1. ATP Science Teachers ELA Science Literacy Standards April 6, 2011 Becky W. Smith, Facilitator P12 Math Science Outreach of PIMSER

2. P12 Math Science Outreach2 Goal for Today To better understand the ELA Science Literacy Standards so that increased student learning in science will occur through reading and writing.

3. P12 Math Science Outreach3 3 Reading Standards Learning Targets: –To relate reading standards to a piece of text. –To determine text structure of a piece of text. –To utilize reading standards to inform text selection.

4. P12 Math Science Outreach4 4 Why Text Complexity Matters? Review the first 4 paragraphs of page 1 of Appendix A. What’s the gist of the study concerning text complexity?

5. P12 Math Science Outreach5 Building the Case “…reading is not separate from content learning, but is intimately connected.” (pg. xiv) “Content reading that supports content learning provides opportunities for students to develop their understanding. The texts that are selected and the lessons that are designed to incorporate those texts work in support of learning about and interacting with the core concepts of the discipline….content reading for content learning opens opportunities for students to build conceptual understanding through critical analysis and application.” (pg. xix) –Reading for Learning, Heather Lattimer, 2010

6. P12 Math Science Outreach6 Building the Case “…the clearest differentiator was students’ ability to answer questions associated with complex texts.” “The most important implication of this study was that a pedagogy focused only on “higher-order” or “critical” thinking was insufficient to ensure that students were ready for college and careers: what students could read, in terms of complexity, was at least as important as what they could do with what they read.” –KCAS, Appendix A, pg. 2

7. P12 Math Science Outreach7 Building the Case “High quality science instruction requires that students learn to read and write like a scientist. The discipline of science, and reading and writing in science, is different from history, English, mathematics, art, or nutrition. Science teachers guide their apprentices, students, in this discipline through reading and writing. That’s not to say that science teachers should become reading teachers. In fact, we argue that not all teachers are teachers of reading. Instead, we understand that humans learn through language. As such, we have to ensure that students in our classrooms have opportunities to read, write, speak, listen, and view….The science teacher has to provide students with opportunities to use language for learning content.” (pgs. 2-3) –Reading and Writing in Science, Grant and Fisher, 2010

8. P12 Math Science Outreach8 Reading in Science “When reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that often make extensive use of elaborate diagrams and data to convey information and illustrate concepts. Students must be able to read complex informational texts in these fields with independence and confidence because the vast majority of reading in college and workforce training programs will be sophisticated nonfiction.” –KCAS, pg. 60

9. Let’s Read! As you read the article, “A Number-One Law, Thermodynamically Speaking”, use the sticky notes strategy to summarize as you read.

10. P12 Math Science Outreach10 Examining the Standards and Applying to Text Key Ideas and Details 1.Cite specific textual evidence to support conclusions drawn from text 2.Determine central ideas or conclusions of a text Provide accurate summary 3. Follow multi-step procedure Applying to text –Examine excerpt from The Story of Science, “A Number-One Law, Thermodynamically Speaking.” –Obvious – 1 st Law of Thermodynamics –More subtle – Nature of Science

11. P12 Math Science Outreach11 Examining the Standards and Applying to Text Craft and Structure 4.Domain-specific vocabulary as well as symbols 5.Analyze text structure and apply to help with comprehension 6. Analyze author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. Applying to the text –Vocabulary boxes (pgs. 397, 398) –Why mention Einstein on pg. 394? –Why tell von Mayer’s story?

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30. P12 Math Science Outreach30 Text Structure of the Sample Examine the reading sample. Identify the predominant text structure used. How might you use text structure to help students access various texts used in your classroom? P12 Math Science Outreach30

31. P12 Math Science Outreach31 Examining the Standards and Applying to Text Integration of Knowledge and Ideas 7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). 8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. 9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. Applying to the text –Could use a flow chart of energy transfer and transformation in a system after reading to further cement understanding. –Locate author’s opinion vs. factual information; example page 398 “He has come to an astonishing conclusion – and he knows it. But no one pays attention.” –Had experience and gathered data, then used text to help understand the need for more careful observations.

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33. P12 Math Science Outreach33 Grade Band Current Lexile Band "Stretch" Lexile Band K–1 N/A 2–3 450L–725L450L–790L 4–5 645L–845L770L–980L 6–8860L–1010L955L–1155L 9-10960L–1115L1080L–1305L 11–CCR 1070L–1220L1215L–1355L Text Complexity and the Common Core State Standards

34. P12 Math Science Outreach34 Text Complexity Considerations Qualitative evaluation of the text –Levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative evaluation of the text –Readability measures and other scores of text complexity Matching reader to text and task –Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)

35. P12 Math Science Outreach35 Examining the Standards and Applying to Text Range of Reading and Level of Text Complexity –Independently and proficiently by the end of 5 th, 8 th, 10 th, and 12 th How and when will you assess? How will you determine needs of students?

36. P12 Math Science Outreach36 Next Steps Identify pieces of text that will promote, deepen, and enhance understanding of the science concept. Align with POS/CCA 4.1 standards. Identify reading standards addressed. Design instruction using the text.

37. P12 Math Science Outreach37P12 Math Science Outreach37 Reading Standards Learning Targets: –To relate reading standards to a piece of text. –To determine text structure of a piece of text. –To utilize reading standards to inform text selection.