Keeping my science content in a common core world Annette Brown, South Arkansas Math & Science STEM Center browna@hsu.edu Lesley Merritt, STEM Center for Math & Science Education lmerritt@uark.edu Arkansas Department of Education Science Instructional Facilitators

Metacognition It is critical to model what you are thinking for your students Brett story Ask: Why is it important to discuss with students how strategies helped them comprehend the text? Note to Trainer: If participants do not mention transfer in their discussion, talk about how debriefing helps students transfer the strategy to other texts and iTunes App: Doceri

Close reading D.I.Y. Biology, on the wings of the mockingjay Create Reading Strips Find informational texts to compliment your content Determine what students need to know and be able to do. What key concepts are to be learned? What will students be expected to read, discuss, write, and present? -Create colored laminated strips approx 1 inch wide that students use to keep their place as they read text.

Find science informational text New York times & Article of the week http://kellygallagher.org/resources/articles_archive.html http://learning.blogs.nytimes.com/

before reading D.I.Y. Biology, on the wings of the mockingjay Block off the text into “chunks” or sections What does the title tell you about the text? Is the source credible? Look at graphs, pictures, bold words in text to get an idea of the topic

Annotation during reading While Reading Handout: Stop after each section Highlight words or phrases you think is key to understanding the text Write a few words about the most important information in the margin Repeat for each section Use Sticky notes or two column notes if using textbooks

After Reading Share with neighbor what you highlighted/annotated. Add to key points or delete information after discussion. Share with either table groups or class Note to Trainer: This is part of the lesson plan. After Reading have participants: Share with neighbor – highlighted words, phrases and annotation Encourage them to add or delete any key points after discussion with their partner Discuss key points as whole group Note to Trainer: The expected outcomes for this cloning unit are: be able to explain how cloning occurs genetically be able to defend reasons for or against cloning Ask participants if annotating and writing the summary helps address the outcomes for this unit Note to Trainer: Simulation finished - Give participants lesson plan template

summarization -$2.00 summary Write a summary in 15–25 words using the key points. Each word cost $.05. Students may use up to $2.00 worth. Words such as a, and, the, or, etc. do not count.

Foldable strategies for informational text -From Dinah Zike’s ($14.95) Admit & Exit Slips p1 Compare & Contrast: On One Hand p13 Inferring p22 Note Taking p26 www.dinah.com