1. Welcome! Sign in- Note the Tacoma and Non- Tacoma Sheets Find a place to sit Grab a snack We will get started at 4:30.. ish Sign in- Note the Tacoma and Non- Tacoma Sheets Find a place to sit Grab a snack We will get started at 4:30.. ish

2. Tools for Integrating Literacy Practices & Science Content Session 3 Kirk Robbins November 26, 2012 robbinsk2@comcast.net Presented by: South Sound LASER Alliance Puget Sound ESD Tacoma Public Schools Presented by: South Sound LASER Alliance Puget Sound ESD Tacoma Public Schools

3. Series Overview Session 1: What is integration? Topics vs Big Ideas Interactive Read Aloud: Spoon Session 2: Teaching Cross Cutting Science Standards with Picture books: Toy Boat and Those Darn Squirrels Session 3: Supporting science learning with informational text

4. Goals Participants will: Examine an Anticipation Guide and Close Reading Lesson Plans to support student reading of science text Develop a deeper understanding of shifts required by the English/Language Arts Common Core State Standards Develop a deeper understanding of Close Reading using science informational text Have opportunities to talk, listen, and share ideas with colleagues

5. Digital Resources Teachscience4all.wordpress.com scienceandliteracy.wikispaces.com/Oc t-Nov+2012

6. Find a partner at another table… Directions: Decide who will be Partner A and Partner B I will reveal a word or phrase Each partner will talk for 30 seconds about each slide I will use the rain stick to signal when it is time to switch partners and stop We will do 3 rounds

7. Partner A First Integration Big Ideas Spoon Integration Big Ideas Spoon

8. Partner B First Systems Chair Toy Boat Systems Chair Toy Boat

9. Partner A First Design Process Squirrels Design Process Squirrels

10. FEEDBACK Describe the Most Important Idea you gained… The value of an anchor narrative Calling students ‘fuzzy little geniuses’ and giving them a design challenge Teaching systems is an ongoing process Not showing the cover of Toy Boat Looking forward to: More A new look at informational text

11. No IntegrationFalse Integration Supportive Integration Full Integration No attempt is made to teach or intentionally reinforce the goals of more than one subject Learning goals of one subject are taught using the other subject as a theme or a topic in a lesson, but in a way that does not support or reinforce the learning goals of the other subject Lesson activity that is designed to teach the learning goal of one subject, but also intentionally reinforces or practices important knowledge and skills from the other subject Lesson that is designed to teach separate learning goals from each subject

12. Shifts in Common Core ELA Standards 1.Building knowledge through content-rich nonfiction 2. Reading, writing and speaking grounded in evidence from text, both literary and informational 3. Regular practice with complex text and its academic language Connections to Science Connections to Science 1.Develop science content understanding around Big Ideas 2. Build scientific explanations based on evidence 3. Science & technology are a source of complex text 1.Develop science content understanding around Big Ideas 2. Build scientific explanations based on evidence 3. Science & technology are a source of complex text

13. 10. Read and comprehend complex literary and informational texts independently and proficiently.

14. “Standard 10 defines a grade-by-grade ‘staircase’ of increasing text complexity that rises from beginning reading to the college and career readiness level.” (CCSS, 2010, p. 80)

15. “Read like a detective, write like a reporter.”

16. Designing An Anticipation Guide 1.Identify short text 2.Read text and identify claims or non-claims directly related to text 3. Insert statements in Anticipation Guide Template

17. Using An Anticipation Guide 1. Complete the first 2 columns of the guide before reading 2. Read p. 1. 3. Look for evidence relating to the Statement/Claim 4. Complete last 2 columns of guide 5. Share your thinking with an elbow partner

18. Reflections How could you use an Anticipation Guide like this with students? What pieces of text might you use? How could you use an Anticipation Guide like this with students? What pieces of text might you use?

19. Our goal with complex text is to slow the reader down.

20. Annotation is a note of any form made while reading text. “Reading with a pencil.”

21. People have been annotating texts since there have been texts to annotate.

22. Annotation is not highlighting.

23. Annotation slows down the reader in order to deepen understanding.

24. Annotations in Grades 3-5 Underline the major points. Circle keywords or phrases that are confusing or unknown to you. Use a question mark (?) for questions that you have during the reading. Be sure to write your question.

25. Using Questioning in Fifth Grade

26. Same text, different student, different strategy: Inferring.

27. Close Reading

28. “X-ray the book” Not every reading is a close one!

29. In the primary grades, close reading is accomplished through interactive read alouds and shared readings.

30. Creating a Close Reading

31. Short passage

32. Creating a Close Reading Short passage Complex text

33. Creating a Close Reading Short passage Complex text Limited frontloading

34. Creating a Close Reading Short passage Complex text Limited frontloading Repeated readings

37. Creating a Close Reading Short passage Complex text Limited frontloading Repeated readings Text-dependent questions

39. Questions that can only be answered with evidence from the text Can be literal but can also involve analysis, synthesis, evaluation Focus on word, sentence and paragraph as well as larger ideas, themes or events Focus on difficult portions of text in order to enhance reading proficiency

40. Progression of Text-dependent Questions Opinions, Arguments, Intertextual Connections InferencesAuthor’s PurposeVocab & Text StructureKey DetailsGeneral Understandings Part Sentence Paragraph Entire text Across texts Word Whole Segments

41. A Close Reading of “Post-it Notes” Jones, C. F. (1991). Post-it notes (p. 51). In Mistakes That Worked: 40 Familiar Inventions and How They Came to Be. New York: Doubleday.

42. Purpose Students are learning about the invention of various products toward the development of an essay that explains their findings of the investigative question, “What does it take to be an inventor?

43. Read with a pencil… Underline sentences that trace the history of this product. Circle words or phrases that are unfamiliar or confusing.

44. Post-It Notes By now everyone knows what Post-it brand notes are. They are those great little self-stick notepapers. Most people have Post-it Notes. Most people use them. Most people love them. But Post-it Notes were not a planned product. No one got the idea and then stayed up nights to invent it. A man named Spencer Silver was working in the 3M research laboratories in 1970 trying to find a strong adhesive. Silver developed a new adhesive, but it was even weaker than what 3M already manufactured. It stuck to objects, but could be easily lifted off. It was superweak instead of superstrong.

45. Post-It Notes By now everyone knows what Post-it brand notes are. They are those great little self-stick notepapers. Most people have Post-it Notes. Most people use them. Most people love them. But Post-it Notes were not a planned product. No one got the idea and then stayed up nights to invent it. A man named Spencer Silver was working in the 3M research laboratories in 1970 trying to find a strong adhesive. Silver developed a new adhesive, but it was even weaker than what 3M already manufactured. It stuck to objects, but could be easily lifted off. It was superweak instead of superstrong.

46. No one knew what to do with the stuff, but Silver didn’t discard it. Then one Sunday four years later, another 3M scientist named Arthur Fry was singing in his church’s choir. He used markers to keep his place in the hymnal, but they kept falling out of the book. Remembering Silver’s adhesive, Fry used some to coat his markers. Success! With the weak adhesive, the markers stayed in place, yet lifted off without damaging the pages. 3M began distributing Post-it Notes nationwide in 1980—ten years after Silver developed the superweak adhesive. Today they are one of the most popular office products available.

47. No one knew what to do with the stuff, but Silver didn’t discard it. Then one Sunday four years later, another 3M scientist named Arthur Fry was singing in his church’s choir. He used markers to keep his place in the hymnal, but they kept falling out of the book. Remembering Silver’s adhesive, Fry used some to coat his markers. Success! With the weak adhesive, the markers stayed in place, yet lifted off without damaging the pages. 3M began distributing Post-it Notes nationwide in 1980—ten years after Silver developed the superweak adhesive. Today they are one of the most popular office products available.

48. Text-dependent Questions Post-it notes began as an idea that didn’t work, but then became a very useful product. What was the sequence of events that led to this invention? General Understandings Question

49. Text-dependent Questions The author tells you twice when Spencer Silver first invented the adhesive that would be used in the Post-it Notes. The first time is in the third paragraph, when she tells us it was 1970. But she tells us the same information again later, in a different way. How did you figure out the answer? Key Details Question

50. Text-dependent Questions Spencer Silver wasn’t alone. How did Arthur Fry contribute to the development of Post-it notes. How did you figure out the answer? Key Details Question

51. Text-dependent Questions Do you believe that the author had a positive or negative view of Post-it Notes and its inventors? What words or phrases lead you to believe so? Vocabulary Question

52. Text-dependent Questions What does the author want readers to know about the invention of this product? What sentences help you determine the author’s purpose? Author’s Purpose Question

53. Text-dependent Questions What were some of the qualities of the inventors that you can infer from this text? What passages help you to draw this conclusion? Inference Question

54. Text-dependent Questions What steps of the Design Process did you notice in the reading? What words or phrases are you using as evidence? Science Question Design Process: 1.Define the problem. 2.Gather information (learn) 3.Explore ideas (possibilities) 4.Make a plan (develop one of your ideas) 5.Test the solution (the plan) 6.Communicate the results

55. Journal Writing Students are gathering notes for the development of an essay that explains their findings of the investigative question, “What does it take to be an inventor?” For this journal entry, students write a short summary of the invention of Post-it Notes, and assign at least two characteristics of the inventors, using at least two quotes from the text.

56. Don’t over-teach. Students with disabilities and English learners have the right to appropriately struggle!

57. Provide students with copies of text- dependent questions in advance of reading. Pre-teach reading, especially background knowledge. Provide realia or visual glossaries to support student learning. Highlight contextual clues. Accommodations for Close Reading

58. Develop Text-dependent Questions for Your Reading  Do the questions require the reader to return to the text?  Do the questions require the reader to use evidence to support his or her ideas or claims?  Do the questions move from text-explicit to text-implicit knowledge?  Are there questions that require the reader to analyze, evaluate, and create?

59. Close Reading Lessons: Examine the grade 6 lesson plan by doing the following: 1.Read “The Making of a Scientist” text (p. 3-4) and annotate as a reader. 2.Read the Day One: Instructional Exemplar and annotate as a teacher. How do the Text-Dependent Questions help student focus on and understand this complex text? What are you thinking about Close Reading as a strategy? How could you use Close Reading to help students understand science text?

60. Extension: Butterflies Another Close Reading Lesson on an excerpt from Seymour Simon’s Butterflies.

61. Sources of Complex Text Scientists in the Field series of informational picture books Science News for Kids (online articles) Time for Kids

62. Feedback Form See you on Monday, November 26 th Here at the PDC from 4:30-6:30 pm Focus on using Informational Text to teach science ideas