Kelli Dougan, Math Specialist NWAESC, Farmington Cheryl Gall Literacy Specialist NWAESC, Farmington Virginia Rhame Science Specialist NWAESC, Farmington Lesley Merritt Science Specialist CMASE, U of A

What is your comfort level with CCSS?

3 ELA CapacitiesMathematical PracticesScientific and Engineering Practices Demonstrate independenceMake sense of problems and persevere in solving them Asking questions (for science) and defining problems (for engineering) Build strong content knowledgeReason abstractly and quantitativelyDeveloping and using models Respond to the varying demands of audience, task, purpose, and discipline Construct viable arguments and critique the reasoning of others Planning and carrying out investigations Comprehend as well as critiqueModel with mathematicsAnalyzing and interpreting data Value evidenceUse appropriate tools strategicallyUsing mathematics, information and computer technology, and computational thinking Use technology and digital media strategically and capably Attend to precisionConstructing explanations (for science) and designing solutions (for engineering) Come to understand other perspectives and cultures Look for and make use of structureEngaging in argument from evidence Look for and express regularity in repeated reasoning Obtaining, evaluating, and communicating information ELA (pg. 7) Mathematics (pgs. 6-8) Analysis of ELA/Math/Science Practices

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Break Out Sessions Literacy- Cheryl Gall Math- Kelli Dougan Social Studies, Science, & Technical Subjects: Lesley Merritt

6 Lesley Merritt, Science Specialist STEM Center for Math & Science Education-University of Arkansas 346 N. West Avenue, Room 202 Fayetteville, AR Wiki: cmasescience.pbworks.com

-In a Nutshell For 6 th -12 th Grade History/Social Studies, Science and Technical Subjects pages Reading Standards (pg 61 for SS, pg 62 for Science and technical Subjects) Writing Standards (pg 64-66) Appendix A- Research Appendix B- Exemplar Texts Appendix C- Student Samples

K-4 only

ELA CCSS for Content Teachers  Key Ideas and Details  Craft and structure  Integration of Knowledge and Ideas  Range of reading and level of Text Complexity  Text types and purposes  Production and Distribution of Writing  Research to Build and Present Knowledge  Range of Writing Common Core ELA Standards

Instructional Strategies needed to help students: Vocabulary Questioning Summarization Writing to Learn Close Reading Argumentation

Vocabulary

Tier 1Tier 2Tier 3 DescriptionBasic words that most children know before entering school Words that appear frequently in texts and for which students already have a conceptual understanding Uncommon words that are typically associated with a specific domain Examplesclock, baby, happysinister, fortunate, adapt Isotope, peninsula, bucolic Beck, McKeown, Kucan, 2002

Direct and Indirect Instruction Repetition and Multiple Exposures Rich Contexts Active Engagement Wide Reading Effective vocabulary instruction provides: Dependence on a single vocabulary instructional method will not result in optimal learning. NRP Report, 2000

Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. A Six-Step Process for Teaching New Terms Free Association Comparing Terms Classifying Terms Solving Analogy Problems Greek & Latin Roots Prefixes & Suffixes See hidden slides on Wiki for more specific description

Comparing Terms Sentence Stems Venn Diagrams Double Bubble Matrix Arkansas Department of Education

Mitosis (Kinetic Energy) and Meiosis (Potential Energy) are similar because they both ________________ Mitosis (KE) and Meiosis (PE) are different because Mitosis is __________, but Meiosis is ___________. Sentence Stems Example Arkansas Department of Education

Double Bubble similar different Cellular Respiration OR Kinetic Energy Arkansas Department of Education Photosynthesis OR Potential Energy

Classifying Terms A process of grouping terms by similar attributes. Arkansas Department of Education

as Cell membrane Cell Offensive line Football team …won’t let bad things in … relating factor as Tsunami Wave Earthquake Tremor …is an extreme example of … relating factor Solving Analogy Problems Arkansas Department of Education

Questioning Questioning the Author (QtA) Question-Answer Relationships (QAR)

Right There Think & Search Author & Me On My Own Answer directly in text Put it together from the text Reader figures out meaning from text Wouldn’t have to read text In the BookIn My Head

Questioning the Author (QtA) Provides a setting for small group discussions (guided queries) Improves comprehension and critical-thinking skills Leads to students considering the author’s thinking (open-ended questions) Offers a voice to confusion

Summarization

Summarizing Is not: Retelling Long Full of a lot of interesting details Is: Process of identifying salient information Concise and specific Reinforcing and consolidating the many processes involved in learning from text

Substitute subordinate terms for lists Select or invent a topic sentence Delete trivial and redundant material Summarization

While Reading: Stop after each section Highlight what you think is key to understanding the text Write a few words out to the side of the most important information concerning topic After Reading: Share with neighbor-what you annotated Add to your key points or delete some after discussion Write a summary in words

Close Reading

Close Reading is… a careful, deliberate reading of a text. It requires paying close attention to what you are reading and focusing in on the relevant details. R.CCR.1 states: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Close Reading is… reading to infer/interpret/draw conclusions. supporting arguments with evidence. resolving conflicting views encountered in source documents. solving complex problems with no obvious answer. Consortium on Reaching Excellence in Education, Inc.

Close Reading is NOT… Skimming for answers Surface processing Reading and forgetting Classroom Strategies for Interactive Learning, Buehl, p.4

Going Into, Through, and Beyond Getting students “into” a text includes a range of activities that create interest, motivation, and receptivity. Students going “through” the text are annotating, highlighting, asking questions, and discussing. After reading, students go “beyond” the text to deepen their understanding, gain new insights, and apply their new knowledge. Consortium on Reaching Excellence in Education, Inc. HO4

Reader Behaviors Readers develop moves, which are actions to help readers understand and remember. Developing Readers in the Academic Disciplines, Buehl, p.224 Video HO1,2,3

Close Reading Tools Tools for Close Reading: 1. SOAPS- Speaker, Occasion, Audience, Purpose, Subject 2. Connections- Text-to-Text, Text-to-Self, Text-to-World 3. Three Levels of Questions 4. Arguments and Evidence 5. Assumptions

Argumentation

Components of Argumentative Writing Analysis of sources Close Reading Precise claim Relevant and sufficient evidence Alternate or opposing claim(s) Logical sequence Appeals/Assumptions Formal style Objective tone 38

Thinking Device: 39 Share your thinking on this photograph.

Frameworks, standards, topic, and assignment Resources Mentor texts “Dear Mr. Sandler” letter “The Faceless Teacher” Sources Write an argument Implementation: 40 Keep the following in mind as they prepare to write: How did the writers of the mentor texts begin their arguments? What word choices were most effective? What appeals did the writers use? What assumptions did the writers make or argue against? How did the writers organize their arguments? What made their conclusions effective? What were some transition statements they used in the mentor texts? Implementation:

“I didn’t know what I knew until I talked about it.” -seventh-grade science student 41 Examples: Socratic Method, fishbowl discussion, debates, etc. are tools and strategies Intro to Socratic Seminar Video

Framework for Argument Claim Counterclaims (opposing or alternate claims) Reasons Evidence 42

Framework for Argument Claim Counterclaims (opposing or alternate claims) Reasons Evidence 43