Vroom, Vroom, Beep, Beep:

1. Vroom, Vroom, Beep, Beep: Connecting Common Core ELA Standards and STEM Through Designing and Racing a K’Nex Car Jennifer L. Altieri, Ph.D.

2. RETHINKING LITERACY INSTRUCTION • Vision of literacy is broader • Text is more than traditional printed pages • Emphasis on content literacy is increased CCSS Introduction describes the “vision of what it means to be a literate person in the twenty-first century” (CCSSI, 2010a, p. 3).

3. We must look at various literacies as working not in competition but in cooperation with each other (Plummer & Kuhlman, 2008, p. 96).

7. Range of Reading and Level of Text Complexity SCIENCE “TEXTS” • Use diverse materials • Focus on informative texts • Incorporate local texts CCSS clearly focus on the importance of familiarizing children with informational texts.

8. By incorporating informational texts into science, we can develop content-knowledgeable students with strong literacy skills.

9. Integration of Knowledge and Ideas

14. MEETING THE READING COMPREHENSION DEMANDS

15. Key Ideas and Details GIST _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ (Cunningham, 1982)

17. Vocabulary Acquisition and Use 10 IMPORTANT WORDS PLUS (Yopp and Yopp, 2003)

19. ORALLY COMMUNICATING KNOWLEDGE • Helps get technical words into students’ speaking vocabulary • Is important due to the high degree of lexical density found in scientific writing CCSS Speaking and Listening Standards K–5 require that kids be confident in their ability to share ideas and to listen to and comprehend information they receive.

20. LIST-GROUP-LABEL

21. SCAVENGER HUNT

22. Text Types and Purposes WRITING TO LEARN • Engages students with content-area vocabulary • Extends thinking by allowing children to know what they do and do not understand • Helps students share information with others • Requires active involvement • Is enhanced with quality informational texts CCSS College and Career Readiness Anchor Standards for Writing, Standard 10—Write for extended time frames (research, reflection and revision) and shorter time frames for a range of tasks, purposes, and audiences.

23. FOUND POETRY (Fletcher, 2002)

24. Motion and Design Going Place to Place Rubber band energy Makes it Go! Increase friction S-l-o-w-s down, S-l-o-w-s down Wasteful friction? Useful friction? Add a propeller, Add a sail Collecting Data, Collecting Data Make it Go! Make it Go! Going Place to Place

25. Scientists helped us. Bicycles, planes, boats Scientists on the Move Collecting Data, Collecting Data Wright Brothers built a lighter engine. Ford built a car we could afford. From Hobby horse bikes to 10 speeds From Model T to modern cars From heavy-steam engine plane to nonstop jets Going Place to Place Motion and Design

26. PI Never ending, never ending Now used all the time Planning routes of airliners, Analyzing sound waves, Building cars, Understanding planets’ movement, Infinitely it goes on.. The computer banks will work on the problem until we order it to stop. It’s irrational BUT We celebrate you today. Pi I got your number 3.14159. Albert Einstein, beloved icon of math, shares your day. Never ending, never ending Pi from Teacher to Teacher, IRA, March 12, 2012

27. CREATING MEANINGFUL VISUALS AND DEVELOPING VIEWING SKILLS • Often the curriculum has an irrational loyalty to reading and writing (Flood & Lapp, 1997). • Different genres of drawing serve different purposes (Anning, 1999). • The ability to visually represent information requires that children take into consideration audience, purpose, and form. College and Career Readiness Anchor Standards for Reading, Standard 7—Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

28. RAFT Role Audience Format Topic