2. Objectives  Learn about the Instructional Shifts for Science and Social Studies  Examine the Literacy Standards for Reading in Science and Technical Subjects 6-12  Learn instructional strategies to support teaching Literacy skills in Science 6-12

3. Norms Respect for all perspectives Active listening and participation Maintain a positive outlook and attitude Proactive problem solving Assumption of positive intent

4. Making of a Scientist Why do you teach Science?

5.  http://www.youtube.com/watch?v=hhbqIJZ8wCM

7. Whittier City School District’s Instructional Focus Developing deep comprehension and interpretive skills using literature and informational text, with an implicit focus on informational text and expository writing Close Reading Text based discussions Constructed Response/Text Dependent Questions Building knowledge through content-rich nonfiction, informational texts and literature Instructional Shifts Reading and writing grounded in evidence Rich and rigorous conversations, dependent on common text Instructional Strategies

8. Instructional Shifts  Building Knowledge through Content-rich Non-fiction and Informational texts  6-12 Knowledge of the Disciplines: Content Area teachers  Reading and Writing grounded in Evidence from Text  Text Based Answers  Writing from Sources  Rich and Rigorous Conversations Based on a Common Text

9. Video: Instructional Shift https://vimeo.com/27074735 Building Knowledge through Content- rich non-fiction and informational texts. 6-12 Knowledge of the Disciplines: Content Area teachers

10. Shift #2  What is Shift 2?  What will we have to change about our current practice?  What challenges will we face as we make this shift?

11. Examining the Standards  What do students need to know and be able to do within each cluster? Page 52  Summarize and document your findings on the worksheet provided  Be prepared to share out.

12. Examining the Standards Look at the standard across the grade span, one at a time  What words and descriptions of the standards stand out within each cluster? Page 52  Compare your standards with those of ELA Teachers Page 30-31

13. Instructional Implications Text Complexity

14. Text Complexity and Close Reading Text Complexity is ……….  1.  2.  3.

15. BREAK

16. Instructional Implications Close Reading  What is Close Reading? By Douglas Fisher

17. Instructional Implications Close Reading  What is Close Reading? By Douglas Fisher

18. Close Reading  Key Details and Ideas  What is this text about?  What does the text say explicitly?  What does the text say or suggest ?  What ideas are central to this text?  Craft and Structure  What language affects the meaning of the text?  What adjectives or technical language is used to convey meaning?  How is each part of the text organized?  What is the author’s viewpoint of this person, event or topic?

19. Close Reading  Integration of Knowledge and Ideas  How does the visual information from the text connect with what we read?  Does the information read seem reasonable?  What information is a fact and an opinion?  How does this information connect with other information I have read on this topic?  Range of Reading and Text Complexity  What makes this text complex?  What vocabulary will be challenging?  How familiar are students with this topic or idea?

20. Planning for a Close Reading Science  Select a Text that aligns with a unit of study in Science  Select Reading and Writing Standards that seem most suited for the text  How will students experience the first read of text?

21. Planning For Close Reading Chunk the text into Pivotal Passages What sections merit a second read?  Important and interesting sections or parts, various structures within a paragraph  Sections that include opposing ideas and viewpoints  Complex information  Lengthy and substantial information

22. Planning For Close Reading Determine Understanding to be Developed  What do we want students to understand after reading this section of the text?  What idea is essential for them to understand?  Test your Understanding to be developed Does it capture the main/ idea? Can it be supported with details from the Pivotal Passage? Understanding To Be Developed Earth’s moon may have been formed by the impact from a large planetesimal.

23. Planning For Close Reading Develop Text Based Questions  Draft questions that will help students get to the understanding that needs to be developed  Ensure questions lead students back to the text and support discussion

24. First Pivotal Passage Understanding to be Developed: Earth’s moon may have been formed by the impact from a large planetesimal. Text Based Questions:  What ideas does the author present in the first section of the text?  What is a planetesimal? What clues from the text help me uncover the meaning?  What was the result of the collision with the planetesimal?  What words in this section can cause the reader to speculate theories about how the moon was formed?  What is the author’s claim about the making of the moon?

25. Planning For Close Reading Develop an Enduring Question  Are questions students could think about and discuss while reading the text that help them uncover the Central Idea  This is the last question asked after each pivotal passage to build up to the culminating question  What are learning about how the moon was formed?

26. Planning For Close Reading Develop a culminating question for discussion and constructed response  This question will be asked to engage the class in an extended discussion about the Main/Central idea  Students will also answer this question in writing (constructed response)  What does the author want us to know about how the moon was formed? What is his/her claim?

27. Second Pivotal Passages Understanding to be Developed: The impact from the big collision caused forces of Earth’s gravity to form the moon Text Based Questions:  Describe what happened to the material generated from the impact.  What does it say in the text to help the reader understand the big collision and its effect?  What are we learning about matter and speed?  What words does the author include create a picture for the reader?  What facts does the author use to support the claim on how the moon was formed?  What is important to understand as we continue reading?

28. Examine Lessons Examine Lesson