In pairs or small groups – using the question, select the text where attributions would be helpful to a reader.
BUNDLINGTeaching with the new standards is about compacting and
connecting information rather than teaching in discrete silos
WEAVE ALL YOUR SCIENCE AND LITERACY AND BEST TEACHING
PRACTICES TOGETHER
ONLINEKDE website- KCAS Nextgenscience.orgNSTA.orgell.stanford.eduLiteracydesigncollaborative.orgArtslit.orgScijourner.orgTeach for Scijourn.org
TEXTFront Page Science: Engaging Teens in Science Literacy
Resources
KELLY [email protected]