Blending the new Science and literacy practices: Middle School Teaching & Learning

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Blending the new Science and literacy practices: Middle School Teaching & Learning. Investigating the Framework for K-12 Science Education and the ELA/Literacy Framework of the Common Core of State Standards A Partnership between Meriden Public School and CCSU. Overarching Project Goal. - PowerPoint PPT Presentation

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Mitigating Impacts of Climate Change: Interdisciplinary STEM and CCSS Pathways

Blending the new Science and literacy practices:Middle School Teaching & LearningInvestigating the Framework for K-12 Science Education and the ELA/Literacy Framework of the Common Core of State Standards

A Partnership between Meriden Public School and CCSU2014 CSDE Education Reform District K-8 Science Improvement Grant1How about:Connect to the Core- Bridging Middle School Science and Literacy through the CCSS and the NGSSOverarching Project GoalDeepen ones content knowledge and competency of new science (K-12 Framework) and ELA/Literacy (CCSS) practices.

2 minutes2(Revised) Project Outcomes Understand new science (K-12 Framework) and the ELA/Literacy (CCSS) practices. Align classroom pedagogy to standardsscience (K-12 Framework) and ELA/Literacy (CCSS). Increase higher-order questioning strategies to promoting student collaboration and depth of thinking. (Talk Moves)Create 1+ interdisciplinary science unit that embeds science K-12 Framework and ELA Literacy CCSS teaching strategies.8 minutes3Getting Started: Argumentation

Unit 3 Step 7 (7:42)

Watch the clip. Notice that the teacher doesnt give away the answerWhat position are the students asked to take?How do students support their claims?Disciplinary literacy: review of the CCSS Literacy in ScienceCCSS Review10 Reading Standards (Science and Technical Subjects)9 Writing Standards (Content Areas)6 Speaking and Listening Standards 4 (of 6) Language Standards (usage/vocabulary)

Spiral staircase of complexityUse of evidence in reading and writingAcademic vocabulary8 minutes6Goals for Literacy Integration in ScienceStudents read complex scientific texts.Students build academic and disciplinary vocabulary.Students use reading and writing strategies to learn scientific content. Students read and write like scientists as they practice in the real world.Students gather, evaluate, and synthesize text in a variety of forms as a source of evidence in investigations or research.Students summarize key learning and relationships among concepts.Students read and write to critique and communicate scientific arguments.Students engage in evidence-based discourse to build knowledge within a scientific learning community. 8 minutes7Read complex scientific texts. For a purposeTo question and answerQuestion-Answer-Relationships (QAR)Interactive Reading GuideTo annotate or mark up text (text codes, visual boards, etc.)To prepare for meaningful discussion Text rendering, 4 As, Save the Last Word for Me, Text on Text, etc.

Teaching Tips:Teachers model and think aloud.Use short text.Have students work alone and then collaborate (ticket to enter).Work towards student-developed questions. Use interesting texts that will matter to kids.RST.6-8.18 minutes8Build academic & disciplinary vocabulary. Through Greek/Latin roots, prefixes, suffixes--word wall Through routines that target (tier 2, 3) vocabulary wordsConcept diagram, semantic maps, Frayer model, analogy charts, anticipation guides, word study guides, weigh the words organizerThrough science notebooks (two-column, non linguistics)By using vocab in their writing

Teaching Tips:Do not teach out of context.Do not have to pre-teach. Create routines for engaging with vocabulary. Select essential vocabulary (not lengthy lists).Help students organize vocabulary in conceptual maps (models). RST.6-8.4, L.6-8.4, 5, 68 minutes9Use reading and writing strategies to learn scientific content. To activate and clarify background knowledge (anticipation guide, before-during-after guides, KWL, etc.)To compare concepts (concept comparison routine)To monitor comprehension and question the text/author (self questioning) To use writing to learn strategies: quick writes, various forms of note-taking, science notebooks, summarizing, vocabulary practices, brief explanationsTo create mental images (drawing, labeling, and revising scientific models to track thinking over time)To use a package of strategies to learn science (collaborative strategic reading, reciprocal teaching)

Disciplinary Core Ideas8 minutes10Use reading and writing strategies to learn scientific content. Teaching Tips:Explain and discuss the strategy (including benefits and expectations).Model the strategy. Provide support for the students to learn the strategy deeply (cooperative learning, practice, feedback).Goal is for students to self-regulate the use of the strategy.

8 minutes11Read and write like scientists as they practice in the real world.To ask and write to answer questionsTo convey theories as explanation of phenomenaTo engage in argumentation to advance and defend new ideas and explanation of phenomenaTo explain phenomena with visual modelsTo accompany scientific investigations (inquiry)science notebooks, lab reports, etc.To gather and organize data for analysis and interpretation (tabulating, graphing, etc.)To RAFT (take on an authentic science ROLE for a particular AUDIENCE, FORMAT and TASK)

RST.6-8.3, 7-9, WHST.6-8.1, 2, 4 -108 minutes12Read and write like scientists as they practice in the real world.Teaching Tips:Use science and engineering practices.Consider real audiences.Consider real problems (problem-based learning).

8 minutes13Gather, evaluate, and synthesize (variety of) text to use as evidence in scientific investigations and research.Gather main ideas from sources (note taking frames)Evaluate and synthesize across texts using I-Charts Respond to essential questions using Inquiry Approaches or Problem-based Learning scenarios

Teaching Tips:Start with two texts and build up.Combine online text and offline text. Can scaffold by providing online sources.Need to model how to find accurate and reliable online sources. RST.6-8.7-9, WHST. 6-8.7,88 minutes14Summarize key learning and relationships among concepts. Summarize visually using a scientific model.Summarize learning on a summary table.Summarize learning in a science notebook.

Teaching Tips:Dont wait until the end of the unit to summarize.Distinguish between paraphrasing and summarizing. RST.6-8.28 minutes15Read and write to critique and communicate scientific arguments. Plan and organize arguments with claims, evidence, and reasoning.Develop arguments that communicate explanation of phenomena with strong evidence.Revise arguments based on additional evidence or feedback from community.Share arguments with a broader scientific learning community.Write collaboratively to compose and discuss arguments (write arounds, chalk talk).

RST.6-8.1, 6, 8, 9, WHST.6-8.1, SL.6-8.1,38 minutes16Read and write to critique and communicate scientific arguments. Teaching Tips:Support reading and writing with discussion.Differentiate between persuasion and scientific argumentation. Explain nature of science and role of argumentation.

8 minutes17Engage in evidence-based discourse to build knowledge within a scientific learning community. Position-driven discussion (for example, Socratic seminar, grand conversations)Academic Controversy protocol to develop evidence-based arguments and discourse.See other discussion protocols in Goal One.

Teaching Tips:Use talk moves.Build culture and climate for productive discourse.Create routines.SL.6-8.1-68 minutes18Your ChallengeInclude a minimum of 3 aspects of disciplinary literacy in your unit. Describe them in the section you write down the CCSS you aligned to your unit.

Summary Table (Unit 5 Step 5) 8m 30s8 minutes19

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