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Food and Gardening:. Growing Partnerships between Science and E nglish T eachers to S upport Instruction of the 6-12 CCSS Standards. Participating Faculty. Lauren Lunsford, PhD, Department of Education, co-PI Darlene Panvini , PhD, Department of Biology, co-PI
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Food and Gardening: Growing Partnerships between Science and English Teachers to Support Instruction of the 6-12 CCSS Standards
Participating Faculty • Lauren Lunsford, PhD, Department of Education, co-PI • Darlene Panvini, PhD, Department of Biology, co-PI • Sally Barton-Arwood, PhD, Department of Education • Kim Daus, PhD, Department of Chemistry • Kate McGowan, MAT, Department of Education • Bonnie Smith Whitehouse, PhD, Department of English
Workshop Support • Tennessee Higher Education Commission’s Improving Teacher Quality Grant • Belmont Department of Education • Belmont Department of Biology • Target • Parnassus Books • Belmont University Leadership: • Thomas Burns, Provost • Beverly Schneller, Associate Provost • Bryce Sullivan, Dean of College of Liberal Arts and Social Sciences • Special Thanks: Terri Templeman
Overview & Highlights of the Week • Monday: Exploring the CCSS Standards and Informational Text • Tuesday: Exploring Chemistry in the Lab & Lunch with Jeremy Barlow, author and chef • Wednesday: Exploring Biology in the Outdoors • Thursday: Exploring Biodiversity & Microgreens; Lunch with Tom Maddox, chef and microgreens producer • Friday: Cooking with Chemistry! • Spiraled through the week: • Integrating informational text into engaging instruction • Utilizing our colleagues to develop engaging instruction
PreTest • Please check your email on your laptop • You will find a link to our workshop’s pretest • Please answer each item carefully and honestly • All answers are confidential • All attempts are made to keep information unidentifiable • Please let us know when you have completed the Pretest and remain quiet while others are finishing
Participating Teachers • Clarksville-Montgomery: • 2 Clarksville High School teachers • district science coach • Dickson County • 4 William James Middle Teachers, 8th • William James Middle Principal • Franklin Special Schools • 2 Freedom Intermediate Teachers, 6th • 2 Freedom Middle Teachers, 7th • Metro Nashville Public Schools • 2 Hillsboro High School Teachers • 7 Rose Park Middle School Teachers, 5th-8th
Sharing Our Hopes and Fears What are your hopes and fears for implementing Common Core ELA standards and Common Core Lit for Science standards?
Exploring CCSS & informational text Lauren Lunsford, PhD Kate McGowan, M.A.T.
Exploring CCSS 6-12 ELA • In Home Group, jigsaw Linder text UNDERSTAND pages ,using Headlines thinking routine • Use the G.O. to identify the HEADLINE for each chapter. Within your home group, split the chapters and quickly read each UNDERSTAND page for each, then write a HEADLINE that captures a summary, key thoughts, or impressions regarding the text.
Exploring Informational Text Using Laura Robb’s Unlocking Complex Texts
Laura Robb’s Framework for Exploring Informational Text • 3 parts • Identifying multiple texts for each unit • Accounts for differentiation needs • Uses text complexity grids, lexiles
Three Part Instructional Framework • Teacher Modeling • Reading and thinking aloud • Modeling • Build vocabulary with concept maps • Model close reading • Start discussions • Student Collaborative Practice • Add to concept maps • Close read and reread • Engage in discussions • Independent Student Work • Close read and reread • Write summaries • Create word maps • Receive scaffolding if needed
Identifying Multiple Texts for each Unit • 1 anchor text for teacher modeling • 1 grade-level text for guided practice • 1 below-level text for guided practice • 1 grade-level text for independent practice and assessment • 1 below-level text for independent practice and assessment
When Students Can’t Comprehend Independently • Read aloud the below-grade-level text • Work on close reading of difficult words • Model how to figure out meanings, increasing responsibility to students gradually • Have partners discuss the text and help them find the parts of text that support their thoughts • Facilitate independent reading – at 99-100% accuracy
Identifying Complex Texts • What are the demands of the text? • Knowledge demands • Author’s purpose • Meaning • Text Structure • Language/vocabular • Concepts • Inferential thinking demands • Lexile levels • Exploring Complex Texts
Work within your home team to explore Robb’s texts on the included DVD. Identify at least two passages your students could use.
More resources • Readworks – www.readworks.org • Scholastic’s Book Wizard – www.scholastic.com/bookwizard • High Interest/Low Reading Level – www.schoolonwheels.org/pdfs/3328/Hi-Lo-Book-List.pdf • http://www.edutopia.org/blog/complex-text-in-common-core-andrew-miller • http://schools.nyc.gov/NR/rdonlyres/0FB9273A-474D-4D29-AFD6-D1609FE802A3/0/612SocialStudiesTextGuide.pdf