Common Core and Reading Standards for Literacy in Science and Technical Subjects 6-12

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Part I of our series on the impact the Common Core State Standards will have on science instruction in the middle grades. In this session, we’ll explore the reading standards for grades 6-8. Learn about the standards themselves, discover resources that can help you modify your instruction to meet them, and join the emerging conversation with other educators. You’ll get the most out of the seminar if you’ve browsed these standards ahead of time. Go to http://corestandards.org/, click on English Language Arts, and scroll to the Reading Standards for Literacy in Science and Technical Subjects 6-12.

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  • Talk about importance of providing written directions and asking students to read them. Maybe some conversation around this afterwards?
  • Common Core and Reading Standards for Literacy in Science and Technical Subjects 6-12

    1. 1. msteacher2.or
    2. 2. Where is everybody from? Answer using the stamping tool to the left of the whiteboard!
    3. 3. Common Core and ReadingStandards for Literacy in Science and Technical Subjects, 6-12. Jessica Fries-Gaither March 14, 2012 www.msteacher2.org -
    4. 4. Upcoming Webinars• March 21 - Getting Ready for the Next Generation Science Standard• April 11 - Common Core and Writing Standards for Literacy in Sci• April 18 - Getting Ready for the Next Generation Science Standard• May 16 - Getting Ready for the Next Generation Science Standard Go to MSP2 – http://msteacher2.org under Events Tab to RSVP www.msteacher2.org -
    5. 5. About the Presenter• Education Resource Specialist at Ohio State University• Project Director for Beyond Penguins and Beyond Weather• Former middle and elementary teacher• Pursuing a reading endorsement www.msteacher2.org -
    6. 6. Today’s Agenda• Why Reading Standards in Science?• Overview of Reading in Science and Technical Subjects, 6-12• Explore the Standards, One by OneResource list at : http://www.diigo.com/list/jfriesgaither/reading-for-liter www.msteacher2.org -
    7. 7. Why Reading Standards in Science?• Reading is an important component of science• Reading informational text is different than reading literature• Students struggle to comprehend informational text• Understanding content area text is best achieved in context• Many standardized tests already use science- themed passages for reading comprehension; students have not done well with them• Standards help content teachers facilitate understanding of text www.msteacher2.org -
    8. 8. Any comments or questions before we get started? www.msteacher2.org -
    9. 9. Key Ideas and Details6-8.RST.1. Cite specific textual evidence to support analysis ofscience and technical texts. Students examine the details of scientific or technical text to support their analysis of the document. Supporting evidence could include: •Citing evidence that supports the author’s claim, conclusion, purpose, or perspective •Citing evidence that supports the credibility and validity of the text (research design or sample size, date of publication, visual representations of data and findings, or whether the supporting research has been peer reviewed. Examples: Cite evidence in a news article about a hurricane that supports the author’s claim of damage. Cite evidence from an article that supports the author’s position on vaccinating all children. 2010 Arizona ELA Standards Grades 6-8 Science and Technical Subjects
    10. 10. Key Ideas and Details6-8.RST.1. Cite specific textual evidence to support analysis ofscience and technical texts.Not the same as asking content-focused questions afterstudents read a text!Focus on the text itself – what evidence is provided? What evidence from the How do you know? text supports your conclusion/statement? Students can cite evidence orally or in writing.
    11. 11. Key Ideas and Details6-8.RST.1. Cite specific textual evidence to support analysis ofscience and technical texts. Can you find evidence to support the idea that Julian would have had a different experience pursing a scientific career today? From the information in these slides, how was Julian able to overcome racial barriers that existed in his time? http://www.teachersdomain.org/resource/drey07.soc.civil.“Support Your Position” (p. 78)
    12. 12. Key Ideas and Details6-8.RST.2. Determine the central ideas of conclusions of a text;provide an accurate summary of the text distinct from priorknowledge or opinions.Students identify the key ideas of their text and provide an accurate summary for an expository text or sequencing summary for a functional text. Examples After reading, students summarize information about: •Differences between plant and animal cells •The flow of energy through an ecosystem When reading lab procedures, students identify key safety concerns or summarize necessary precautions. 2010 Arizona ELA Standards Grades 6-8 Science and Technical Subjects
    13. 13. Key Ideas and Details6-8.RST.2. Determine the central ideas of conclusions of a text;provide an accurate summary of the text distinct from priorknowledge or opinions. Get the Gist: A Summarizing Strategy for any Content Lesson Students read a newspaper article or an Making Science Relevant with Current Ev article found online and use a template Students read and summarize to record the 5Ws and H (Who? What? science current events of their When? Where? Why? How?). The use own choosing, then write a these notes to write a 20 word GIST “Science Tweet.” (summary).
    14. 14. Key Ideas and Details6-8.RST.3. Follow precisely a multistep procedure when carryingout experiments, taking measurements, or performing technicaltasks.Students follow a written lab protocol or sequence of steps to accomplish anactivity. Students should pay attention to accuracy and precision when takingmeasurements. Examples Students follow written instructions for conducting scratch tests or use a key to classify rocks. Students follow written instructions for using pH paper to determine whether a substance is an acid or base. 2010 Arizona ELA Standards Grades 6-8 Science and Technical Subjects
    15. 15. Craft and Structure6-8.RST.4. Determine the meaning of symbols, key terms, andother domain-specific words and phrases as they are used in aspecial scientific or technical context relevant to grades 6-8 textsand topics.Students determine the meaning of words and phrases as they read sciencecontent…They use a variety of strategies (context clues, linguistic roots andaffixes, restatement, examples, contrast, glossary, etc.) to determine themeaning of words and phrases in the text, as well as symbols in equations or indiagrams and flow charts. Examples Students read about food webs, then identify roots and affixes to help define terms like carnivore, herbivore, omnivore, autotroph, and heterotroph. Students determine the meaning of the direction of the arrows in food webs or rock and water cycle diagrams. Students determine meaning of variables in mathematical equations (f=ma) or symbols in the Periodic Table. 2010 Arizona ELA Standards Grades 6-8 Science and Technical Subjects
    16. 16. Craft and Structure6-8.RST.4. Determine the meaning of symbols, key terms, andother domain-specific words and phrases as they are used in aspecial scientific or technical context relevant to grades 6-8 textsand topics. A Prereading Strategy: Using the Vocabulary, ABC Bookmaking Builds Vocabulary in Content Language, Prediction Approach Students participate in oral language Students create ABC books to activities as a basis for predicting the demonstrate understanding of content meaning of words and the content of area words. Flexible lesson can be an informational text. These modified in many ways! activities include using affixes and other means of word study. After reading the text, students modify their predictions. Build understanding through hands-on investigation Use nonlinguistic representations to demonstrate knowledge
    17. 17. Craft and Structure6-8.RST.5. Analyze the structure an author uses to organize atext, including how the major sections contribute to the wholeand to an understanding of the topic.Students analyze the use of different text structures (compare and contrast,cause and effect, problem and solution, sequence, and description). Studentsalso identify different features within a text (headings, sub-headings, bold words,pictures, graphs, data tables, paragraphs) and explain how the visual structuressupport, reinforce, or provide additional information to the paragraph text. Examples Students identify signal words and other features of text structures found in a textbook and explain how the structure contributes to the author’s key points. Students read a section from a textbook and analyze how text structures and features help the reader understand the meaning of the text. Students read an article or lab report and explain the purpose for each section. 2010 Arizona ELA Standards Grades 6-8 Science and Technical Subjects
    18. 18. Craft and Structure6-8.RST.5. Analyze the structure an author uses to organize atext, including how the major sections contribute to the wholeand to an understanding of the topic. How do the headers/boldfacedComparing and Contrasting: Picturing an Organizationalwords/pictures help you Pattern Students investigate picture books understand the text? organized in various compare-contrast patterns and apply what they’ve What words tell us that this is learned to their own writing. written in compare/contrast [or other] form? Identify and discuss the types of text How does the author use this structures found in your textbook. text structure to convey Identify signal words that indicate his/her point(s)? which structure is being used, and discuss why an author might choose this structure for this particular purpose.
    19. 19. www.msteacher2.org-
    20. 20. Craft and Structure6-8.RST.6. Analyze the author’s purpose in providing anexplanation, describing a procedure, or discussing anexperiment in a text.Students explain why an author included a particular section or description in atext. This is often closely tied (or at least related) to identifying the author’spurpose in writing the text as a whole. Examples Students read a science article that describes the procedure for measuring earthquakes and analyze why the author included the procedure in the text. Students read an article that provides information about what constellations arevisible this month; the article contains an explanation on how to identify the major constellations. Students explain why the author included information on how to identify constellations in the article. 2010 Arizona ELA Standards Grades 6-8 Science and Technical Subjects
    21. 21. Craft and Structure6-8.RST.6. Analyze the author’s purpose in providing anexplanation, describing a procedure, or discussing anexperiment in a text. Why do you think the author chose to include an explanation of how to identify constellations in this article? What was the author’s purpose in writing this book? How did this purpose affect the types of information she included?
    22. 22. Integration of Knowledge and Ideas6-8.RST.7. Integrate quantitative or technical informationexpressed in words in a text with a version of that informationexpressed visually (e.g., in a flowchart, diagram, model, graph,or table).Students will use words in a text and information expressed visually to obtaininformation about a given topic. Examples Students integrate written descriptions in a textbook with visual images of the rock cycle. Students integrate written descriptions of weather systems on a web site with graphical representations of weekly weather data. Students integrate written descriptions in a lab journal of measured movement over time with position-time graphs. 2010 Arizona ELA Standards Grades 6-8 Science and Technical Subjects
    23. 23. Integration of Knowledge and Ideas6-8.RST.7. Integrate quantitative or technical informationexpressed in words in a text with a version of that informationexpressed visually (e.g., in a flowchart, diagram, model, graph,or table). Critical Literacy in Action: Multimodal Texts on Global Warming picture/graph/ How does this Students explore the topic of global chart/table add to your warming through a variety of pictures, understanding of the topic? texts, and web sites. Students evaluate these sources of information and How does the information in synthesize information. (Could be the adapted to any topic, given sufficient picture/graph/chart/table resources.) compare to that written in the text?
    24. 24. Integration of Knowledge and Ideas6-8.RST.8. Distinguish among facts, reasoned judgment based onresearch findings, and speculation in a text.Students determine what parts of a text are facts and which parts are judgmentor speculation. This is an extension of differentiating between fact and opinionthat is commonly taught in the lower grades. Example Students read a letter to the editor that proposes solutions to prevent flooding during summer rainstorms. They analyze the text to identify which claims are supported by evidence and facts in the text and which claims are based on speculation or reasoned judgment. 2010 Arizona ELA Standards Grades 6-8 Science and Technical Subjects
    25. 25. Integration of Knowledge and Ideas6-8.RST.8. Distinguish among facts, reasoned judgment based onresearch findings, and speculation in a text. Is this information a fact? How do you Information Age Inquiry know? Not a lesson, this page contains a host of resources to Does the author know this for sure, or help students effectively is he drawing a conclusion based on conduct online inquiry. other research?
    26. 26. 6-8.RST.9. Compare and contrast the information gained fromexperiments, simulations, video, or multimedia sources withthat gained from reading a text on the same topic.Students compare and contrast the information gained (depth and scope ofcontent, author’s purpose, whether the source provides new information orsummarizes known information, etc.) from various sources. Example Students perform a series of experiments that show different types of evidence of chemical reactions (precipitate, gas, color change, change in temperature). After collecting data, they read text that describes different chemical reactions and the different types of evidence of that reaction. Students compare and contrast the amount of information conveyed by the experiment to that conveyed in the text and explain how each source of information helps to develop understanding of chemical reactions. 2010 Arizona ELA Standards Grades 6-8 Science and Technical Subjects
    27. 27. 6-8.RST.9. Compare and contrast the information gained fromexperiments, simulations, video, or multimedia sources withthat gained from reading a text on the same topic. How does what you learned from the experiment compare to what you Create a two-column graphic read in your textbook? organizer. Students record notes from experiments/simulations/ video/multimedia on left, and information from text on right. Underneath the table, they synthesize the information to explain what they’ve learned. Do first, then read!
    28. 28. 6-8.RST.10. By the end of grade 8, read and comprehend scienceand technical texts in the grades 6-8 range independently andproficiently.Textmasters: Shaking Up Textbook Reading in Science Classrooms Students read the textbook in An Exploration of Text Sets: Supporting All R collaborative groups, following an Students work in collaborative assigned schedule. groups to create a text set on a given topic, then practice various comprehension strategies before, during, and after reading. Building Reading Comprehension Through Think-Alouds In this lesson, the teacher models the think-aloud process for students.
    29. 29. Finding the Time• Think mini-lessons• Consider “flipping” your classroom as needed• Collaborate with your English Language Arts teacher, other content area teacher, librarian• Work on these skills periodically – align them with your science units• Remember these are endpoints for 8th grade! www.msteacher2.org -
    30. 30. ReferencesNational Governors Association Center for Best Practices,Council of Chief State School Officers. 2010. CommonCore State Standards. National Governors Association forBest Practices, Council of Chief State School Officers,Washington, D.C. http://www.corestandards.org/2010 Arizona ELA Standards: Grades 6-8 Science andTechnical Subjects.http://www.azed.gov/standards-practices/files/2011/11/rst-whst-6 www.msteacher2.org -
    31. 31. Any questions for Jessica?Jessica Fries-Gaitherfries-gaither.1@osu.eduJoin the conversation in the MSP2 Group –Literacy in the Content Areas:http://www.msteacher2.org/group/literacy www.msteacher2.org -
    32. 32. Recording of Today’s TalkThe archived version of today’s talk and links to additional resources will be available on the Main Page of MSP2 http://msteacher2.org Webinar Archive Link in MSP2 Resources Box www.msteacher2.org -
    33. 33. msteacher2.or www.msteacher2.org-
    34. 34. Complete today’s survey and enter for a chance to win a gift package – professional books and Teach! Spice Box from Penzeys and request a 1-hour certificate of completion Survey link is in CHAT window www.msteacher2.org -

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