1. Science and the Common Core in ELA: A Real World Opportunity to Write CSTA Conference Palm Springs October 25, 2013 Nicole Hawke Jenny Lopez-Ngigi

2. Science Drives Literacy Partnership Driven CSU San Bernardino Coachella Valley USD WestED/K-12 Alliance Riverside COE

3. Science Drives Literacy Goals 1.Science content knowledge and pedagogical content knowledge. 2.Change teacher practice in the integration of CCSS-ELA and science 3.Establish a “science drives literacy” school culture 4. Provide opportunities for teacher leadership

4. New Opportunities for All Learners Common Core Standards (ELA and Mathematics) Next Generation Science Standards 21 st Century Skills

5. ELA Portraits

6. Science and Engineering Practices

7. Teaching and Learning Focus The main thing is to keep the main thing the main thing Stephen Covey

8. Thinking about current practice Where do you have writing in your science class?

9. Purposes for Writing Writing to Learn Sense making to the author Collection of ideas and thoughts In the notebook NOTEBOOKS Learning to Write Communicating to an audience Voice and Tone Coherent Message Outside of the Notebook WRITING PROMPTS K-12 Alliance/WesEd ‘’13

10. CaCCSS ELA: Text Types Text Type 1: Opinion/Argumentation Claim and Evidence Text Type 2:Informational Text Type 3:Narrative

11. Classroom Sense-Making Science and CCSS ELA Writing Teacher Leaders Develop Prompts and Score guides Writing Text Types and Purposes 1 and 2: Argumentation and Informational Text Components: Science Content, Text Type, and Academic Language

12. Embedded Assessment Cycle Review Expectations: Science and ELA Develop Prompt and Scoreguide Administer to Students Analyze Student Work Revise Prompt and Scoreguide Modify Instruction

13. Challenge How would you separate a mixture of gravel, diatomaceous earth, and salt?

18. The Task: Prompt 1 Write a paragraph explaining the procedure you would follow in order to separate a mixture of gravel, diatomaceous earth, salt and water. Include at least one illustration of the process.

19. Score Guide 1

20. Trends in Student Work Academic vocabulary used but confusion of concepts Cognitive problem: Remembering not thinking Little or no citations Did not know how to write introduction or a closure

21. Embedded Assessment Cycle Review Expectations: Science and ELA Develop Prompt and Scoreguide Administer to Students Analyze Student Work Revise Prompt and Scoreguide Modify Instruction

22. Teacher Team Debrief Change the prompt / Simplify the score guide Support the communication goals of informational writing of a sequence using think-alouds Remind student’s to use notebook resource Add a picture to the prompt to scaffold cognitive change

23. The Task: Prompt 2 Using your notebook, write an informative paragraph explaining the sequence you would follow to separate a mixture of gravel, diatomaceous earth, salt and water. Include labeled, sequential illustrations of the process. Must have a citation from our notebook.

24. Score Guide 2

25. Student Work In Groups of 3 Each member of the group reads one students’ responses for prompt #1 (yellow) and the same students’ responses for prompt #2 (white) Discuss changes in the response in terms of science content (component one) and informative writing (component two) and academic language (component three) What trends do you notice?

26. Student Data

27. Lessons Learned about Student Sense-making Notebooks had an important role Cognition changed from right answers to understanding prompt and thinking through the prompt. Component Scoring Academic Language Results

28. Examples from the Classroom Number off 1-2 Report to the assigned group Look at another example of this process As you look at the student work think about: What trends do you notice about the student work? How is component scoring beneficial for the teacher? How does this process help with the transition to common core?

29. Things to Think About As you look at the student work think about: What trends do you notice about the student work? How is component scoring beneficial for the teacher? How does this process help with the transition to common core?

30. Observations From Student Work What trends did you notice about the student work? How was component scoring beneficial for the teacher? How does this process help the transition to common core?

31. Challenges for Students / Teachers Student as sense – maker goes beyond writing to reading: Informational text percentage Identifying what is important to know Teacher as sense – maker Moving from mile-wide to depth Working with colleagues to identify depth

32. Reflection 3 things you want to remember 2 things to share with your grade level team 1 thing you want to try