CER and Annotating Text

District Learning Day

August 6, 2015

DO NOWMuscles or water?

Norms

• Be present and engaged.• Be respectful of differences in perspective

while challenging each other productively and respectively.

• Monitor “air time.”• Make the most of the time we have.• Stay focused on students.

Session ObjectivesWhat will participantsKnow:• The elementary science professional development sessions for K-5 science teachers are

designed for teachers to know how to instruct students in writing for evidence of logical conclusions, justification of answers and processes, and the use of facts to explain their thinking.

Understand:• If teachers use literacy in science instruction at least 15-20 minutes (a couple of times

each week), students reading levels will increase and performance in the science content will improve significantly.

Be able to Do:• Use inquiry activities where students analyze immediate, concrete data to develop ideas

and content for a particular writing task. • Provide opportunities to read, analyze, and emulate models of good writing. • To apply science concepts to real world application using investigations, and inquiry

based learning.

Why annotation??• Intentional reading• Annotation encourages reading for

understanding• Helps students formulate thought pattern for

writing• Can be used during the 90 reading block

Highly Rated Lessons by Use of Lecture/Discussion and Hands-on/Laboratory Activities

Contest or speech?

TEXT

TEXTTEXT

What is CER

✓ Claim✓ Answer to the question!✓ Usually the easiest for students✓ Evidence ✓ Must be appropriate ✓ Must be sufficient✓ Reasoning✓ Explains how the evidence supports the claim✓ Often includes scientific principles

Common Core Standards/TNReady Standards:

• Write arguments focused on discipline specific content‐ .• • Introduce claim(s) about a topic or issue, acknowledge and• distinguish the claim(s) from alternate or opposing claims, and• organize the reasons and evidence logically.• • Support claim(s) with logical reasoning and relevant, accurate data• and evidence that demonstrate an understanding of the topic or• text, using credible sources.• • Use words, phrases, and clauses to create cohesion and clarify the• relationships among claim(s), counterclaims, reasons, and evidence.• • Establish and maintain a formal style.• • Provide a concluding statement or section that follows from and• supports the argument presented.

Scientific principles:• Scientific and Engineering Practices• 1. Asking questions (for science) and defining

problems (for engineering)• 2. Developing and using models• 3. Planning and carrying out investigations• 4. Analyzing and interpreting data• 5. Using mathematics and computational

thinking• 6. Constructing explanations (for science) and

designing solutions (for• engineering)• 7. Engaging in argument from evidence• 8. Obtaining, evaluating, and communicating

information

Why write it down?• Writing is a key science skill. Science depends on

the written record to build on existing knowledge.• It forces them to organize their thoughts and find

the relationships between ideas. • Writing gets all students to participate. • WRITING HELPS THE TEACHER SPOT

MISCONCEPTIONS!!!!

Writing • “Therefore”: connects reasoning to the claim• • Claim: What makes up the grasshopper’s• skeleton?• The skin. We looked and there’s no bones. The• muscle connect to the skin. In people, muscle• connect to the bones. Bones are our skeleton.• Therefore, skin is their skeleton.

• If…Then… helps you say what you would predict to happen

• There is something under there because some of• the marbles bounced back. They would go through• if there was nothing there. I think it’s square• because they came straight back on all sides and we• had a square shaped blank spot on our lab sheet.• If there was nothing under the cardboard, then the• marble should go straight through.

(Earth) Science Example

• From this FREE Claims and Evidence Unit: Cyber enabled Earth Exploration‐• Curriculum– www.spatialsci.com/CE3 (covers volcanoes, earthquakes and plate• tectonics using Google Earth)

A C T I V I T Y T I M E ! ! !

• Take the article you have using the annotation key.

• Read the article (4th grade level). Resource www.newsela.com IT IS FREE!!!

Time to share…Q & A

Reflection:Application

• What was easiest for you?• What was most difficult?• What else do you need to learn/do

prior to applying to your classroom?

Session Objectives review/ closing

What will participantsKnow:• The elementary science professional development sessions for K-5 science teachers are

designed for teachers to know how to instruct students in writing for evidence of logical conclusions, justification of answers and processes, and the use of facts to explain their thinking.

Understand:• If teachers use literacy in science instruction at least 15-20 minutes (a couple of times

each week), students reading levels will increase and performance in the science content will improve significantly.

Be able to Do:• Use inquiry activities where students analyze immediate, concrete data to develop ideas

and content for a particular writing task. • Provide opportunities to read, analyze, and emulate models of good writing. • To apply science concepts to real world application using investigations, and inquiry

based learning.

DO NOT FORGET

Next steps and activities for follow upCER is a very useful tool when used correctly. This school year you will have multiple opportunities to engage in work such as this through future professional develop sessions, in house and one on one. The science department is developing sessions that will take you deeper in this strategy. Our partners the Pink Palace is also working to incorporate ways of using this strategy using the resources they have available.

Reflection: One minute paper on post-it

• Jot down your “Take-Aways” • Consider what you need to know and be able to

do to successfully implement what you have learned in this session.–What is still unclear?–What professional development or additional

resources do you need?

• Terilyn McChriston, Ed.S• mcchristontj@scsk12.org• 901-416-7986- desk• 901-416-4557- fax• www.scssciencedepartment.weebly.com• Password: energy

District Contact