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What type of texts do you use
in your science class?
polleverywhere.com
CCSS Literacy & Scientific
Practices
8 Scientific & Engineering Practices
The practices describe behaviors that scientists engage in as they investigate and build models and theories about the natural world and the key set of engineering practices that engineers use as they design and build models and systems.
The intent is to better explain and extend what is meant by “inquiry” in science.
8 Practices
① Asking Questions and Defining Problems
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 and Designing Solutions
⑦ Engaging in Argument from Evidence
⑧ Obtaining, Evaluating, and Communicating Evidence
Observe and Measure
Classify
Experimental Design
Interpret and Communicate
Model
Inquiry
Process Standards
8 Practices
① Asking Questions and Defining Problems
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 and Designing Solutions
⑦ Engaging in Argument from Evidence
⑧ Obtaining, Evaluating, and Communicating Evidence
ReadingRead closely make logical
inferences; cite textual evidence
Determine central ideas
Analyze
Interpret words and phrases
Analyze point of view and purpose
Delineate and evaluate the argument and specific claims in a text
Read and comprehend complex informational text
Literacy
8 Practices
① Asking Questions and Defining Problems
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 and Designing Solutions
⑦ Engaging in Argument from Evidence
⑧ Obtaining, Evaluating, and Communicating Evidence
WritingWrite arguments and
support claims in an analysis using valid reasoning and relevant sufficient evidence
Write informative text to convey complex ideas
Conduct short as well as more sustained research projects based on focused questions
Gather relevant information from multiple print and digital sources
Draw evidence from informational text to support analysis
Literacy
Informational Text in Science
Classrooms
1. Type
2. Source
3. Placement
Text TypeBalancing
Literature/Narrative Text and
Informational Text scboces.org
Informational Text Sources
Argumentative/Opinion Informative/Explanatory
Informational Text Sources
Argumentative/Opinion
• News Articles
• Blogs
Informative/Explanatory
• Textbooks
• Journal Articles
• Trade books
• TEXT A
• TEXT B
– Both groups
• ? = By any sentence or paragraph that prompts you
to ask a question
• X = By any sentence or paragraph that provides you
an explanation for a question you previously had
Expert Groups
What I can do What I can say
I am going to think about what the selected text may mean.
I’m not sure what this about, but I think it may mean..
This part is tricky, but I think it means…
After rereading this part, I think it may mean
I am going to summarize my understanding so far.
What I understood about this reading so far is…
I can summarize this part by saying…
The main points of this section are…
I am going to use my prior knowledge to help me understand.
I know something about this from…
I have read or heard about this when…
I don’t understand the section, but I do recognize…
I am going to apply related concepts and/or readings
One reading/idea I have encountered before that relates to this is…
We learned about this idea/concept when we studied
The concept/idea is related to…
• Understanding Language Project Stanford University
– Clarifying Bookmarks: Start on page 75
Resources
Article A Article B
Similar Features
Different Features Different Features
Science Text Should…
1. Engage students to ask ?s
1. Serve to answer ?s that
students generate
Engage Explore Explain Elaborate Evaluate
Does the text type and placement
of text matter in a 5E Lesson?
Explain…
Placement of text
Phase Purpose
Engage• Capture students’ interest, uncover what students know and think about a topic,
and determine student misconceptions.
Explore
• Provide cooperative exploration activities, give students common concrete
experiences that help students begin to construct concepts and build skills.
• Provide hands-on experiences you can use later to formally introduce concepts,
processes, and skills.
Explain
• Students articulate their ideas in their own words and listen critically to one
another’s ideas.
• The teacher clarifies concepts, corrects misconceptions, and introduces
terminology.
• It is important to clearly connect the students’ explanations to experiences they
had in the engage and explore phases.
Elaborate • Students apply their understanding of the concept learned to a new situation.
Evaluate
• Evaluate students’ understanding of concepts and their proficiency with various
skills.
• Opportunity for students to assess their own understanding and skills.
The 5Es
Designing a 5E Lesson &
Integrating Text
“Why does the moon look
different on different nights?”
Texts
Engage Explore Explain Elaborate Evaluate
Placement of text
Engage Explore Explain Elaborate Evaluate
Make the argument that your
your text selections and
placement represent authentic
use of text in science?
• Tyler Dewitt TED TALK
Science Textbooks According
to Tyler Dewitt
• http://www.sciencenews.org/
• http://www.sciencenewsforkids.org/
• http://www.sciencedaily.com/
• http://kids.nationalgeographic.com/kids/
• http://www.nationalgeographic.com/
Text Resources
