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There’s no app for that kra 10 2013
- 1. There’s No APP for that Kelly Clark, Literacy Consultant KDE KRA October 18, 2013
- 4. NGSS Appendix A Conceptual shifts 2. The Next Generation Science Standards are student performance expectations – NOT curriculum. 6. The NGSS are designed to prepare students for college, career, and citizenship. 4. The NGSS Focus on Deeper Understanding of Content as well as Application of Content. 7. The NGSS and Common Core State Standards (English Language Arts and Mathematics) are Aligned.
- 5. Model unit
- 6. Literacy Design Collaborative • LDC Modules • Use a structured framework to embed intentional skill building in close reading, critical thinking, essential questioning and effective writing. • Not a program, not a curriculum but one strategy to implement KCAS and shifts more greater rigor needed in classroom instruction. • LDC modules allow you to showcase: • • • • Your expertise as a professional Engagement and motivation in your classroom Inquiry, research, collaboration and student choice Student growth of your students as writers
- 7. Appendix M Connections to CCSS Literacy Anchor Standards Let’s look at one page Asking Questions and Defining Problems
- 8. Reading standards that apply to scientific argumentation Cite evidence that most strongly supports a point or analysis from the text. Distinguish between facts and opinions in a science related article. Determine an author’s point of view or purpose in a chapter and respond with counterevidence or an alternative viewpoint. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient. Analyze a case in which two or more sources provide conflicting information on the same topic and identify where the sources disagree on matters of fact or interpretation.
- 9. Speaking and listening standards that apply to scientific argumentation • • • • • • • • • • • • • Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. • Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. • Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. • Acknowledge new information expressed by others
- 10. Writing standards that apply to scientific argumentation Support a claim with logical reasoning and relevant, accurate evidence that demonstrate an understanding of a science topic. Use scientific words and phrases to clarify the reasoning and relationships among claims, counterclaims, and evidence. Provide a concluding statement or explanation that follows from and supports the argument presented. Write arguments focused on discipline-specific content to support claims with clear reasons and relevant evidence. Introduce a claim about a topic or issue, acknowledge and distinguish the claim from alternate or opposing claims, and organize the reasons and evidence logically. Write informative explanations generated from scientific procedures and investigations.
- 11. WATER ON MARS Martian Friday Team E J Hayes Middles School, Fayette LeAnn Hall – Jon Livingood- Robin Howe
- 12. Unit Overview Preparing Leaners Building background Paired Photos activity Clarifying Bookmarks Base group share Wordle Partner Share Interacting with Texts Close Reading Literary Devices Dyad Author’s Tone Wordle Part II Interpretation Circles Extending Understanding Vocabulary Review Jigsaw LDC module “Should Mars be our next home?”
- 13. Preparing for the task- close reading • In pairs, find The Atlantic article, “The Coming Age of Space Colonization” • Use sticky notes and highlighters to “mark up the text” • Your “look fors” places, people, events where you have a question – what would you like to explore further? What did you find interesting, new or hard to believe?
- 14. Infographics • “ students need not only to do hands-on science and talk and write science in words; they also need to draw, tabulate, graph, g eometrize, and algebrize science in all possible combinations” -Lemke
- 15. • Share-out your wonderings – use chart paper to record (assign a recorder) • Share the prompt – now what connections or links can you make to the upcoming writing assignment? • Post prompt in room for reference during entire module. Will Mars be our next home? After reading the 4-6 informational texts, write a science journal article that addresses the question and support your position with evidence from the text
- 16. Reading Process Academic integrity RATA – listening for how sources of information are attributed (cited) in science writing Highlight as I read the different ways of attributing sources Hand out “A Student’s Guide to ATTRIBUTIONS” Hand out ARTICLE A-Horse and healing In pairs or small groups – using the question, select the text where attributions would be helpful to a reader.
- 17. WEAVE ALL YOUR SCIENCE AND LITERACY AND BEST TEACHING PRACTICES TOGETHER BUNDLING Teaching with the new standards is about compacting and connecting information rather than teaching in discrete silos
- 18. ONLINE KDE website- KCAS Nextgenscience.org NSTA.org ell.stanford.edu Literacydesigncollaborative.org Artslit.org Scijourner.org Teach for Scijourn.org TEXT Front Page Science: Engaging Teens in Science Literacy
Editor's Notes
- INTRODUCTIONI am not a science guru – but as the NGSS loomed large and as a visual person, I wanted to “see” a model unit and have teachers teach it and get feedback. My role at the dept afforded this opportunity and I wanted to share it with you.All material are available on my weebly site : kellyaclark.weebly.comI can be reached at KDE – information will be on last slide
- Let’s start with the WHYSB 1 2009 set the stage for more rigorous standards-Enter the Common Core 2010 ELA and MATHIN ELA standards sectionfor Standards in History/Social studies/science and technical subjects – grades 6-12Currently KY is in process of adopting the NGSS grades K-12More rigorous and has engineering, cross cutting concepts and practices EMBEDDED with literacy practices.These ideas are not new- the way they are presented and interwoven IS new and as such -demands new thinking about HOW we teach science ( and ELA and Math and Social studies –eventually)What do literacy and science have in common? You can’t read, write, communicate like a scientist without the literacy practices. Literacy is the vehicle with which you teach your content.
- First the adrenaline rush, the glimmer of hope of actually being able to teach!, then panic, then anger, then denial, then hating KDE, the eighty five stages of teacher adaptation to change – along with the three o clock OMG moments and wondering why you wanted to teach in the first place.
- There are 7 conceptual shifts- want to draw your attention to these as they relate directly to literacyYou have a copy of Appendix A#2 Performance expectations clarify the expectations of what students will know and what they will be able to do at the end of the grade. They are culminating experiences in science which involve reading about science, questioning, discussing, viewing and recording conclusions.#4 Engaging students in the acquisition of new knowledge, becoming experts in the field by understanding core principals and theoretical constructs- using this information to make sense of a problem or develop solutions.#6 “Never before has our world been so complex and science knowledge so critical to making sense of it all” Teachers and textbooks no longer hold information, it is at their fingertips – it is our job to facilitate knowledge seeking (research) and models of how to make sense and use the information in productive ways.#7 “The three standards overlap in meaningful and substantive ways” Integration of learning, progression of ideas, connectedness like never before in education. Copy MS performance standards for unit 3 pages.Look at language of performance expectations- see the literacy involved? Analyze and interpret, construct and argument, construct a scientific explanation Give them comparison sheet
- Three things:Change is hard- True change in practice takes timeStart with embedding one or two practices until you are ready to adapt more.How to guide this change?Unit started with the idea of embedding trillions of literacy activities into a science unit as a guide for science teachersThe activities are from ell.stanford from an ELL focused unit called Understanding Language.Next goal was to have the students write an argumentative piece using the information they gathered during the unit.Used an LDC module as my template (hands up those familiar with LDC – extra slide in case)Also sprinkled in Scijourn – a science journalism process that replicates authentic science articles in the classroom.All three of these resources are on the resources page of the weebly.
- Give them sheet from Appendix M one page out of 15 such connectionsIf you a science person- what questions would you ask your ELA person?If you are an ELA person- what supports can you give the science teachers?Where are the overlaps- the connection points between content areas?What are some core practices that science teachers will need to adopt in order to facilitate this kind of learning?
- Grades 6-8 Notice the alignment of language
- Grades 6-8 Notice the alignment of language
- Grades 6-8 Notice the alignment of language
- These brave 8th grade science teachers are using this unit for something they call Martian Fridays – I will be touching in with them and their feedback will be the basis for revising the unit.I checked in early October – some quick discussion pointsClasses of all abilities LOVED discussing an essential question, really made them think- drove direction teachers went and teachers were able to discern misconceptions quicklyStudent motivation and engagement is high on Fridays – kids excitedUsed a collaborative idea gathering and gallery walk in reading and note taking, worked well.I gave them too much, they pulled pieces from the unit- on the negative side, feel that articles I found were too difficult, text complexity and authentic sources are difficult to find. They found two articles that worked on a lower lexile level.- planning for this was just as intensive and time consuming as a “regular” science lesson, did say this was unfamiliar and very intentional.
- This unit covers MS and HS NGSS standards, Reading, writing, speaking and listening and writing standards which are listed in the unit.Each activity builds on student experiences with the text, intentional vocabulary work, summarizing information, talking to make meaning of reading. Paired photos is visual, Interpretation Circles utilizes ARTS Literacy from Brown and includes poetry, movement and speaking as a method of discovery about the topic.The LDC module was made on module creator -
- Must teach through the text and not around it –Let the students struggle to find meaning ( this takes retraining for our students who “just want the right answer” but aren’t bothered to seek it out. You will need to intentionally scaffold the difference between Big L and little l Lemke saysScience literacy is how things happen and English literacy is what text meansLanguage of science is a hybrid: a natural language extended in meaning by mathematics embedded in a language of specialized actions which take place in a technological environment.The presence and need to READ graphical representations, charts, complex diagrams, graphs and infographics.Tell about study? Scijourn
- Literacy is not about reading – it is about extracting what you need from data and communicating that successfully.
- Teachers using the unit say they like to keep the idea of writing as a final product, as a direction they are moving toward as they work on unit over a longer period of time.