Literacy in Chicopee Science Classrooms Grades 9-12

2. Literacy in Chicopee Science ClassroomsGrades 9-12 Assembled by: Christine Theroux Click here to view Christine's Wikispace. Special thanks to Chris Buklerewicz for his assistance with development and to all who contributed.

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4. Reading in Science and Technical Subjects (9-10) • CC.11-12.RST.1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. • CC.11-12.RST.2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. • CC.11-12.RST.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. • CC.11-12.RST.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics. • CC.11-12.RST.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). • CC.11-12.RST.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. • CC.11-12.RST.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. • CC.11-12.RST. 8 Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. • CC.11-12.RST.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. • CC.11-12.RST.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently. Quick Reference to the Standards for Literacy in Science & Technical Subjects

5. Reading Standards for Literacy in Science and Technology and Literacy Activities Literacy Activities for Standards in Science & Technology -updated 2012

6. Writing Standards for Literacy in Science and Technology and Literacy Activities Literacy Activities for Standards in Science & Technology -updated 2012

7. Introduction to Physics - Sample from Buklerewicz Literacy activities throughout all sections include: • Read text (book, article, worksheet, etc.) and application activity (1-2 times per week) • CC.11-12.RST.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics. • CC.11-12.RST.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). • CC.11-12.RST.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. • CC.11-12.RST.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. • CC.11-12.RST.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently. • 2-Column Notes with building towards independence • CC.11-12WHST.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization and analysis of content. • CC.11-12WHST.4 Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. • Short answer questions on tests • CC.11-12WHST.4 Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. • CC.11-12.RST.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics. • Vocabulary Instruction Within Context & Quiz: Students are given words at the beginning of the unit and are expected to find the definition within the context of reading. The use of a glossary is not allowed. Next, students are expected to do a vocabulary activity (i.e. LINC or cue cards). • CC.11-12.RST.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

8. Content Planning • Course Organizer Routine • Explanation & Examples • Course Organizer Presentation • More Examples • Biology - Mrs. Lyon Course Organizer for Biology • Physics - Mr. Eisen Course Organizer for AP Physics B • Chemistry - Mr. Bizon Course Organizer for Chemistry • Introduction to Physics - Ms. Scott Course Organizer for Introduction to Physics

9. Content Planning • Unit Organizer Routine • Explanation & Examples • Unit Organizer Presentation • More Examples • Biology - Ms. Chomiak • Physics – Mr. Eisen • Chemistry – Mr. Buklerewicz • Introduction to Physics – Ms. Scott

10. Vocabulary Development • Cue Cards • VocabualryCue Card Lesson • LINC • Explanation and Examples • LINC Directions and Templates

11. Paraphrasing StrategyTM-to-D Process Understand Text While Reading, Paraphrasing & Writing The Paraphrasing Strategy Directions for Students • Omnivore's Dilema Project with Mrs. Toulson • Omnivore's Dilema Project Directions and Timeline-Toulson • Omnivore's Dilema Project Rubric-Toulson • Chapter 2 in Physics: A First Course with Mr. Dion • TM to D Process-Intro to Physics Ch 2- Dion • Text of your choice • Template

12. Close Reading • Explanations • Close Reading Presentation by Roxanne Dorrie August 2013 • A Presentation Explaining Close Reading by Steve Brown • Frame Routine - Teaching routine for exploring text, topics, & details • Explanation with Examples • Framing Routine PowerPoint Presentation • More Examples • Close Reading Frame • Question Exploration Routine- Teaching routine for increasing student performance • Explanation with Examples • Question Exploration Routine PPT Presentation • More Examples • Intro to Physics Example -MCAS Open Response

13. 7 8 6 6 5 4 Comparison Table C O M P A R I N G Communicate Targeted Concepts Obtain the Overall Concepts Make lists of Known Characteristics Pin down Like Characteristics Assemble Like Categories Record Unlike Characteristics Identify Unlike Categories Nail Down a Summary Go Beyond the Basics Overall Concept 2 Describing How Heavy an Object Is Concept Concept 1 1 Mass Weight Characteristics Characteristics 3 3 9 • How much “stuff” is in an object • Measured in grams • Is the same wherever you go • Is a property of matter • Used to measure heaviness • Dependent on the force of gravity • Measured in pounds or Newton's • Changes when on a different planet • Is a force • Used to measure heaviness Extensions Like Characteristics Like Categories • Used to measure heaviness • measurement Unlike Characteristics Unlike Characteristics Unlike Categories • What it depends on • Units used to measure • Constant vs. variable • How much “stuff” is in an object • Is a property of matter • Measured in grams • Is the same wherever you go • Dependent on the force of gravity • Is a force • Measured in pounds or Newton's • Changes when on a different planets Summary Mass and Weight are used to measure heaviness. While most people think they are the same, they are actually different. Mass is dependent on how much “stuff” you have and remains constant, while weight is dependent on the force of gravity and changes on different planets. You can tell because grams are used for mass and pounds are used for weight. Click here to see original document with student copy.

14. Interdisciplinary Connections Alignment with CTE & ELA Directions and Rubrics • Article Response • Directions and Rubric • Frame • Projects • Cell Analogy • Omivore’sDilemaDirections and Rubric (after using the Paraphrasing Strategy) • Physics Film Review • Chemistry Occupation Project Rubric • Current Events • With Teacher Support • With Less Teacher Support • Student Completes Independently • Research Paper • Directions • Rubric • 3-5 Paragraph Essays • 3-Paragraph Open Response Reflection • 5-Paragraph Rubric & Frame

15. The Group Work Routine SAMPLE 1: Topic & Task Topic: Review for Unit Test for Chapter ___ Task: Fill in Page 2 of UO using Word Bank 2: Warm Up & Why This? Warm Up - What do we already know about this topic? So far in Chapter ___ we… Why This? It helps me prepare for test and shows me a way of studying. 3: Group Structure 3A 3B 3C 3D Student 4: Tracy Job / Expectations: Organizer - keep track of and organize answers Grading: 0=no real effort, 1=need improvement, 2=satisfactory, 3=excellent Student 1: Laurie Job / Expectations: Recorder- write down the answers for the group Grading: 0=no real effort, 1=need improvement, 2=satisfactory, 3=excellent Student 2: Keith Job / Expectations: Researcher –find answers in notes/book Grading: 0=no real effort, 1=need improvement, 2=satisfactory, 3=excellent Student 3: Danny Job / Expectations: Researcher – find answers in notes/book Grading: 0=no real effort, 1=need improvement, 2=satisfactory, 3=excellent 5B: Points Tracking 4: Timing 5A: Work Time Points Timing: -35 minutes -the first group to finish gets 3 points added to test; 2nd 2 points; 3rd 1 point Number of points earned during group work time: ____/4 (up to 3 points for effort + 1point for completing task) Behaviors that count toward group work time points: ____/4 1 point - checked to make sure everyone understood 1 point- gave explanations wherever possible 1 point - asked specific questions about misunderstandings 1 point - disagreed without hurting others’ feelings 7: Grade / Self Evaluation: (Write Yes, No or Sometimes after statement 6: Wrap Up • I checked to make sure everyone understood what we did. yes • I gave explanations wherever we could. sometimes • I asked specific questions about what we didn’t understand. no • I disagreed without hurting others’ feelings. yes Wrap Up: What did we learn or what main ideas came up, and how will this assignment be used?

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17. Add this Meeting to Your Evaluation EvidenceStandard IV, B1 and C1