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Finding Common Ground Through Literacy CCSS and NGSS

Finding Common Ground Through Literacy CCSS and NGSS. Karen Cerwin ( kcerwin@wested.org ) Kathy DiRanna ( kdirann@wested.org ) K-12 Alliance/WestEd NSTA Boston 2014. Ba 2 (Na) 2. HIJKLMNO. Session Outcomes.

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Finding Common Ground Through Literacy CCSS and NGSS

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  1. Finding Common Ground Through LiteracyCCSS and NGSS Karen Cerwin (kcerwin@wested.org) Kathy DiRanna (kdirann@wested.org) K-12 Alliance/WestEd NSTA Boston 2014

  2. Ba2(Na)2 HIJKLMNO

  3. 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 work

  4. New Opportunities for All Learners Common Core Standards (ELA and Mathematics) Next Generation Science Standards 21st Century Skills

  5. 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

  6. 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

  7. Phenomenon What do you observe: In cup #1? In cup #2?

  8. 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.

  9. 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?

  10. 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.

  11. 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

  12. 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)

  13. 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?

  14. ELA Text Type and Purposes: What About Elementary School? K-5 Literacy in Science Standards are embedded in the K-5 ELA Standards

  15. Words Can Be Confusing • Argumentative Writing • Informative/Explanatory Text • Engaging in argument from evidence • Constructing explanations • Obtaining, evaluating, and communicating information

  16. Argumentation CCSS NGSS Engaging in Argument from Evidence Constructing Explanations + Engaging in Argument from Evidence • Argumentative Writing = • Argumentative Writing =

  17. Communication Argument from evidence NGSS SEP #6 Constructing Explanations Claim Evidence Reasoning (Counter Claim) CCSS Text Type 1 Argumentation Intro Claim Evidence (Counter Claim) Conclusion NGSSSEP #7

  18. Explanation CCSS NGSS Constructing Explanations Obtaining, evaluating and communicating information • Informative/ • Explanatory Text = • Informative/ • Explanatory Text • + • Research =

  19. Communication Information NGSS SEP #8 Obtaining, Evaluating and Communicating Information Produce scientific and technical text, tables, diagrams, interactive displays, equations CCSS Text Type 2 Information/Explanatory Scientific procedures/experiments, or technical processes. CCSS Research (7-9) Conduct ….research projects to answer a question …. or solve a problem

  20. Backward-Design for Quality Student Work • What will students learn? • Science and English-language arts • How will students demonstrate their learning? • How will I facilitate their learning?

  21. 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.

  22. Building Student Understanding • Examples of Scaffolds for writing: • Criteria for Writing an Explanation • Developing a Scientific Explanation Tool

  23. Scoring Guide Components

  24. If you are given an ELA rubric ….what can you do?

  25. Compare the original rubric with modified rubric • Look at the light and dark grey highlights • What do you notice? • Share with a partner

  26. Simplified Scoring Guide

  27. 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?

  28. Carpe Diem

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