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

2. 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

3. 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.

4. Find science informational text New York times & Article of the week

5. 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

6. 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

7. 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

8. 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.

9. 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