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Day 4 Mary Ramer Kim Richter Schedule • 8:30-3:00 Breaks: – Ten minute break each am and pm – Forty-five minute lunch Logistics • • • • Sign in / out Building and parking Restrooms Posters – Resources – Parking Lot • Feedback form Norms • • • • • • Maintain active participation. Remain open to different views. Honor the timeframe. Place phones, iPads, on top of the table Limit use of electronic devices. Hold each other to these norms. Objective Today we will • analyze connections to the Common Core State Standards and Science Practices • build Text-Dependent Questions that facilitate instruction around a worthy and complex text. Analyze: To look at closely NAEP 2011 Writing Framework Grade To Persuade/Argue To Explain To Convey Experience 4 30% 35% 35% 8 35% 35% 30% 12 40% 40% 20% Reading Framework Grade Literary Informational 4 50% 50% 8 45% 55% 12 30% 70% May include biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics Literacy Standards and ELA Standards “Roadmap” READING WRITING 10 Anchor Standards 10 Anchor Standards for College and Career Readiness for College and Career Readiness Foundational Skills ELA Standards K-12 Literacy Standards 6-12 Literary Text Inform Text K Hist. / S.S. ELA Standards K-12 Literacy Standards 6-12 SPEAKING & LISTENING LANGUAGE 6 Anchor Standards for CCR 6 Anchor Standards for CCR Literacy K-12 Literacy K-12 K 1 Sci. / Tech Subj. →→→→→→→→→→→ K 1 →→→→→→ K 1 →→→→→→ 1 1 K 1 2 →→→→→→→→→→→ 2 →→→→→→ 2 2 2 2 3 3 →→→→→→→→→→→ 3 →→→→→→ 3 3 3 4 4 →→→→→→→→→→→ 4 →→→→→→ 4 4 4 5 5 →→→→→→→→→→→ 5 →→→→→→ 5 5 5 6 6 6 6 7 7 7 7 8 8 8 8 K →→→→→→→→→→→ 6 6-8 6-8 7 6-8 8 9-10 9-10 9-10 9-10 11-12 11-12 11-12 11-12 9-10 9-10 9-10 9-10 11-12 11-12 11-12 11-12 What do you notice about the progression of these standards? 9-10 6-8 4-5 2-3 K-1 Standard Ten Increasing Range and Complexity 11-CCR Standard One Increased Ability to Use Text Evidence Bands Standards Two through Nine Bands 11-CCR 9-10 6-8 4-5 2-3 K-1 11 Prior Knowledge Appendix M-Connections to the Common Core State Standards for Literacy in Science and Technical Subjects 12 PCG Education's Core Beliefs The key to all literacy is reading development, a progression of skills that begins with the ability to understand spoken words and decode written words, and culminates in the deep understanding and critical interpretation of text. I know a student is literate or has a deep understanding of a concept I am teaching when __________. The NGSS and Common Core State Standards (Literacy/ELA and Mathematics) Are Aligned Why does science explicitly require attention to language/literacy skills? “Students must be able to read complex information texts in [science] with independence and confidence because the vast majority of reading in college and workforce training programs will be sophisticated nonfiction.” -CCSS Literacy in Physics: Reading a Primary Source • What strategies does Ms. Banks use to teach students how to read a scientific article? • How does reading the article enrich the students’ bridge projects? Close reading is defined as careful and purposeful reading used to uncover layers of meaning that lead to deep comprehension. It enables a transaction between the reader and the text, and a deeper understanding of what the author is saying. • What tools, resources, support, and preparation would be required for the teacher prior to teaching a lesson that includes close reading? • What would close reading look like with a scientific text? • What is it about this reading that is different from your own past/present practice? Text-Dependent Questions Common Core literacy standards require students to be exposed to reading, writing, and speaking grounded in evidence from text, both literary and informational. One way to ensure this happens is for teachers to create Text-Dependent Questions for their lessons. 20 Text-Dependent Questions… Can only be answered with evidence from the text. Can be literal (checking for understanding) but must 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. Can also include prompts for writing and discussion questions. 21 Text-Dependent Questions are not… Low-level, literal, or recall questions Focused on comprehension strategies Just questions… 22 When writing a set of Text Dependent Questions, consider the following three categories: Questions that assess themes and central ideas Questions that assess knowledge of vocabulary Questions that assess syntax and structure 23 We need to pose questions that require students to read the text carefully and produce evidence to support their responses Types of text-dependent questions (not all of which need to be asked about an individual passage) 1. General understanding – This type of question asks students to look for the gist of the text they have read. 2. Key details – Asking students who, what, where, when, why, or how, including nuanced details. These questions should focus on important information in the text, not trivia. 3. Vocabulary – Focusing on word definitions, using context or structure to figure out unfamiliar words, ideas or feelings evoked by key words, shades of meaning, word choice, figurative language, idioms, and confusing words or phrases or DIRECTLY TEACH THE WORD. 4. Text structure – Asking students to think about how the text is organized – for example, the use of problem-and-solution structure. 5. Author’s purpose – Asking whether the text intends to inform, entertain, persuade, or explain something, and whether the author has a particular bias and leaves out certain information. 6. Inferences – Asking students how the parts of a text build to the overall point or effect. “This means that they must probe each argument in persuasive text, each idea in informational text, or each key detail in literary text,” say Fisher and Frey. “Importantly, inference questions require students to read the entire selection so that they know where the text is going and how they can reconsider key points in the text as contributing elements of the whole.” Discuss which category of anchor standards each type of text-dependent question falls. Text-Dependent Questions Not Text-Dependent •In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair. •In “An Ugly Truth-Football Can Cause Brain Damage”, the author claims that football is unsafe for participants. Do you think that football should be banned as a high school sport? •What does Marzano say about discovery learning in his article, “The Perils and Promises of Discovery Learning”? Text-Dependent What can you infer from King’s letter about the letter that he received? What rule changes must be instituted to protect football athletes? How does Marzano’s use of the analogy of stretching a muscle in cold weather support his argument about the use of enhanced discovery learning? How do text-dependent questions differ from questions that are 25 not dependent on the students’ reading of a text? Appendix M-Connections to the Common Core State Standards for Literacy in Science and Technical Subjects The content in all three disciplines is different, but the process/thinking skills intersect across content. 1. 2. In what ways does this science practice explicitly require attention to the language skills of reading, writing, speaking and listening? How is literacy relevant in connection to this practice? 3. What are the implications for your classroom? a. What are you already doing? b. What would you do to increase science literacy in your classroom? Lesson Planning Time Final Thoughts • There is no single right way to have students work with text dependent questions. • Providing for the differing needs of students means providing and scaffolding supports differentially - not asking easier questions or substituting simpler text. • Listening and speaking should be built into any sequence of activities along with reading and writing: • • 29 “Re-read it, think it, talk it, write it” The CCSS require ALL students to read and engage with grade appropriate complex text regularly. This requires new ways of working in our classrooms. Unit One Organizer: Fifth Grade Electricity and Magnetism 9 Weeks Concept Know/Do Language Evidence Static Electricity Investigate electricity by rubbing balloons on hair, etc. Static electricity, friction, insulating materials Hands on Inquiry Science Journal Electricity and Magnetism Student will compare/contrast electricity and magnetism Electricity, magnetism, electric force, electric current, electric circuit, friction, poles, fields Top Hat to compare/contrast electricity and magnetism. Hands on Inquiry Science Journal Electromagnets and bar magnets Construct an electromagnet and compare it to an ordinary bar magnet Electromagnet, core, nail, poles, field Electromagnet construction Science Journal Electric Circuit Design a simple electric circuit Circuit, resistor, switch, electric force, power source Simple circuit construction, Blueprint Science Journal Conductors and Insulators Students will identify what makes a good conductor and what makes a good insulator. Conductor, insulator Hands on Inquiry Science Journal Concept Know/Do Language Evidence Conductors and Insulators Students will identify what makes a good conductor and what makes a good insulator. Conductor, insulator Hands on Inquiry Science Journal • http://commoncore.americaachieves.org/sam plevideo/4f97468426b615af6b000001