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Implementing Common Core Literacy Standards

Implementing Common Core Literacy Standards. In the Science Classroom. Elizabeth Buttner Connecticut State Department of Education March 30, 2012. Today’s Explorations. “Unwrapping” Common Core Standards for Literacy in Gr. 6-12 Science Classes Quality and range of science readings

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Implementing Common Core Literacy Standards

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  1. Implementing Common Core Literacy Standards In the Science Classroom Elizabeth Buttner Connecticut State Department of Education March 30, 2012

  2. Today’s Explorations • “Unwrapping” Common Core Standards for Literacy in Gr. 6-12 Science Classes • Quality and range of science readings • Cognitive demand of reading assignments (tasks) • Interacting with text • Text dependent questions

  3. Recall: 6 shifts in CCSS Literacy • Balance of literature and informational text (50/50, 55/45, 70/30) • Literacy as part of science and social studies/history; informational text as part of ELA (6-12) • Appropriately complex text • Questions regarding text are text-dependent • Writing to inform or argue using evidence • Academic Vocabulary

  4. Standards for Literacy in History, Science and Technical Subjects Standards(H-S-T) • 10 reading standards expressly for Gr. 6-12 science teachers (p. 62) • 10 writing standards (p. 64-66) • To be associated with science content and practices in state standards

  5. Close Reading of H-S-T Standards Focus Question: What qualities should I look for in reading materials? Strategy: “Interact with the text”: • Choose a gradespan • Highlight the nouns and noun phrases • What do you NOTICE? • What do you THINK?

  6. Are Textbooks Sufficient? CCSS ELA Appendix B, p. 2

  7. Examples of Common Ground Common Core Literacy in Science Next Gen Science Practices • Cite specific textual evidence to support analysis of science and technical texts… (RST.1) • Determine the central ideas or conclusions of a text; provide an accurate summary distinct from prior knowledge or opinions (RST.2) • Distinguish among facts, reasoned judgment based on research findings, and speculation in a text (RST.8) • Construct an argument supported by evidence (Practice 7). • Distinguish evidence from opinion (Practice 7). • Read scientific and engineering text (Practice 8). • Recognize major features of scientific and engineering writing and speaking (Practice 8) • Engage in critical reading of primary scientific literature and media reports (Practice 8).

  8. Broad Definitions of “TEXT” AUDITORY WRITTEN GRAPHIC • Articles • Field guides • Manuals • Biographies • Schedules • Wikipedia • Blogs • Web sites • Apps • Photos • Charts • Tables • Diagrams • Maps • Illustrations • simulations • Video • Podcasts • NPR Science Friday • Read alouds • Books on tape • Khan Academy • Recorded lectures, courses, speeches

  9. Interacting with a Table • Interact with the Periodic handout. • Develop a student assignment using RST.7 (reading).

  10. Evaluating Your Reading Selection • What is the QUALITY of the reading selection you brought? • Which of the 10 Reading Standards does it provide opportunities to teach? • Do you need a broader RANGE of readings?

  11. Evaluating Your Reading Task • Judge the “cognitive demand” of what students are expected to do once they’ve read. • Which of the 10 Reading Standards does it apply to? • If none, can you change the assignment and keep the reading selection…or • Do you need to change both the reading selection and the assignment?

  12. Text Dependent Questions • Asks a question that can only be answered by referring explicitly back to the text being read. • Does not rely on any particular background information or depend on students’ prior experiences or knowledge; • Students extract from the text only. • Read “The Double Helix” • Is this a text dependent question?

  13. Resources • CSDE – Beyond the Blueprint • West Ed – Making Sense of Science • Purdue – Science Literacy Project • More to come…,

  14. Contact Elizabeth Buttner Science Consultant CT State Department of Education 860-713-6849 Elizabeth.buttner@ct.gov

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