Presentation on theme: "Looking for Science Literacy – Within Current WA Science Standards and the Common Core for English Language Arts A presentation from OSPI Teaching and."— Presentation transcript:
Looking for Science Literacy – Within Current WA Science Standards and the Common Core for English Language Arts A presentation from OSPI Teaching and Learning March 19, 2012 Jessica Vavrus, Assistant Superintendent Ellen Ebert, Director Science Liisa Moilanen Potts, Director English Language A rt
Webinar Goals Our focus today – why is science literacy important? Review current science literacy standards Examine student assessment expectations Consider strategies in science to support science literacy Understand state transition plan for Common Core English Language Arts and next steps for literacy in science Overview of the ELA Common Core State Standards Darwins Notebook
Implementing our current state Science Standards… Finding connections to NGSS and CCSS… Current Work: Strong Implementation of State Science Standards -Continue implementation of current WA Science Standards in context of NGSS Framework and CCSS connections -Review Next Generation Science Standards; -Consider Adoption of NGSS (when final) Ongoing: Statewide Coordination and Collaboration to Support Implementation (Build/Maintain Partnerships) March 14, 2012 OSPI Presentation to SBE: Next Gen. Science
Phase 1: CCSS Exploration/ Adoption (2009 – July 2011) Phase 2: Build Awareness & Begin Building Statewide Capacity Phase 3: Build Statewide Capacity and Classroom Transitions Phase 4: Statewide Application and Assessment Ongoing: Statewide Coordination and Collaboration to Support Implementation 4 A Bit of Background Before We Start… Washingtons Common Core Standards (ELA and Math) Implementation Timeline….Focusing on the foundation…
Some more context… Implementing the Common Core State Standards in Washington State 5 Our Vision: Every student will have access to the CCSS standards through high quality instruction aligned with the standards every day; and that all teachers are prepared and receive the support they need to implement the standards in their classrooms every day. Our Purpose: To develop a statewide system with aligned resources that supports all school districts in their preparation of educators and students to implement the CCSS. Our Core Values: This vision can only occur through core values of clarity, consistency, collaboration, coordination, and commitment from classrooms, schools, and communities to the state level.
Science has a tradition of literacy 6
Science Inquiry Standards Literacy Grades 4-5 Inquiry Standard Scientific explanations emphasize evidence, have logically consistent arguments, and use known scientific principles, models, and theories. Scientists communicate the results of their investigations verbally and in writing. They review and ask questions about the results of other scientists work. Related Performance Expectations Generate a conclusion from a scientific investigation and show how the conclusion is supported by evidence and other scientific principles. Display the findings of an investigation using tables, graphs, or other visual means to represent the data accurately and meaningfully. Communicate to peers the purpose, procedure, results, and conclusions of an investigation. Respond non-defensively to comments and questions about their investigation. Discuss differences in findings and conclusions reported by other students.
Systems Standard Literacy Grades 6-8 Systems Standard The natural and designed world is complex; it is too large and complicated to investigate and comprehend all at once. Scientists and students learn to define small portions for the convenience of investigation. The units of investigation can be referred to as systems. Related Performance Expectation Given a complex societal issue with strong science and technology components (e.g., overfishing, global warming), describe the issue from a systems point of view, highlighting how changes in one part of the system are likely to influence other parts of the system.
Application Standards Literacy Grades 9-12 Application Standards Perfect solutions do not exist. All technological solutions involve trade-offs in which decisions to include more of one quality means less of another. All solutions involve consequences, some intended, others not. It is important for all citizens to apply science and technology to critical issues that influence society. Related Performance Expectations Analyze a societal issue that may be addressed through science and/or technology. Compare alternative solutions by considering trade-offs and unintended consequences (e.g., removing dams to increase salmon spawning). Critically analyze scientific information in current events to make personal choices or to understand public-policy decisions.
Student performance data 2011 High School Science Assessment Student scores drop significantly on short answer questions.
Science assessments require literacy skills
Depth of Knowledge Levels for Science used in student assessment design
Why discuss literacy? Researchers have found that students learn science better when they write about their thinking and that the act of writing may force integration of new ideas and relationships with prior knowledge. (Thier and Daviss, 2002) Mark Watrin emphasized this idea with us during our February webinar: Elements of Effective Science Instruction. This process of writing and reflectively thinking is key to sense-making.
Science and language are interdependent. Their processes are mirrored in each other. Students at all levels should be able to: Note details Compare and contrast Predict Sequence events Link cause and effect Distinguish fact from opinion Link words with precise meanings Make inferences Draw conclusions From Thier and Daviss, 2002
Strategies to improve literacy in science. Use prompts to uncover ideas. Predicting: What does the topic title reveal? Reflective questioning before reading: What does this topic mean to me? Reflective questioning after reading: What questions do I still have about this topic? Evaluating: What it is the main idea of this reading? Paraphrasing: Turn and talk with a classmate about the reading. Summarizing: How many key ideas can I identify? Identifying words and meanings: Do I understand the meaning of the reading? Reflecting on the overall reading: If I reread this topic, what areas would I focus on?
Use graphic organizers. Students can organize their thinking. What other graphic organizers do you use that are effective with students?
Observation Organizer Think of properties you can see such as size, shape, color, lines, texture, pattern, behavior… I observed… Think of the other senses of smell, sound, touch, and perhaps taste! I noticed… Connect it with something that you already know. It reminds me of… Add more detail as needed. This is so because… Be curious and ask questions you could investigate. I am curious about… It surprised me that… OR I wonder what would happen if…
The Art of Argumentation Ross, Fisher and Frey Science and Children, 2009, p.29
What can go on the left side of an interactive notebook? Brainstorming Discovery headlines Biography posters Concept maps Riddles Your questions Pictographs Cartoons Poetry and songs Significant statements Flowcharts Graphic organizers Drawings Metaphors and analogies Venn diagrams Bulls-Eye diagrams Data and graphs you generate Analysis writing Reflection writing Quick-writes Four square analogies Mnemonics Writing prompts Scientific conclusions Other creative avenues for processing information All sorts of student work!!!
What goes on the right side of an interactive notebook? Student generated question Factual Information Why are plants green instead of blue or red? How does photosynthesis work to make food? Scientists note that plants are green. Many hypotheses have been proposed to understand plant color. ….. Plants….. Summary Photosynthesis is a process….. The Cornell note style helps students think reflectively about a topic, generate questions, which the teacher can facilitate during instruction.
Science Writing Heuristic The Science Writing Heuristic was developed by Brian Hand The basic format includes… What questions do I have? Tests…..What did I do? Observations: What did I find? My Claim is: My Evidence is: What do others say: Internal sources External sources Reflection: How have my ideas changed?
Tools for ambitious science teaching
How do these strategies support student achievement ? Lets work on an example. Plan a field study to answer the question in the box. In your procedure, be sure to include: logical steps to do the field study method for collecting data conditions to be compared data to be collected how often data should be collected and recorded What are the teaching and learning that we would need to do with our students for them to answer this question successfully? Lets see if we can offer some ideas in the chat box. Field Study Question: Write the study question here…. Procedure:
How does this connect to the Common Core State Standards for English Language Arts and Literacy in Social Studies/History, Science, and Technical Subjects?? January CCSS Webinar Series Part 2: Systems Update
29 K Foundational Skills (e.g. phonics, word recognition, fluency) Print concepts Phonological awareness Alphabetic principal Phonics and word recognition fluency Although foundational skills are addressed prior to grade 6, students who struggle in these areas will need further support. Reading Literature and Informational Texts Students are reading rigorous texts across a broad spectrum of content; balance the types of texts students read. *Percentages represent comprehensive use (teaching, learning, and student production) across a school year. Balance grades K-5 = 50%* literature ; 50%* informational textBalance grade 6-8 = 45%* literature; 55%* informational text Balance grades 9-12 = 30%* literature; 70%* informational text Literacy (Reading) in History/Social Studies, Science, and Other Technical Subjects Focus on key ideas, details, using evidence from text to support conclusions; contextual vocabulary acquisition; point of view Writing Standards Focus on teaching the processes of writing, including a balance of text types and literacy in History/ socials tudies, and science *Percentages represent comprehensive use (teaching, learning, and student production) across a school year. Balance of writing types, including writing in the content areas By grade 4opinion =30%; information = 35%; narrative =35% Balance of writing types, including writing in the content areas Grade 8 – argument = 35%; information = 35%; narrative = 30% Grade 12 – argument = 40%; information = 40%; narrative = 20% Speaking & Listening Standards Comprehension and collaboration Presentation of knowledge and ideas Evaluate speakers point of view Use of rhetoric Critical thinking Language Standards Conventions of standard English, knowledge of language, vocabulary acquisition
Six Major Shifts in Focus Priorities Priorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding Literary/ Informational 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. Word Meaning Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Text Structure 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. Text Complexity Read texts of increasingly complexity with accuracy, fluency, and comprehension Thinking Assess how point of view or purpose shapes the content and style of a text, when writing or speaking or listening for a purpose 30
The Five Claims – Students can 31 read closely and critically to comprehend a range of increasingly complex literacy and informational texts. produce effective writing for a range of purposes and audiences employ effective speaking and listening sills for a range of purposes and audiences engage appropriately in collaborative and independent inquiry to investigate/research topics, pose questions, and gather and present information. skillfully use and interpret written language across a range of literacy tasks.
WA Three Year Transition Plan for English Language Arts
January 2012CCSS Webinar Series Part 2: Systems Update 33 OSPI CCSS Website Includes… Communication support materials 3-year transition plans for ELA and Math Grade-level transition documents Aligned with current test maps Other national / state resources Hunt Institute Video Series (www.youtube.com/user/TheHuntInstitute)www.youtube.com/user/TheHuntInstitute Math and ELA-specific National PTA – Parent Resource Guides Learning More… Statewide Transition & Implementation Supports
Bringing the conversation back to literacy…
Thank you! Resources Washington Science Content Standards eStandards.pdfhttp://www.k12.wa.us/Science/pubdocs/WAScienc eStandards.pdf Supporting Moodle and online assistance aspxhttp://www.k12.wa.us/ScienceEducatorResources. aspx Biology EOC PLD Training id=10http://moodle.ospi.k12.wa.us/course/category.php? id=10