Looking for Science Literacy – Within Current WA Science

Standards and the Common Core for English Language Arts

A presentation from OSPI Teaching and Learning

March 19, 2012

Jessica Vavrus, Assistant SuperintendentEllen Ebert, Director Science

Liisa Moilanen Potts, Director English Language Art

Webinar Goals

• Our focus today – why is science literacy important?

• Review current science literacy standards Examine student assessment expectations Consider strategies in science to support science

literacy

• Understand state transition plan for Common Core English Language Arts and next steps for literacy in science Overview of the ELA Common Core State

Standards

Darwin’s Notebook

Implementing our current state Science Standards… Finding connections to NGSS and CCSS…

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2011-12 2012-13 2014-15 2015-16 2016-17

Current Work: Strong Implementation of State Science Standards-Continue implementation of current WA Science Standards in context of NGSS Framework and CCSS connections-Review Next Generation Science Standards; -Consider Adoption of NGSS (when final)

Ongoing: Statewide Coordination and Collaboration to Support Implementation (Build/Maintain Partnerships)

March 14, 2012

OSPI Presentation to SBE: Next Gen.

Science

2010-11 2011-12 2012-13 2013-14 2014-15

Phase 1: CCSS Exploration/Adoption (2009 – July 2011)

Phase 2: Build Awareness & Begin Building Statewide Capacity

Phase 3: Build Statewide Capacity and Classroom Transitions

Phase 4: Statewide Application and Assessment

Ongoing: Statewide Coordination and Collaboration to Support Implementation

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A Bit of Background Before We Start…Washington’s Common Core Standards (ELA and Math)Implementation Timeline….Focusing on the foundation…

Some more context… Implementing the Common Core State Standards in

Washington State

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Our Vision: Every student will have access to the CCSS standards through high quality instruction aligned with the standards every day; and that all teachers are prepared and receive the support they need to implement the standards in their classrooms every day.

Our Purpose: To develop a statewide system with aligned resources that supports all school districts in their preparation of educators and students to implement the CCSS.  Our Core Values: This vision can only occur through core values of clarity, consistency, collaboration, coordination, and commitment from classrooms, schools, and communities to the state level.

Science has a tradition of literacy

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Science Inquiry Standards Literacy

Grades 4-5 Inquiry Standard

• Scientific explanations emphasize evidence, have logically consistent arguments, and use known scientific principles, models, and theories.

• Scientists communicate the results of their investigations verbally and in writing. They review and ask questions about the results of other scientists’ work.

Related Performance Expectations

• Generate a conclusion from a scientific investigation and show how the conclusion is supported by evidence and other scientific principles.

• Display the findings of an investigation using tables, graphs, or other visual means to represent the data accurately and meaningfully.

• Communicate to peers the purpose, procedure, results, and conclusions of an investigation.

• Respond non-defensively to comments and questions about their investigation.

• Discuss differences in findings and conclusions reported by other students.

Systems Standard Literacy

Grades 6-8 Systems Standard

• The natural and designed world is complex; it is too large and complicated to investigate and comprehend all at once. Scientists and students learn to define small portions for the convenience of investigation. The units of investigation can be referred to as “systems.”

Related Performance Expectation

• Given a complex societal issue with strong science and technology components (e.g., overfishing, global warming), describe the issue from a systems point of view, highlighting how changes in one part of the system are likely to influence other parts of the system.

Application Standards Literacy

Grades 9-12 Application Standards

• Perfect solutions do not exist. All technological solutions involve trade-offs in which decisions to include more of one quality means less of another. All solutions involve consequences, some intended, others not.

• It is important for all citizens to apply science and technology to critical issues that influence society.

Related Performance Expectations

• Analyze a societal issue that may be addressed through science and/or technology. Compare alternative solutions by considering trade-offs and unintended consequences (e.g., removing dams to increase salmon spawning).

• Critically analyze scientific information in current events to make personal choices or to understand public-policy decisions.

Student performance data 2011 High School Science Assessment

Student scores drop significantly on short answer questions.

Science assessments require literacy skills

Another example…

Depth of Knowledge Levels for Science used in student assessmentdesign

Why discuss literacy?Researchers have found that students learn science better when they write about their thinking and that the act of writing may force integration of new ideas and relationships with prior knowledge. (Thier and Daviss, 2002)

Mark Watrin emphasized this idea with us during our February webinar: Elements of Effective Science Instruction. This process of writing and reflectively thinking is key to sense-making.

Science and language are interdependent.Their processes are mirrored in each other.• Students at all levels should be able to:

Note details Compare and contrast Predict Sequence events Link cause and effect Distinguish fact from opinion Link words with precise meanings Make inferences Draw conclusions

From Thier and Daviss, 2002

Strategies to improve literacy in science. Use prompts to uncover

ideas. Predicting: What does the topic title reveal? Reflective questioning before reading: What does this topic

mean to me? Reflective questioning after reading: What questions do I still

have about this topic? Evaluating: What it is the main idea of this reading? Paraphrasing: Turn and talk with a classmate about the

reading. Summarizing: How many key ideas can I identify? Identifying words and meanings: Do I understand the

meaning of the reading? Reflecting on the overall reading: If I reread this topic, what

areas would I focus on?

Use graphic organizers.

• Students can organize their thinking.

What other graphic organizers do you use that are effective with students?

http://www.sciencenotebooks.org/

Observation Organizer

Think of properties you can see such as size, shape, color, lines, texture, pattern, behavior…

I observed…

Think of the other senses of smell, sound, touch, and perhaps taste!

I noticed…

Connect it with something that you already know.

It reminds me of…

Add more detail as needed.

This is so because…

Be curious and ask questions you could investigate.

I am curious about… It surprised me that… ORI wonder what would happen if…

http://www.sciencenotebooks.org/classroomTools/templates.php

The Art of ArgumentationRoss, Fisher and Frey

Science and Children, 2009, p.29

Interactive Notebooks

http://www.sciencenotebooks.org/

Simple Interactive Notebook

• Student Page • Teacher Page

What can go on the left side of an interactive notebook? Brainstorming Discovery headlines Biography posters Concept maps Riddles Your questions Pictographs Cartoons Poetry and songs Significant statements Flowcharts Graphic organizers Drawings

Metaphors and analogies Venn diagrams Bulls-Eye diagrams Data and graphs you generate Analysis writing Reflection writing Quick-writes Four square analogies Mnemonics Writing prompts Scientific conclusions Other creative avenues forprocessing information

All sorts of student work!!!

What goes on the right side of an interactive notebook?

Student generated question

Factual Information

Why are plants green instead of blue or red?

How does photosynthesis work to make food?

Scientists note that plants are green. Many hypotheses have been proposed to understand plant color. …..

Plants…..

SummaryPhotosynthesis is a process…..

The Cornell note style helps students think reflectively abouta topic, generate questions, which the teacher can facilitateduring instruction.

http://teacher.ocps.net/susan.colwell/media/inbinsertsv3.pdf

Science Writing Heuristic

• The Science Writing Heuristic was developed by Brian Hand

• The basic format includes… What questions do I have? Tests…..What did I do? Observations: What did I find? My Claim is: My Evidence is: What do others say:

• Internal sources

• External sources

Reflection: How have my ideas changed?

http://www.aea11.k12.ia.us/science/Heuristic.html

Tools for ambitious science teaching

http://tools4teachingscience.org/

How do these strategies support student achievement ? Let’s work on an example.• Plan a field study to answer the question in the box. In your

procedure, be sure to include: logical steps to do the field study method for collecting data conditions to be compared  data to be collected how often data should be collected and recorded

• What are the teaching and learning that we would need to do with our students for them to answer this question successfully?

Let’s see if we can offer some ideas in the chat box.

Field Study Question: Write the study question here….

Procedure:

How does this connect to the Common Core State Standards for English Language Arts

and Literacy in Social Studies/History, Science, and Technical Subjects??

January 201228 CCSS Webinar Series Part 2: Systems Update

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K 1 2 3 4 5 6 7 8 9-10 11-12

Foundational Skills (e.g. phonics, word recognition, fluency)

Print concepts Phonological awareness Alphabetic principal Phonics and word recognition fluency

Although foundational skills are addressed prior to grade 6, students who struggle in these areas will need further support.

Reading Literature and Informational Texts Students are reading rigorous texts across a broad spectrum of content; balance the types of texts students read.

*Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Balance grades K-5 = 50%* literature ; 50%* informational text Balance grade 6-8 = 45%* literature; 55%* informational text

Balance grades 9-12 = 30%* literature; 70%* informational text

Literacy (Reading) in History/Social Studies, Science, and Other Technical Subjects Focus on key ideas, details, using evidence from text to support conclusions; contextual vocabulary acquisition; point of view

Writing StandardsFocus on teaching the processes of writing, including a balance of text types and literacy in History/ socials tudies, and science

*Percentages represent comprehensive use (teaching, learning, and student production) across a school year.

Balance of writing types, including writing in the content areasBy grade 4—opinion =30%; information = 35%; narrative =35%

Balance of writing types, including writing in the content areasGrade 8 – argument = 35%; information = 35%; narrative = 30%Grade 12 – argument = 40%; information = 40%; narrative = 20%

Speaking & Listening StandardsComprehension and collaboration

Presentation of knowledge and ideasEvaluate speaker’s point of view

Use of rhetoricCritical thinking

Language StandardsConventions of standard English, knowledge of language, vocabulary acquisition

Six Major Shifts in Focus

PrioritiesPriorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding

Literary/Informational

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Word MeaningInterpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Text StructureAnalyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g.,a section, chapter, scene, or stanza) relate to each other and the whole.

Text ComplexityRead texts of increasingly complexity with accuracy, fluency, and comprehension

ThinkingAssess how point of view or purpose shapes the content and style of a text, when writing or speaking or listening for a purpose

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The Five Claims – Students can

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read closely and critically to comprehend a range of increasingly complex literacy and informational texts.

produce effective writing for a range of purposes and audiences

employ effective speaking and listening sills for a range of purposes and audiences

engage appropriately in collaborative and independent inquiry to investigate/research topics, pose questions, and gather and present information.

skillfully use and interpret written language across a range of literacy tasks.

WA Three Year Transition Plan for English Language

Arts

January 2012CCSS Webinar Series Part 2: Systems Update

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• OSPI CCSS Website http://k12.wa.us/CoreStandards/default.aspx http://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx#Webinar

Includes… Communication support materials

3-year transition plans for ELA and Math

Grade-level transition documents• Aligned with current test maps

Other national / state resources• Hunt Institute Video Series (www.youtube.com/user/TheHuntInstitute)• Math and ELA-specific• National PTA – Parent Resource Guides

Learning More…Statewide Transition & Implementation Supports

Bringing the conversation back to literacy…

Thank you!

• Resources Washington Science Content Standards

• http://www.k12.wa.us/Science/pubdocs/WAScienceStandards.pdf

Supporting Moodle and online assistance• http://moodle.ospi.k12.wa.us/login/index.php• http://www.k12.wa.us/

ScienceEducatorResources.aspx• http://www.k12.wa.us/Science/ItemTemplates.aspx

Biology EOC PLD Training• http://moodle.ospi.k12.wa.us/course/category.php?

id=10