Why Kentucky teachers should embrace teaching writing using Scijourn - from the text Front Page Science. Scijourn aligns to PGES, writing program review, science content and critical thinking.

1. Why SCIJOURN? Why Kentucky?
Kelly Clark

2. SCIJOURN- meeting teacher and
student needs to ramp up and shift
to a rigorous literacy rich curriculum
KCAS-ELA
NGSS
PGES
Writing
Program
CCR
21st
Century
Student
Engagement

3. KCAS-ELA
ELA READING
Writing
Speaking and
Listening
CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from the text.
CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and
ideas.
CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section,
chapter, scene, or stanza) relate to each other and the whole.
CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text.
CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in
words.1
CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the
relevance and sufficiency of the evidence.
CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.

4. KCAS-ELA
ELA WRITING
Reading
Speaking and
Listening
CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the
effective selection, organization, and analysis of content.
CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the
subject under investigation.
CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCRA.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or
a day or two) for a range of tasks, purposes, and audiences.

5. KCAS-ELA
ELA SPEAKING AND LISTENING
Reading
Writing
CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’
ideas and expressing their own clearly and persuasively.
CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
CCRA.SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the
organization, development, and style are appropriate to task, purpose, and audience.
CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of
presentations.
CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or
appropriate.

6. NGSS
1.
Science and Engineering Practices
Asking questions (science) and defining problems
(engineering)
4. Analyzing and interpreting data
5. Using mathematics, information and computer
technology, and computational thinking
6. Constructing explanations (science)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating
information
ANY
DISCIPLINARY
CORE IDEA
ANY CROSS
CUTTING
CONCEPT

7. PGES
Framework for Teaching

8. PGES
Domains 1 and 3
Domain 1
Selecting Instructional Outcomes
•
•
•
•
Value, Sequence, and Alignment
Clarity
Balance
Suitability for Diverse Learners
Demonstrating Knowledge of Resources
•
•
•
Resources for Classroom Use
Resources to Extend Content Knowledge
and Pedagogy
Resources for Students
Designing Coherent Instruction
•
•
•
•
Learning Activities
Instructional Materials and Resources
Instructional Groups
Lesson and Unit Structure
Designing Student Assessment
•
•
•
•
Congruence with Instructional Outcomes
Criteria and Standards
Design of Formative Assessments
Use for Planning
Domain 3
Communicating with Students
• Expectations for Learning
• Directions and Procedures
• Explanation of Content
• Use of Oral and Written Language
Using Questioning and Discussion Techniques
• Quality of Questions
• Discussion Techniques
• Student Participation
Engaging Students in Learning
• Activities and Assignments
• Grouping of Students
• Instructional Materials and Resources
• Structure and Pacing
Using Assessment in Instruction
• Assessment Criteria
• Monitoring of Student Learning
• Feedback to Students
• Student Self-Assessment and
Monitoring of Progress
Demonstrating Flexibility and Responsiveness
• Lesson Adjustment
• Response to Students
• Persistence

9. PGES
3C - Engaging Students in Learning
Key ideas in moving from
Accomplished to
Exemplary
• Student choice
• Student initiative and
creation of product
• Highly engaged rather
than compliant
All part of the Scijourn
experience!

10. Writing
Program
Writing Program Review
A review of the entire school’s
writing program. A science writing
plan should be in school CSIP.
Scijourn ensures that science is
contributing to the range of writing
across the curriculum- falls in the
distinguished category.
Scijourn writing is science
journalism – informative.
Students experience authentic
writing and publishing
Students collaborate to become
better readers and writers.
Better
than
an
essay!

11. CCR
Moving all students to CCR
DEFINITION OF COLLEGE READY
Kentucky Council on Postsecondary
Education’s System wide Benchmarks on
the ACT
English—18
Mathematics—19
Reading—20
Students qualify only if they meet all three
ACT benchmarks on any administration of
the ACT.
ACT COLLEGE READINESS –
SCIENCE
Interpretation of Data
Scientific Investigation
Evaluation of Models, Inferences,
and
Experimental Results
SCIJOURN
INFO
GRAPHICS
33–36† Compare or combine data from
two or more
complex data presentations
Analyze given information when presented
with
new, complex information

12. 21st
Century
21st Century Skills
LEARNING AND INNOVATION SKILLS
•
CREATIVITY AND INNOVATION
•
CRITICAL THINKING AND PROBLEM SOLVING
•
COMMUNICATION AND COLLABORATION
INFORMATION, MEDIA AND TECHNOLOGY
SKILLS
•
INFORMATION LITERACY
•
MEDIA LITERACY
•
ICT (Information, Communications and
Technology) LITERACY
LIFE AND CAREER SKILLS
21st CENTURY INTERDISCIPLINARY THEMES
•
FLEXIBILITY AND ADAPTABILITY
•
Global Awareness
•
INITIATIVE AND SELF-DIRECTION
•
Financial, Economic, Business and Entrepreneurial Literacy
•
SOCIAL AND CROSS-CULTURAL SKILLS
•
Civic Literacy
PRODUCTIVITY AND ACCOUNTABILITY
•
Health Literacy
•
Environmental Literacy
•
LEADERSHIP AND RESPONSIBILITY
•

13. Student
Engagement
Student Engagement
Pedagogical
strategies that seek
to support student
engagement and
learning
Intellectually and socially authentic activity
Valuing community and distributed expertise
Cooperative learning
Open-ended, student-centered, classroom discussions
Bransford et al. 2000; Micheals et al. 2008)
Building on/from student interests
Real-world problem solving

14. Kelly Clark, KDE Literacy
Consultant
kelly.clark@education.ky.gov