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:
1 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, 2012Jessica Vavrus, Assistant SuperintendentEllen Ebert, Director ScienceLiisa Moilanen Potts, Director English Language Art
2 Webinar Goals Our focus today – why is science literacy important? Review current science literacy standardsExamine student assessment expectationsConsider strategies in science to support science literacyUnderstand state transition plan for Common Core English Language Arts and next steps for literacy in scienceOverview of the ELA Common Core State StandardsDarwin’s Notebook
3 OSPI Presentation to SBE: Next Gen. Science Implementing our current state Science Standards… Finding connections to NGSS and CCSS…Current Work:Strong Implementation of State Science StandardsContinue implementation of current WA Science Standards in context of NGSS Framework and CCSS connectionsReview Next Generation Science Standards;Consider Adoption of NGSS (when final)Ongoing: Statewide Coordination and Collaboration to Support Implementation (Build/Maintain Partnerships)March 14, 2012OSPI Presentation to SBE: Next Gen. Science
4 A Bit of Background Before We Start… Washington’s Common Core Standards (ELA and Math) Implementation Timeline….Focusing on the foundation…Phase 1: CCSS Exploration/Adoption (2009 – July 2011)Phase 2: Build Awareness & Begin Building Statewide CapacityPhase 3: Build Statewide Capacity and Classroom TransitionsPhase 4: Statewide Application and AssessmentOngoing: Statewide Coordination and Collaboration to Support Implementation
5 Some more context… Implementing the Common Core State Standards in Washington State 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.
6 Science has a tradition of literacy February 20, 2012Science has a tradition of literacy199620092012
7 Science Inquiry Standards Literacy Grades 4-5 Inquiry StandardScientific 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 ExpectationsGenerate 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.Students are expected to use their literacy skills in their science learning from the earliest years. These skills increase in complexity across the school years.
8 Systems Standard Literacy Grades 6-8 Systems StandardThe 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 ExpectationGiven 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.
9 Application Standards Literacy Grades 9-12 Application StandardsPerfect 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 ExpectationsAnalyze 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.
10 Student performance data 2011 High School Science Assessment Student scores drop significantly on short answer questions.
11 Science assessments require literacy skills Polling question: What skills are needed to answer this question? Type your answers into the text box.
13 Let’s analyze this example Let’s analyze this example. Polling question: What skills are needed to answer for students to successfully earn two points on this question? Type your answers into the text box.
14 Depth of Knowledge Levels for Science used in student assessment design
15 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.
16 Science and language are interdependent Science and language are interdependent. Their processes are mirrored in each other.Students at all levels should be able to:Note detailsCompare and contrastPredictSequence eventsLink cause and effectDistinguish fact from opinionLink words with precise meaningsMake inferencesDraw conclusionsFrom Thier and Daviss, 2002
17 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?
18 Use graphic organizers. Students can organize their thinking.What other graphic organizers do you use that are effective with students? Students can use stickies and move them around until they make sense to them.What other graphic organizers do you use that are effective with students?
19 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…ORI wonder what would happen if…How do writing prompts help students get started?
20 The Art of Argumentation Ross, Fisher and FreyScience and Children, 2009, p.29
23 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 DrawingsMetaphors 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 informationAll sorts of student work!!!
24 What goes on the right side of an interactive notebook? Student generated questionFactual InformationWhy 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…..SummaryPhotosynthesis is a process…..The Cornell note style helps students think reflectively abouta topic, generate questions, which the teacher can facilitateduring instruction.
25 Science Writing Heuristic The Science Writing Heuristic was developed by Brian HandThe 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 sourcesExternal sourcesReflection: How have my ideas changed?
27 How do these strategies support student achievement How do these strategies support student achievement ? Let’s 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 studymethod for collecting dataconditions to be compared data to be collectedhow often data should be collected and recordedWhat are the teaching and learning that we would need to do with our students for them to answer this question successfully?Let’s see if we can offer some ideas in the chat box.Field Study Question: Write the study question here….Procedure:
28 CCSS Webinar Series Part 2: Systems Update How does this connect to the Common Core State Standards for English Language Arts and Literacy in Social Studies/History, Science, and Technical Subjects??PDF Handout of ELA and Math Shifts and firstVideos:CCSS Webinar Series Part 2: Systems UpdateJanuary 2012
29 Foundational Skills (e.g. phonics, word recognition, fluency) 123456789-1011-12Foundational Skills (e.g. phonics, word recognition, fluency)Print conceptsPhonological awarenessAlphabetic principalPhonics and word recognitionfluencyAlthough foundational skills are addressed prior to grade 6, students who struggle in these areas will need further support.Reading Literature and Informational TextsStudents 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 textBalance grades 9-12 = 30%* literature; 70%* informational textLiteracy (Reading) in History/Social Studies, Science, and Other Technical SubjectsFocus on key ideas, details, using evidence from text to support conclusions; contextual vocabulary acquisition; point of viewWriting StandardsFocus on teaching the processes of writing, including a balance of text types and literacy in History/ socials tudies, and scienceBalance of writing types, including writing in the content areasBy grade 4—opinion =30%; information = 35%; narrative =35%Grade 8 – argument = 35%; information = 35%; narrative = 30%Grade 12 – argument = 40%; information = 40%; narrative = 20%Speaking & Listening StandardsComprehension and collaborationPresentation of knowledge and ideasEvaluate speaker’s point of viewUse of rhetoricCritical thinkingLanguage StandardsConventions of standard English, knowledge of language, vocabulary acquisitionWSASCD Conference October 14, 2011
30 Six Major Shifts in Focus PrioritiesPriorities in Support of Rich Instruction and Expectations of Fluency and Conceptual UnderstandingLiterary/InformationalRead 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 MeaningInterpret 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 StructureAnalyze 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 ComplexityRead texts of increasingly complexity with accuracy, fluency, and comprehensionThinkingAssess how point of view or purpose shapes the content and style of a text, when writing or speaking or listening for a purpose
31 The Five Claims – Students can read closely and critically to comprehend a range of increasingly complex literacy and informational texts.produce effective writing for a range of purposes and audiencesemploy effective speaking and listening sills for a range of purposes and audiencesengage 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.
32 WA Three Year Transition Plan for English Language Arts
33 CCSS Webinar Series Part 2: Systems Update Learning More… Statewide Transition & Implementation SupportsOSPI CCSS WebsiteIncludes…Communication support materials3-year transition plans for ELA and MathGrade-level transition documentsAligned with current test mapsOther national / state resourcesHunt Institute Video Series (www.youtube.com/user/TheHuntInstitute)Math and ELA-specificNational PTA – Parent Resource GuidesCCSS Webinar Series Part 2: Systems UpdateJanuary 2012
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