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CCSS-ELA in Content. Wendy Whitmer Regional Science Coordinator NEWESD 101 February 2014. Goals. Share effective strategies for writing in content areas.
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CCSS-ELA in Content Wendy Whitmer Regional Science Coordinator NEWESD 101 February 2014
Goals • Share effective strategies for writing in content areas. • Increase understanding of organization, types of entries, strategies and specific criteria to be considered in planning for effective writing in science, math, and social studies. • Examine the connections between the Common Core State Standards, assessment, and writing in the content areas.
LET’S GET STARTED… Cover or Title Page Give your notebook a title. This should give the reader an idea of what this notebook will be about.
TABLE OF CONTENTS Use the first1-2 pages for the Table of Contents… DATE ACTIVITY PAGE #
THINKING ABOUT YOUR CONTENT NOTEBOOK… Focus Question: What types of writing or entries could be included in a content notebook done by my students? When you have finished your response, draw a line of learning!
Examples of Professional Notebooks from the REAL WORLD
Professional Notebooks Find the other people in the room with the same notebook page as yourself. • What type of writing is this? • What are some things you notice?
Professional Notebooks Return to your table teams. Share with your teams your picture. • What type of writing is this (what is the author doing)? • What are some things you notice? • How is this scientist using writing in their work?
Reflect • Do you need to add anything to your list of possible writing entries?
Let’s start writing! • Date of Entry Example: February 4, 2014 • Title of Entry Example: Moon Study • Question Establishes purpose for learning Example: What causes the moon to look different during different times of the month?
Probe Purpose: To measure prior knowledge • Complete the probe on your own. • Discuss with your colleagues • Re-administer probe after instruction
Claim • What is your claim? • Can you find evidence to back your claim?
Modeling:ABCD of Scientific Diagrams A Accurate labels B Big C Colorful D Detailed From FOSS Variable Module Gr. 5-6
Investigate • Hold the “Moon Ball” above your head. • Spin slowly in a circle • Record your observations as you spin slowly
Revisit Probe • Can you refine your claim? • Moon phases are caused by the position of the moon relative to the Sun and Earth. • What is your evidence behind your claim?
Reading • What evidence can you gather from the text that supports your claim? • Highlight anything from the text that provides evidence.
Cornell Notes Evidence Why is this evidence? • On the right side, write in your own words the important information from the text. • On the left side, write questions or key vocabulary • On the bottom, summarize how the reading related to your observations Summary
Reasoning • Moon phases are caused by the position of the moon relative to the Sun and Earth. • Use this claim as your topic sentence. • Use one piece of evidence from your investigation and one piece from your text. • Explain WHY this piece of evidence supports your claim- this is your reasoning.
CER (a.k.a. "Cl-Ev-R") Claim Evidence Reasoning Explanation Framework
CLAIMA statement that answers the question • Relevant: The Claim should directly and clearly respond to the question. • Stands Alone: The Claim statement is complete and can stand alone.
EVIDENCEScientific data that supports the claim. • Appropriate: Needs to be scientifically relevant for supporting the claim. Is it the right type of evidence for this claim? • Can be Quantitative and/or Qualitative Evidence • Should NOT be based on opinions, beliefs, or everyday experiences • Sufficient: Is there enough evidence? • Reliability > Repeated trials increase the reliability. • Range > Needs to include enough different conditions/values of variables. • Representative > Explanation cites enough examples to represent the whole set without being tedious.
REASONINGA justification for why the evidence supports the claimusing scientific principals • Links > Provides a scientific justification that links the Evidence to the Claim. • Logical > Provides a sound logical connection between the Claim and the Evidence. • Stands-Out > The reasoning should be obvious and easy to identify.
Jigsaw Task: How does the information in the reading relate to the instructional model we used? • Introduction • Jigsaw: Claim, Evidence, Reasoning, Rebuttal
Connections • Time with your materials. • Where can you have students make claims, collect evidence, then provide reasoning?
What about the CCSS? • Look at the reading and writing standards for your grade. • Are there some standards we worked towards in our instructional model? • What is your evidence?
What about the NGSS? • Which Science and Engineering Practices did we begin to address in our instructional model?
What does this look like in the classroom? • Position driven discussions • NGSX • What talk-moves did Molly use?
Energy Probe: What do you know about energy? In your notebook! Learning Target: 4-PS3-2: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
Energy Stations • Read each station • Complete the task • Provide evidence that energy can be transferred.
Energy Stations • Compare 2 stations • What was the same about the energy in the station? • What was different about the energy in the station?
THE BOX & T-CHART Similarities Differences Tone Generator Motor Betsy Rupp Fulwiler
Frayer Model • In groups: • Can we create a Frayer model for Energy?
Compare and Contrast • Use your Box and T to complete at least 2 of the sentence starters in your notebook. Rupp Fulwiler, Betsy. 2007. Writing in Science. Portsmouth, NH: Heinemann.
Compare and Contrast • Read Writing Standard 2 for your grade level. • Where would you go next with your students after they have gathered this information?
What about vocab? • What is the difference between tier 1, 2, and 3 vocabulary words?
Three tiers of words • Tier 3 – Highly specialized, subject-specific; low occurrences in texts; lacking generalization • E.g., oligarchy, euphemism, hydraulic, neurotransmitters • Tier 2 –Abstract, general academic (across content areas); encountered in written language; high utility across instructional areas • E.g., principle, relative, innovation, function, potential, style • Tier 1 – Basic, concrete, encountered in conversation/ oral vocabulary; words most student will know at a particular grade level • E.g., injury, apologize, education, serious, nation
Tier 3 words are often defined in the texts • Plate tectonics (the study of the movement of the sections of Earth’s crust) adds to Earth’s story…. • The top layers of solid rock are called the crust. • Optical telescopes are designed to focus visible light. Non-optical telescopes are designed to detect kinds of electromagnetic radiation that are invisible to the human eye.
Informational Text: Re-read the procedure for an energy station • Underline Tier 1 words • Highlight Tier 2 words • Circle Tier 3 words
What are your vocabulary strategies? Reflect: • 2 minutes: How do you help kids with vocabulary? Talk: • 1 minute per person Question: • What strategy do you want to know more about?