1. CER and Annotating Text District Learning Day August 6, 2015

2. DO NOW Muscles or water?

3. Norms Be present and engaged. Be respectful of differences in perspective while challenging each other productively and respectively. Monitor “air time.” Make the most of the time we have. Stay focused on students.

4. Session Objectives What will participants Know: The elementary science professional development sessions for K-5 science teachers are designed for teachers to know how to instruct students in writing for evidence of logical conclusions, justification of answers and processes, and the use of facts to explain their thinking. Understand: If teachers use literacy in science instruction at least 15-20 minutes (a couple of times each week), students reading levels will increase and performance in the science content will improve significantly. Be able to Do: Use inquiry activities where students analyze immediate, concrete data to develop ideas and content for a particular writing task. Provide opportunities to read, analyze, and emulate models of good writing. To apply science concepts to real world application using investigations, and inquiry based learning.

5. Why annotation?? Intentional reading Annotation encourages reading for understanding Helps students formulate thought pattern for writing Can be used during the 90 reading block

6. Highly Rated Lessons by Use of Lecture/Discussion and Hands-on/Laboratory Activities

7. Contest or speech? TEXT

8. What is CER ✓ Claim ✓ Answer to the question! ✓ Usually the easiest for students ✓ Evidence ✓ Must be appropriate ✓ Must be sufficient ✓ Reasoning ✓ Explains how the evidence supports the claim ✓ Often includes scientific principles

9. Common Core Standards/TNReady Standards: Write arguments focused on discipline‐specific content. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented.

10. Scientific principles: Scientific and Engineering Practices 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

11. Why write it down? Writing is a key science skill. Science depends on the written record to build on existing knowledge. It forces them to organize their thoughts and find the relationships between ideas. Writing gets all students to participate. WRITING HELPS THE TEACHER SPOT MISCONCEPTIONS!!!!

12. Writing “Therefore”: connects reasoning to the claim Claim: What makes up the grasshopper’s skeleton? The skin. We looked and there’s no bones. The muscle connect to the skin. In people, muscle connect to the bones. Bones are our skeleton. Therefore, skin is their skeleton.

13. If…Then… helps you say what you would predict to happen There is something under there because some of the marbles bounced back. They would go through if there was nothing there. I think it’s square because they came straight back on all sides and we had a square shaped blank spot on our lab sheet. If there was nothing under the cardboard, then the marble should go straight through.

14. (Earth) Science Example From this FREE Claims and Evidence Unit: Cyber‐enabled Earth Exploration Curriculum– www.spatialsci.com/CE3 (covers volcanoes, earthquakes and plate tectonics using Google Earth)

15. A C T I V I T Y T I M E ! ! !

16. Take the article you have using the annotation key. Read the article (4 th grade level). Resource www.newsela.com IT IS FREE!!! www.newsela.com

17. Time to share…Q & A

18. Reflection: Application What was easiest for you? What was most difficult? What else do you need to learn/do prior to applying to your classroom?

19. Session Objectives review/ closing What will participants Know: The elementary science professional development sessions for K-5 science teachers are designed for teachers to know how to instruct students in writing for evidence of logical conclusions, justification of answers and processes, and the use of facts to explain their thinking. Understand: If teachers use literacy in science instruction at least 15-20 minutes (a couple of times each week), students reading levels will increase and performance in the science content will improve significantly. Be able to Do: Use inquiry activities where students analyze immediate, concrete data to develop ideas and content for a particular writing task. Provide opportunities to read, analyze, and emulate models of good writing. To apply science concepts to real world application using investigations, and inquiry based learning.

20. DO NOT FORGET

21. Next steps and activities for follow up CER is a very useful tool when used correctly. This school year you will have multiple opportunities to engage in work such as this through future professional develop sessions, in house and one on one. The science department is developing sessions that will take you deeper in this strategy. Our partners the Pink Palace is also working to incorporate ways of using this strategy using the resources they have available.

22. Reflection: One minute paper on post-it Jot down your “Take-Aways” Consider what you need to know and be able to do to successfully implement what you have learned in this session. – What is still unclear? – What professional development or additional resources do you need?

23. Terilyn McChriston, Ed.S mcchristontj@scsk12.org 901-416-7986- desk 901-416-4557- fax www.scssciencedepartment.weebly.com Password: energy District Contact