1 / 27

Unit 2 – Making It Real Learning Objectives

Unit 2 – Making It Real Learning Objectives. Reflect on your classroom instruction to identify the literacy components you are already using and how they compare those defined in the CA CCSS for ELA/Literacy.

mary-olsen
Download Presentation

Unit 2 – Making It Real Learning Objectives

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Unit 2 – Making It RealLearning Objectives • Reflect on your classroom instruction to identify the literacy components you are already using and how they compare those defined in the CA CCSS for ELA/Literacy. • Watch a two-day science lesson in which student learning is supported by the integration of science hands-on activities with the CA CCSS for ELA/Literacy. • Engage in the following activities: • Analyze the lesson structure to identify the impact of integrating literacy and science on student thinking • Identify strategies for speaking and listening incorporating academic language and science vocabulary • Identify strategies for writing in science notebooks that lead to clear and coherent writing that is appropriate to task, purpose, and audience. • Identify strategies for reading complex text to enhance student understanding of science content

  2. Science Lesson Quick Write Think about a science lesson that you like to teach. Jot some notes about essential components of the lesson. Share with a partner.

  3. Which Standards Can Be Integrated with Your Lesson Components? • Review the speaking/listening, writing and reading CA CCSS for ELA/Literacy for your grade level. • Select one ELA area (speaking/listening, writing or reading) that your would like to integrate into your lesson components • At the end of this unit, and as way to practice integration of CA CCSS for ELA/Literacy with the science you teach, you will integrate these standards into your lesson planning.

  4. Likert Scale After reviewing the CA CCSS for ELA/Literacy that you selected, indicate on the scale below how your current practice matches the expectations of that standard for your grade level. No match little match some match strong match “right on” match

  5. Part II: Classroom Examples The classroom videos are examples of CA CCSS in the discipline of science implemented in a High School classroom. There are four videos: • Overview of lesson sequence • Focus on speaking and listening • Writing in science notebooks • Focus on reading .

  6. Science and ELA Goals • 5-Day learning sequence: understand and practice balancing chemical equations and how this mathematical tool relates to the principle of conservation of matter.  • Key learning: identify five different chemical reactions and their associated chemical equations.  • Discover these differences through observation, experimentation, classroom discussion, writing, and reading.  

  7. Learning Sequence Template • Indicates the development of conceptual understanding and identifies the sequence of instruction • Find places where the instructor is planning to integrate science and CA CCSS for ELA/Literacy. Which ELA standards does the teacher intend to integrate?

  8. Specifically…. • When and why will students write? • When and why will students read? • How will oral language (speaking and listening) support the writing and reading?

  9. Learning Sequence Overview • Throughout the learning sequence, the high school teacher included opportunities for students practice writing, using their understanding of the science content through short journal entries—a “daily science journal”—in their science notebooks (day one, two, and three); reflect on their understanding of new content material through short writing at the end of each day—a “daily science reflection”; plan and write a lab report (day three and four); and develop an extended writing about their weekly learning in preparation for testing (day five). • Review the teacher’s lesson plan. What do you notice in terms of: • The concept for the lesson? • Flow of the activities to build science understanding? - Integration of the CCSS-ELA Literacy in Science standards?

  10. Learning Goals for the Chemistry Lesson • Learn about different chemical reactions • Discover through experimentation how to identify those reactions • Practice balancing chemical reactions • Connect the chemical reactions to the principle of conservation of matter • Deepen learning of science through writing, reading, and discussions

  11. Overview Video • Use the note-taking charts for this video. • Watch the video and take notes on the chart.

  12. Speaking and Listening • In regard to the CA CCSS in Speaking and Listening SL.9-10.1 and SL.9-10.4, and Language L.9-10.6, describe the strategies the teacher used to integrate these standards into the science learning sequence.

  13. Reading • In regard to the CA CCSS in Reading RST.9-10.3 and RST.9-10.7, describe the strategies the teacher used to integrate these standards into the science learning sequence.

  14. Writing • In regard to the CA CCSS in Writing WHST.9-10.1, WHST.9-10.2, WHST.9-10.4, WHST.9-10.7, and WHST.9-10.9, how was writing scaffolded for students throughout the week?

  15. Pause and Reflect • Speaking and Listening  I need to get started! I’m approaching I’m there • Reading I need to get started! I’m approaching I’m there  • Writing I need to get started! I’m approaching I’m there

  16. Speaking and Listening In Science • Providing hands-on investigations coupled with “accountable talk” increases student understanding of the data and provides a foundation for explaining the phenomena. • Reading in which students talk with a partner and write about science concepts using evidence from the investigation or the text to share their observations and explanations using academic language, solidifies student understanding.

  17. CA CCSS for ELA/Literacy and Science Speaking and listening can be integrated into science lessons through one or more of the following: • Conversation and collaboration; • Expression of point of view; • Use of evidence and rhetoric to support statements; and, • Adaptation of language to a variety of contexts.

  18. Speaking & Listening Video Watch for places where oral language is used to develop academic language, confidence in writing, and confidence in reading.

  19. Debrief: Speaking & Listening Video With a partner, discuss the teacher’s strategies to have students: -engage in collaborative discussions -share evidence of their thinking -express a point of view -build academic vocabulary -Use oral as a practice for writing or reading comprehension

  20. Writing: Text Types Text Type I: Argumentative Text Type II: Informative/Explanatory Text Type III: Narrative

  21. Which Text Type? • Observations • Drawing • Data charts/tables • Graphs • Summary statements • Explanations • Procedures • Lab Reports

  22. Writing Video Watch for places where writing supports understanding of science content through: • Metacogntive ”quick writes” at the beginning and end of each day for reflection opportunities and use of academic vocabulary • Lab reports which includes data tables, writing conclusion statements about the collected data, and writing a claim regarding chemical reactions supported by evidence from their investigation. • Synthesis writing (on day five) prior to testing to connect their learning from the entire week.

  23. Debrief: Writing Video With a partner, discuss the following questions: • What types of writing opportunities did you observe? • How were writing opportunities sequenced? How is it related to the reading? • How are peer discussion or peer edits used to develop writing proficiency? • How were Cornell Notes used to promote understanding?

  24. Reading Video • Watch for pre-reading, during-reading, and post-reading strategies. • How are Cornell Notes used to understand reading?

  25. Debrief: Reading Video • How are Cornell Notes helping students determine the central ideas of a text (RST6-8.2) and identify how key words are used in a scientific context (RST6-8.4) ? • What other opportunities do Cornell Notes provide to students to deepen their learning? • What other reading opportunities were provided? • How did those opportunities build student understanding?

  26. Reflection • How were speaking and listening, writing and reading and scientific investigations used to build student understanding in this lesson? • Draw a graphic that summarizes your understanding of how these strategies can be woven together to increase student understanding of the science content and to build students' literacy skills. • Write one to two sentences that summarize the strategies shown in your drawing.

  27. Re-connect • Review your initial reflection about the science lesson you like to teach.  • Think about what you learned about the CA CCSS for ELA/Literacy that you would like to incorporate in your lesson.   • Use the blank lesson sequence templateto plan the science content to be taught AND include literacy strategies that support academic language learning, speaking and listening skills, writing, and complex text reading strategies. 

More Related