CONTENT LITERACY INSTRUCTIONAL SHIFTS FOR SCIENCE Facilitator Auddie Mastroleo OCM BOCES Network Team

Balancing Informational & Literary Texts (Grades PK-5)Knowledge in the Disciplines (Grades 6-12)Staircase of ComplexityText-based AnswersWriting from SourcesAcademic Vocabulary COMMON CORE SHIFTS ELA & CONTENT LITERACY

SHIFT 1 Grades PK-5 BALANCING INFORMATIONAL & LITERARY TEXTS Range of Text Types Literature = Stories, Dramas, Poetry Informational = Literary Nonfiction, Historical, Scientific, & Technical Texts 50% fiction 50% nonfiction 40% fiction 60% nonfiction 20% fiction 80% nonfiction 4 th grade 8 th grade 12 th grade Increase in teaching and learning with non- fiction text

SHIFT 2 Grades 6-12 KNOWLEDGE IN THE DISCIPLINES Reading & Writing Literacy Standards Complement, not replace content standards Depending on text rather than referring to it Read a president’s speech & write a response Read scientific papers & write an analysis Think sophisticated non-fiction Analyze and evaluate texts within disciplines Gain knowledge from texts that convey complex information through diagrams, charts, evidence, & illustrations Expectation of rigorous domain specific literacy instruction outside of ELA

SHIFT 1 Balancing Informational and Literary Texts SHIFT 2 Building Knowledge in the Disciplines Core Text Pre- CCLS The Study of the Cell

SHIFT 1 Balancing Informational and Literary Texts SHIFT 2 Building Knowledge in the Disciplines Paired Texts: The Cell and Beyond Core Texts Post- CCLS R e a d m o r e :

SCIENCE PRE AND POST SHIFTS NOTES

With a partner… Share your initial thinking and reactions TURN AND TALK

SHIFT 3 STAIRCASE OF COMPLEXITY Increase in text complexity at each grade level Qualitative Levels of meaning Structure Clarity of language Knowledge demands Quantitative Word length Sentence length Text cohesion Reader & Task Motivation Knowledge Experience Appendix B: Text Exemplars and Sample Performance Tasks Expectation of proficiency and independence in reading grade level text

SHIFT 3 Staircase of Complexity PRE-CCLS The cell membrane is a thin, flexible barrier around the cell. Many cells also have a strong layer around the cell membrane known as the cell wall... Some cells also have a nucleus, a large structure that contains the cell’s genetic material and controls the cell’s activities. The material inside the cell’s membrane – but not including the nucleus – is called the cytoplasm. The cytoplasm contains many important structures.

SHIFT 3 Staircase of Complexity POST-CCLS Under the microscope, a cell looks a lot like a fried egg: It has a white (the cytoplasm) that’s full of water and proteins to keep it fed, and a yolk (the nucleus) that holds all the genetic information that makes you you. The cytoplasm buzzes like a New York City street. It’s crammed full of molecules and vessels endlessly shuttling enzymes and sugars from one part of the cell to another, pumping water, nutrients, and oxygen in and out of the cell. All the while, little cytoplasmic factories work 24/7, cranking out sugars, fats, proteins, and energy to keep the whole thing running and feed the nucleus – the brains of the operation.

SHIFT 4 TEXT-BASED ANSWERS Questions tied directly to the text, but extend beyond the literal Students must cite text to support answers Personal opinions, experiences, and connections to the text are minimized in favor of what the text actually says or doesn’t say Questions are purposefully planned & direct students to closely examine the text

SHIFT 4 Text- based Answers Question: Draw a model of a cell. Label the parts in the cell and describe the function of each. PRE-CCLS The cell membrane is a thin, flexible barrier around the cell. Many cells also have a strong layer around the cell membrane known as the cell wall... Some cells also have a nucleus, a large structure that contains the cell’s genetic material and controls the cell’s activities. The material inside the cell’s membrane – but not including the nucleus – is called the cytoplasm. The cytoplasm contains many important structures.

SHIFT 4 Text-based Answers Question: Analyze the author’s similes to describe the cell. How does her language choice convey the function and structure of a cell? Use specific examples from the texts to support your answer. POST-CCLS Under the microscope, a cell looks a lot like a fried egg: It has a white (the cytoplasm) that’s full of water and proteins to keep it fed, and a yolk (the nucleus) that holds all the genetic information that makes you you. The cytoplasm buzzes like a New York City street. It’s crammed full of molecules and vessels endlessly shuttling enzymes and sugars from one part of the cell to another, pumping water, nutrients, and oxygen in and out of the cell. All the while, little cytoplasmic factories work 24/7, cranking out sugars, fats, proteins, and energy to keep the whole thing running and feed the nucleus – the brains of the operation.

SCIENCE PRE AND POST SHIFTS NOTES

SHIFT 5 WRITING FROM SOURCES Three Text Types Argument Supporting a claim with sound reasoning and relevant evidence Informational/ Explanatory Writing Increase subject knowledge Explain a process Enhance comprehension Narrative Writing Conveys experience i.e. fictional stories, memoirs, anecdotes, autobiographies Appendix C: Samples of Student Writing Argumentative writing is especially prominent in the CCLS

SHIFT 5 Writing from Sources Write about a time you were treated unfairly or dishonestly. Describe the situation and how you reacted. Pre-CCLS

SHIFT 5 Writing from Sources Select a bio ethics article to read. Write a critical essay in which you discuss the article you have chosen and The Immortal Life of Henrietta Lacks from the perspective provided in the quote. Provide a valid interpretation of the quote. Agree or disagree with the quote as you’ve interpreted it. Support your opinion using specific references from the two works listed above. Post-CCLS “We must not see any person as an abstraction. Instead, we must see in every person a universe with its own secrets, with its own treasures, with its own sources of anguish, and with some measure of triumph.” ~Elie Wiesel

SHIFT 6 ACADEMIC VOCABULARY Tier One Words Words of everyday speech Tier Two Words Not specific to any one academic area Generally not well-defined by context or explicitly defined within a text Wide applicability to many types of reading Tier Three Words Domain specific Low-frequency Often explicitly defined Heavily scaffolded Ramp up instruction of Tier Two words

With a partner… Share your initial thinking and reactions TURN AND TALK

SHIFT 6 Academic Vocabulary Pre-CCLS Cell membrane cell wallnucleuscytoplasm

SHIFT 6 Academic Vocabulary Post-CCLS Tier 3 Words Cell membrane Cell wallnucleuscytoplasm Tier 2 Words buzzescrammedshuttlingcranking

SCIENCE PRE AND POST SHIFTS NOTES

With a partner… Share your initial thinking and reactions TURN AND TALK

QUESTIONS? CONCERNS? NOTICES?