Common Core ELA and Secondary Content

Common Core in Middle School ContentWendy Whitmer- Regional Science Coordinator NEWESD 1011Learning TargetsUnderstand the connections between content, Common Core State Standards- English Language Arts, and the Next Generation Science Standards.Integrate informational text reading strategies into our content courses.Integrate effective writing strategies into our content courses.

2AgendaCCSS-ELA for Science and Technical Subjects ArchitectureNGSS Architecture- Whats the connection?Instructional ModelText StrategiesThe PracticesArguing from EvidenceIn your classroom!Standards Template:Use placemat- build in note-taking componentNGSS ReviewCCSS ELAPracticesConnections between NGSS SEPs and CCSS ELA (Text complexity)Diamonds in the Sky Inquiry activity and Academic VocabularyReading from informational text strategiesFind CCSS standards, find NGSS componentsTalk the practices and relationship between speaking and listening and SEPSNuclear Power, arguing from evidenceCome back to NGSS SEPsCCSS Engagement where, when, and how in my classroom3What do you know?Please answer the probe on your own.Talk to the people at your table.Share out with the whole group.

4The ELA Document StructureK-5 page 11ReadingFoundational SkillsWritingSpeaking and ListeningLanguage

6-12 page 35ReadingWriting Speaking and ListeningLanguageLiteracy in History/Social Studies, Science, and Technical SubjectsAppendices A, B, CIntroduction page 105Overall structure of the complete document

5CCSS-ELARead the Anchor Standards for WritingWhere do you do this already in your classroom?What strategies do you use already?

6NGSS Architecture Integration of 3 Dimensions:PracticesCrosscutting Concepts Core Ideas

Correlation with CCSS

. . . science and engineering education should focus on a limited number of disciplinary core ideas and crosscutting concepts, be designed so that students continually build on and revise their knowledge and abilities over multiple years, and support the integration of such knowledge and abilities with the practices needed to engage in scientific inquiry and engineering design (Framework, p. ES 1).

Thus it [the Framework] describes the major practices, crosscutting concepts, and disciplinary core ideas that all students should be familiar with by the end of high school, and it provides an outline of how these practices, concepts, and ideas should be developed across the grade levels (Framework, p. 1-1) .

By the end of the 12th grade, students should have gained sufficient knowledge of the practices, crosscutting concepts, and core ideas of science and engineering to engage in public discussions on science-related issues, to be critical consumers of scientific information related to their everyday lives, and to continue to learn about science throughout their lives. They should come to appreciate that science and the current scientific understanding of the world are the result of many hundreds of years of creative human endeavor. It is especially important to note that the above goals are for all students, not just those who pursue careers in science, engineering, or technology or those who continue on to higher education (Framework, p. 1-2).

Students actively engage in scientific and engineering practices in order to deepen their understanding of crosscutting concepts and disciplinary core ideas (Framework, p. 9-1).

In order to achieve the vision embodied in the framework and to best support students learning, all three dimensions need to be integrated into the system of standards, curriculum, instruction, and assessment (Framework, p. 9-1).

Furthermore, crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas (Framework, p. 9-1).Thus standards and performance expectations must be designed to gather evidence of students ability to apply the practices and their understanding of the crosscutting concepts in the contexts of specific applications in multiple disciplinary areas (Framework, p. 9-1 & 2).

When standards are developed that are based on the framework, they will need to include performance expectations that cover all of the disciplinary core ideas, integrate practices, and link to crosscutting concepts when appropriate (Framework, p. 9-3).

In sum, teachers at all levels must understand the scientific and engineering practices crosscutting concepts, and disciplinary core ideas ; how students learn them; and the range of instructional strategies that can support their learning. Furthermore, teachers need to learn how to use student-developed models, classroom discourse, and other formative assessment approaches to gauge student thinking and design further instruction based on it (Framework, p. 10-10).7

Performance ExpectationScience and Engineering PracticeDisciplinary Core IdeaCross Cutting ConceptCommon Core State Standards Connections8Instructional ModelActivityHands-onInformational text readingScaffolding for the readingPurpose that connects back to activityNGSS and CCSS Standards that the reading helps meet

Watch for these components!98th Grade Earth ScienceEssential Question:How do ocean currents affect regional climate?

Investigative Question:What is the effect of temperature and salinity on ocean currents?

What is the effect of temperature and salinity on ocean currents?Turn and talk with your elbow partnerMake a claim and sketch a model

Complete the investigation.Record observations and collect evidence that support your claim.

* Typically I would use a probe or other elicitation activity with students to generate their initial thinking. 11What is the effect of temperature and salinity on ocean currents?Step 1: Make a claim and sketch a model

STEP 2: Refine your claim and model using evidence from the investigation.* Typically I would use a probe or other elicitation activity with students to generate their initial thinking. 12What is the effect of temperature and salinity on ocean currents?Mark your text while you are reading Text refers to one of the demonstrations

Text helps to support your claim? Text is confusing or doesnt make senseWhat is the effect of temperature and salinity on ocean currents?In your table groups:Discuss what you read. Did each member of the group find a reference to all four demonstrations?Did each member find information to help answer the question?Refine your model that answers the investigative question.* Models can be extensions of those in the text or groups can start from scratch14Reasoning/ArgumentationUse your best refined claim as your topic sentence. Use one piece of evidence from your investigation and one piece from your text.Explain WHY this piece of evidence supports your claim- this is your reasoning.Explanation FrameworkCER (a.k.a. "Cl-Ev-R")ClaimEvidenceReasoning

CLAIMA statement that answers the questionRelevant: The Claim should directly and clearly respond to the question.

Stands Alone: The Claim statement is complete and can stand alone.

EVIDENCEScientific data that supports the claim.Appropriate: Needs to be scientifically relevant for supporting the claim. Is it the right type of evidence for this claim?Can be Quantitative and/or Qualitative EvidenceShould NOT be based on opinions, beliefs, or everyday experiences

Sufficient: Is there enough evidence?Reliability > Repeated trials increase the reliability.Range > Needs to include enough different conditions/values of variables.Representative > Explanation cites enough examples to represent the whole set without being tedious.

Links > Provides a scientific justification that links the Evidence to the Claim.

Logical > Provides a sound logical connection between the Claim and the Evidence.

Stands-Out > The reasoning should be obvious and easy to identify.

REASONING A justification for why the evidence supports the claimusing scientific principalsNGSS / CCSS StandardsMS-ESS2-6: Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climatesESS2.C (DCI): Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. RST.6-8.2: Determine the central ideas or conclusions of a text.RST.6-8.7: Integrate quantitative or technical information expressed in words with a version of that information expressed visuallyDesign Challenge?Design a layering toolLast through 5 class periodsCosts less than $2Easy to assembleYou have 15 minutes!!Test your deviceJigsawTask: How does the information in the reading relate to the instructional model we used?

IntroductionJigsaw: Claim, Evidence, Reasoning, Rebuttal

Three tiers of words23I will quickly review some of the key points that you hopefully extracted from Explain that this three-tiered model of vocabulary categorizes words based on their frequency in texts (more to less frequently occurring) and applicability (broader to narrower) as you progress up the triangle.For instance, the facilitator might say,The Common Core State Standards refer to a model that describes three tiers of words, categorized by their frequency in texts (more to less frequently occurring) and applicability (broader to narrower) from bottom to top.Tier 1 (at the bottom) consists of the basic words that most students at a particular grade level will know. These are the everyday words of conversation, and most of them are learned from the speech of peers and adults around them. They are not considered a challenge to the average native speaker and comprise the bulk of words students know.Tier 2 (in the middle) consists of general academic words and is our focus today. These are the words that have utility across a wide range of topics and in many curriculum areas. Students will encounter and learn most of these words through reading text, rather than in conversation, and through explicit classroom instruction. They are especially important because building a strong academic vocabulary is key to comprehending academic text.Tier 3 (at the top) consists of the highly specific disciplinary vocabulary that lack generalization low-frequency words needed to understand the concept under study.

23Three tiers of wordsTier 3 Highly specialized, subject-specific; low occurrences in texts; lacking generalizationE.g., oligarchy, euphemism, hydraulic, neurotransmittersTier 2 Abstract, general academic (across content areas); encountered in written language; high utility across instructional areasE.g., principle, relative, innovation, function, potential, styleTier 1 Basic, concrete, encountered in conversation/ oral vocabulary; words most student will know at a particular grade levelE.g., injury, apologize, education, serious, nation24Explain the three tiers of words.For instance, the facilitator might say,Tier 1 words are not usually a challenge to the average native speaker, though English language learners will have to attend carefully to them. They are the words that most students can be expected to know at a given grade level. Many, perhaps most, of these words are acquired through conversation and without deliberate effort.Tier 2 words, in contrast, are far more likely to appear in written texts than in everyday speech. They appear in all sorts of texts, from technical to literary, are highly generalizable, and consequently have high utility both for reading and writing. They often represent subtle or precise ways to label things or convey known ideas or concepts. Unlike Tier 1 words, they usually require a more deliberate effort to acquire. Tier 3 words are specific to a domain or field of study and are key to understanding a new concept within a text or content area. Because they are closely tied to the content knowledge of the discipline, they are far more frequent in informational text than in literature. Recognized as new and hard words for most readers (particularly student readers), they are often explicitly defined by the author of a text, used repeatedly throughout the text, and otherwise heavily scaffolded (for instance, made a part of a glossary). They are typically explicitly taught as part of the unit of study.24Tier 3 words are often defined in the textsPlate tectonics (the study of the movement of the sections of Earths crust) adds to Earths story.

The top layers of solid rock are called the crust.

Optical telescopes are designed to focus visible light. Non-optical telescopes are designed to detect kinds of electromagnetic radiation that are invisible to the human eye.

25Explain that Tier 3 words are often defined within the text. The excerpts on the slide are taken from the CCSS Informational Text Exemplars for grades 6-8.For instance, the facilitator might say,Here are five excerpts from the Grades 6-8 Informational Text Exemplars in Appendix B of the CCSS document. They illustrate very well how Tier 3 words are often defined within the text. It is important, of course, to teach students how to recognize the syntax and diction cues that indicate a term is being defined.25Think About VolcanoesVolcanoes

VolcanoesMoltenMantleMagmaCrust

Volcanoes

StudyPlanetWorksScientistsMelts

26Tier 3 WordsTier 1 Words

Explain the words chosen in the passage from Volcanoes and invite participants to share their word selections for it and the other two passages.For instance, the facilitator might say,Here are some examples of Tier 3 and Tier 1 words you might have included for the passage from VolcanoesThe Tier 3 words or domain specific words are ones we would not expect to find applied broadly and in multiple ways. The first two are key to the main point of the passage. The Tier 1 words that might pose problems for non-native speakers include ones they would have heard infrequently, such as planet, or works as it is used here.What words did you come up with for this and the other passages?26Activity: Categorize vocabularyIn partners:Identify the tiers of words in the readingIdentify the tiers in the proceduresUnderline Tier 1Highlight Tier 2Circle Tier 327

Invite participants to work with partners or in small groups to identify Tier 3 and Tier 2 words, as well as a few Tier 1 words that may require additional instruction for non-native speakers.For instance, the facilitator might say,Lets take a look at a the words in several of the selections from the CCSS document. Working with partners or small groups, read the last excerpt, from Innumeracy, and one or two others and select some words you would assign to the three tiers. 27Teaching Vocabulary Strategies

In your science notebooks:share your strategiesMake a Line of Learning and record other ideas you hear from your partner28Teacher needs to think about what are the teaching vocab strategies you use now-quick write in notebook, turn and talk, use a LOL Vocab words Explanation Game-Go back to the modeled lesson ideaWord sortsVocab on the backSynetics-Page KeeleyCCD

28StrategiesLook in Keeleys Science Formative Assessment.What strategies do you think would be best for teaching academic vocabulary?Which fit Tier 2 words?Which fit Tier 3 words?

2929Your connectionsLook at your own text.Fill out the template for your text: ConsiderWhat is your purpose?How will you scaffold for your students?

30Instructional ModelActivityHands-onInformational text readingScaffolding for the readingPurpose that connects back to activityNGSS and CCSS Standards that the reading helps meetReflect:Which Science and Engineering Practices did we build towards in our instructional model?

What did you notice? What are you wondering?31Role of ArgumentationWhat do the standards say?

In partners Read:From the Framework for K-12 Science EducationFrom the CCSS Speaking and Listening

32Role of ArgumentationComplete a Box and T

Add to the bottom of the Box and T:

Where are these practices in your classroom?

33Argument and EvidenceWhere in your courses do you have students argue from evidence?How can students demonstrate their reasoning?

34Smarter Balancedhttp://www.youtube.com/watch?v=2zrooEAeIVc

www.smarterbalanced.org

Many tasks are science-based.They outline the connections between NGSS and CCSS.http://sustainabilityperformancetasks.weebly.com/uploads/9/5/9/1/9591784/garden_of_learning_part_1_and_2_gr_6.pdf

35Smarter Balancedhttp://www.youtube.com/watch?v=2zrooEAeIVc

www.smarterbalanced.org

What are your tasks?What note-taking tools do you have?Find the video note-taking tool.Jigsaw the reading with a partner.Complete part 2 together.http://sustainabilityperformancetasks.weebly.com/uploads/9/5/9/1/9591784/garden_of_learning_part_1_and_2_gr_6.pdf

36

37ReflectWhat strategies can you add to your CCSS charts?

Exit TicketWhat strategies or elements from today might you use in your classroom?How do you envision implementing the strategy in your classroom?

39Evaluation: tinyurl.com/esdevaluationCCSS-ELA Middle School ContentObjectives:Learn strategies for reading and writing in middle school content areasLearn the connections between CCSS-ELA, assessment, and effective reading and writing strategies.