Carrie Roberts, Administrator Literacy, History, and Arts Leadership Office

CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction

Carrie Roberts, AdministratorLiteracy, History, and Arts Leadership Office

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K-12 Common Core Literacy in Science: A Win-Win for

Literacy and Science

TOM TORLAKSONState Superintendent of Public Instruction

Investigation: Why Does Ice Float?

• Compare liquid 1 and liquid 2 using all your senses except taste.

• Use the Plain white paper at your tables to write observations.

• Use diagrams, pictures, and words to describe your observations.

• Share your observations with your partner. 2

TOM TORLAKSONState Superintendent of Public Instruction

Science Focus

• What are some key terms that you might introduce to students before the investigation?

• What other investigations or activities would you plan to reinforce student learning from this investigation?

• NGSS Standards3

TOM TORLAKSONState Superintendent of Public Instruction

Which literacy standards were addressed?

• Find your CA CCSS book, either the Spiral or the CDE copy

• Look at your grade level standards and determine which standards were addressed through this investigation.

• Discuss what you would change to add rigor to the investigation for your grade level?

• http://www.myboe.org/portal/default/Content/Viewer/Content?action=2&scId=506599&sciId=15897 4

TOM TORLAKSONState Superintendent of Public Instruction

The Professional Learning Module

Developed by:• California Department of Education• California Science Project• K-12 Alliance/WestEd• Orange County Office of Education• Riverside County Office of

Educationhttp://www.myboe.org/portal/default/Content/Viewer/Content?action=2&scId=506599&sciId=17329

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TOM TORLAKSONState Superintendent of Public Instruction

Objectives for Today

1. Become familiar with key aspects of the CCSS Literacy in Science

2. Highlight the value of integrating CCSS into science instruction for deeper students’ learning

3. Present an overview of strategies, instructional practices and resources included in the professional learning module.

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TOM TORLAKSONState Superintendent of Public Instruction

What is literacy in science and what would it look like

in a classroom?

• Discuss for 2 minutes what you think literacy in science means and why it is important for students to achieve it.

• Share some ideas

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TOM TORLAKSONState Superintendent of Public Instruction

Instructional Shifts and Science Instruction

ELA/Literacy• Balancing

Informational and Literary Text

• Building Knowledge in the Disciplines

• Staircase of Complexity

• Text-Based Answers• Writing From Sources• Academic Vocabulary

Math

•Focus

•Coherence

•Fluency

•Deep Understanding

•Applications

•Dual Intensity

TOM TORLAKSONState Superintendent of Public Instruction

Unit 2: Making it Real

Grade 5 Classroom Example

http://www.myboe.org/auth/portal/default/Content/Viewer/Content?action=2&scId=506599&sciId=15760

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TOM TORLAKSONState Superintendent of Public Instruction

Grade 5 Learning Sequence See Hand-out and CA CCSSWhich writing standards for text types and purposes did the teacher address in her planning template?

Which CA CCSS for reading did the teacher address in her planning template?

Which CA CCSS for speaking and listening did the teacher address in her planning template?

Are the student tasks aligned with the grade 5 standards?

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TOM TORLAKSONState Superintendent of Public Instruction

A Reading Strategy for Informational Text

Think about these questions as you watch the next video clip:• How did the teacher engage the

students in the reading?• What other strategies have you

used?• http://www.myboe.org/auth/portal/default/Cont

ent/Viewer/Content?action=2&scId=506599&sciId=15764

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TOM TORLAKSONState Superintendent of Public Instruction

Unit 3: Analyzing Student Work

A number of educational entities collaborated in research to improve student learning in science by focusing on effective assessment practices that teachers could implement in their classrooms. The result of this collaboration is the Center for Assessment and Evaluation of Student Learning (CAESL) Assessment Framework

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TOM TORLAKSONState Superintendent of Public Instruction

Unit 4:Science Notebooks

• http://www.myboe.org/auth/portal/default/Content/Viewer/Content?action=2&scId=506599&sciId=15453

• How could you have students develop argumentative and/or informational writing using their science notebooks as a resource for ideas, evidence, and data?

• http://www.myboe.org/auth/portal/default/Content/Viewer/Content?action=2&scId=506599&sciId=15790

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TOM TORLAKSONState Superintendent of Public Instruction

Unit 5: English Learners1. Incorporate CA CCSS for ELA/Literacy and the

California English Language Development (CA ELD) Standards into science instruction.

2. View a science classroom in which the teacher incorporates standards-based instruction that supports English learners.

3. Identify practices that develop speaking and listening skills as a precursor to writing for English learners.

4. Develop a lesson for your classroom that integrates CA ELD Standards with science content and CA CCSS for ELA/Literacy.

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TOM TORLAKSONState Superintendent of Public Instruction

Unit 6: Planning for Success• Develop a conceptual flow for a unit of

instruction.

• Select a learning sequence within the conceptual flow and integrate literacy science content standards.

• Develop a 5-E lesson plan within the learning sequence that integrates literacy to increase student understanding of science content.

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TOM TORLAKSONState Superintendent of Public Instruction

Action Plan• List three important things you

learned about integrating literacy strategies into your teaching of science content.

• List two of the challenges you need to address for successful integration in your classroom.

• List one action that you will take immediately to integrate literacy with science to increase student understanding of the content. 16

TOM TORLAKSONState Superintendent of Public Instruction

Contact Information

Carrie RobertsLiteracy, History, and Arts Leadership Office

Professional Learning Support Division

916 319-0587

croberts@cde.ca.gov

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