Wendy Whitmer- Regional Science Coordinator NEWESD 101

Learning Targets Understand 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.

Agenda CCSS-ELA for Science and Technical Subjects Architecture NGSS Architecture- What’s the connection? Instructional Model Text Strategies The Practices Arguing from Evidence In your classroom!

What do you know? Please answer the probe on your own. Talk to the people at your table. Share out with the whole group.

The ELA Document Structure K-5 page 11  Reading  Foundational Skills  Writing  Speaking and Listening  Language  6-12 page 35  Reading  Writing  Speaking and Listening  Language  Literacy in History/Social Studies, Science, and Technical Subjects Appendices A, B, C Introduction page 10 5

CCSS-ELA Read the Anchor Standards for Writing Where do you do this already in your classroom? What strategies do you use already?

NGSS Architecture Integration of 3 Dimensions: Practices Crosscutting Concepts Core Ideas Correlation with CCSS

Performance Expectation Science and Engineering Practice Disciplinary Core Idea Cross Cutting Concept Common Core State Standards Connections

Instructional Model Activity Hands-on Informational text reading Scaffolding for the reading Purpose that connects back to activity NGSS and CCSS Standards that the reading helps meet Watch for these components!

8 th Grade Earth Science… Essential Question: How do ocean currents affect regional climate? Investigative Question: What is the effect of temperature and salinity on ocean currents?

Turn and talk with your elbow partner Make a claim and sketch a model Complete the investigation. Record observations and collect evidence that support your claim.

What 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.

What 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 doesn’t make sense

What 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.

Reasoning/Argumentation Use 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 Framework CER (a.k.a. "Cl-Ev-R") Claim Evidence Reasoning

CLAIM A statement that answers the question Relevant: The Claim should directly and clearly respond to the question. Stands Alone: The Claim statement is complete and can stand alone.

EVIDENCE Scientific 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 Evidence Should 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 claim using scientific principals

NGSS / CCSS Standards MS-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 climates ESS2.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 visually

Design Challenge? Design a layering tool Last through 5 class periods Costs less than $2 Easy to assemble You have 15 minutes!! Test your device

Jigsaw Task: How does the information in the reading relate to the instructional model we used? Introduction Jigsaw: Claim, Evidence, Reasoning, Rebuttal

Three tiers of words Tier 3: Domain- specific words Tier 2: General academic words Tier 1: Words of everyday speech 23

Three tiers of words 24

Tier 3 words are often defined in the texts Plate tectonics (the study of the movement of the sections of Earth’s crust) adds to Earth’s 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. 25

Think About Volcanoes Volcanoes Molten Mantle Magma Crust Volcanoes Study Planet Works Scientists Melts 26 Tier 3 Words Tier 1 Words

Activity: Categorize vocabulary In partners: Identify the tiers of words in the reading Identify the tiers in the procedures Underline Tier 1 Highlight Tier 2 Circle Tier 3 27

Teaching Vocabulary Strategies In your science notebooks: share your strategies Make a Line of Learning and record other ideas you hear from your partner 28

Strategies Look in Keeley’s 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? 29

Your connections Look at your own text. Fill out the template for your text: Consider What is your purpose? How will you scaffold for your students?

Instructional Model Activity Hands-on Informational text reading Scaffolding for the reading Purpose that connects back to activity NGSS and CCSS Standards that the reading helps meet Reflect: Which Science and Engineering Practices did we build towards in our instructional model? What did you notice? What are you wondering?

Role of Argumentation What do the standards say? In partners Read: From the Framework for K-12 Science Education From the CCSS Speaking and Listening

Role of Argumentation Complete a Box and T Add to the bottom of the Box and T: Where are these practices in your classroom?

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

Smarter Balanced Many tasks are science-based. They outline the connections between NGSS and CCSS.

Smarter Balanced What are your tasks? 2.What note-taking tools do you have? 3.Find the video note-taking tool. 4.Jigsaw the reading with a partner. 5.Complete part 2 together.

Reflect What strategies can you add to your CCSS charts?

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

Evaluation: tinyurl.com/esdevaluation CCSS-ELA Middle School Content Objectives: Learn strategies for reading and writing in middle school content areas Learn the connections between CCSS-ELA, assessment, and effective reading and writing strategies.