1. Ray Pietersen, Program Specialist, Science Science Common Core Literacy Standards Preparing Students for College and Career Readiness 2013

2. Outcomes: Prepare to support students developing CCSS skills as they learn our literacy standards.

3. Common Core Causes SHIFTS in Education Preparing for the SHIFTS

4. Shifts Demanded by the CCSS: Science Literacy Skills Reading Key Ideas and Details Close reading and textual evidence to support analysis of text Craft and Structure Text Structure

5. Reading Standard: Craft and Structure RH & RST.11-12.5 – Analyze: RST - Science- how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

6. A Resource for Reading Standard RH & RST.11-12.5 Teaching students how to recognize text structure is a comprehension strategy. What might it look like?

7. Text Structure an example-Biology Pg 204 Passive Transport (Std: 1a) 1. What are the substances and conditions that allow material to move across the cell membrane by passive transport? A. One person will be the Reader B. The other person will listen and read along and identify signal words C. Discuss after each paragraph what concept you would like to record within each category of text structure. D. Record concepts identified by signal words in the chart.

8. Text Structure for your area Identify a paragraph or section you would like students to read for themselves, one that you would teach them how to identify text structures using signal words. Add other signal words to the “template” that would help them comprehend what they are reading.

9. Reflection on teaching text structure and improving science literacy What is the balance point between teaching students to comprehend science text and delivering content?

10. Reading Standard: Key Ideas and Details RH & RST.11-12.1 - Cite specific textual evidence to support analysis of : RST - Science- science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

11. A Resource for Reading Standard RH & RST.11-12.1 Text dependent questions 1. They can only be answered by a close reading of the text. 2. achievethecore.org

12. Creating Text Dependent Questions Template Use the guidelines from achievethecore.org, and the template provided, to create a series of text dependent questions from a paragraph, section or part of the reading from your text that may be coming up in the near future. Are any of the questions Text Dependent, Text Related or Text Inspired?

13. A Resource for Reading Standard RH & RST.11-12.1 Looking at your text support sections (section reviews, chapter reviews etc.), the resources you might have brought with you, or the practices of your team, identify the best sources of text dependent questions for your content area. General Science? Biology? Chemistry? Physics? Electives?

14. An expectation to read the text: If a penny represents 15 minutes, place a penny in the graduated cylinder that represents how much time during the week students are currently expected to complete a close reading of the text to answer text dependent questions. When to use power points and when to ask students to read?

15. Smarter Balance Assessments involve Performance tasks. Real life scenarios Reading from multiple sources and writing Culminating activities that integrate skills outlined in the CCSS

16. Shifts Demanded by the CCSS: History/Social Science and Science Literacy Skills Reading Integration of Knowledge and Ideas Two or more texts on the same topic Integrating quantitative textual information with information presented in other visual forms Compare and contrast experimental information with information gained from the text Range of Reading and Level of Text Complexity Read complex text independently and proficiently

17. Reading Standard: Integration of Knowledge and Ideas RH & RST.11-12.7 - Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem. Science- (e.g., quantitative data, video, multimedia)

18. Reading Standard RH & RST.11-12.7 Providing students opportunities to organize multiple sources of information Text Videos Online resources Data (from text or from an experiment)

19. Applying Reading Standard RH & RST.11-12.7 Integrating multiple sources A resource: Organizational charting

20. Shifts Demanded by the CCSS: History/ Social Science and Science Literacy Skills Writing Text Types and Purposes Write arguments using discipline specific evidence and claims Production and Distribution of Writing Using technology to produce, publish and collaborate Research to Build and Present Knowledge Conduct short or sustained research projects Range of Writing Write routinely and for a range of tasks

21. Writing Standard: Text Types and Purposes W.11-12.1 Summary - Supporting arguments, defending claims, analyzing opposing claims with evidence from discipline specific content.

22. We might want to look at opportunities to link these skills RH & RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem. W.11-12.1 Supporting arguments, defending claims, analyzing opposing claims with evidence from discipline specific content.

23. Scenario: You have been hired by the Ethiopian Agricultural Commission to identify if a new breed of wheat with a shallow root system but can survive in drought conditions. The only question is whether this type of root system on this wheat will have a good chance of surviving and should be planted in the dry, arid regions of this country. It receives little and infrequent rain fall. The rain falls hard and fast, but not very often and evaporates quickly. The ground is shallow and hard. Conduct research on root systems from 3 sources note the differences, advantages and disadvantages of each type of root system. Conduct an experiment using models of tap and fibrous root systems to collect data on how well each absorbs water. Use the information and experimental data to support your claim whether this new breed of wheat should or should not be planted in this country. Prompt:

24. Document Based Question DBQ Used in Social Studies Grades: 6-12 Involves answering open ended questions and analyzing documents to support claims.

25. Writing Standard #1 Arguments/Persuasive Prompts What is expected in a persuasive prompt? Requires critical thinking Has opportunity for more than one answer Needs to be supported with evidence from the content

26. Science Argumentative/Persuasive Prompts Write a paragraph that persuades the reader as to why the hypothesis is correct. Use evidence from the experiment and information from the text to justify your conclusion. Proofread your work for accuracy of facts. Does this prompt: Require critical thinking? Yes Require support with evidence from the content? Yes Provide opportunity for more than one answer? No

27. Science Argumentative/Persuasive Prompts Write a paragraph that persuades the reader as to whether the hypothesis is supported or not supported. Use evidence from the experiment and information from the text to justify your conclusion. Proofread your work for accuracy of facts. Does this prompt: Require critical thinking? Yes Require support with evidence from the content? Yes Provide opportunity for more than one answer? Yes

28. ToBHEARD Model Science Inquiry and Expository Text come together through writing an argument regarding a hypothesis. Go Niners!

29. ToBHEARD Model Thesis/Topic Sentence Background procedure Hypothesis Evidence Analysis Return/restate/ Declaration

30. A scientific argument ToBHEARD Thesis/Topic Sentence = State the purpose/essential question (In this experiment ….) Background procedure = 1-2 sentence summary of how the experiment was conducted to test the hypothesis. (During the experiment…)

31. A scientific argument ToBHEARD Hypothesis = A testable prediction often phrased as an (“If…then…” statement) Evidence = Explain how the results of your experiment support or do not support the hypothesis. (The data (x seconds, milliliters, feet, inches etc. shows…)…this supports or does not support the hypothesis that…….

32. A scientific argument ToBHEARD Analysis = Explain how the scientific principles from the text help explain the results of the experiment. (These results can be explained by… ) Return/restate/= A closing statement returning to the purpose/essential question. (This experiment supports….) Declaration = Declaring how the analysis of the text relates to the evidence of the experiment.

33. Let’s Experiment: ToBHE ARD

34. Scenario: You have been hired by the Ethiopian Agricultural Commission to identify if a new breed of wheat with a shallow root system but can survive in drought conditions. The only question is whether this type of root system on this wheat will have a good chance of surviving and should be planted in the dry, arid regions of this country. It receives little and infrequent rain fall. The rain falls hard and fast, but not very often and evaporates quickly. The ground is shallow and hard. Conduct research on root systems from 3 sources note the differences, advantages and disadvantages of each type of root system. Conduct an experiment using models of tap and fibrous root systems to collect data on how well each absorbs water. Use the information and experimental data to support your claim whether this new breed of wheat should or should not be planted in this country. Prompt:

35. Topic ( T oBHEARD ) In this experiment the adaptation of plants having a tap (long) root verses a fibrous (many small) a root is compared using a model on how they each absorb water from areas that have shallow soils.

36. Tap Root Procedure ( To BHE ARD ) Place 30 milliliters of water in shallow pan. Create a tap root model with a sheet of paper towels by simply rolling it up into a tube. Gently place the model vertically into the pan of water for 30 seconds. Do not crush the root Measure the amount of water that was absorbed by the root by pouring the water left in the pan into the graduated cylinder. The difference is the water the root model absorbed. Record the data

37. Fibrous Root Procedure ( To BHE ARD ) Dry everything Place 30 milliliters of water in shallow pan. Create a fibrous root model with a sheet of paper towels by simply rolling it up into a tube and shredding with scissors being careful to not cut off any paper towel roots. Gently place the model vertically into the pan of water, allowing the fibrous roots to spread out on the shallow soil for 30 seconds. Measure the amount of water that was absorbed by the root by pouring the water left in the pan into the graduated cylinder. The difference is the water the root model absorbed. Record the data

38. Analyzing Text: Organizational Chart ToBHE A RD Organizing the ideas from the text

39. Restating and Declaration ToBHEA RD Return/restate = A closing statement returning to the purpose/essential question. (This experiment supports….) Declaration = Declaring how the analysis of the text relates to the evidence of the experiment.

40. http://blogs.egusd.net/ccss

41. Moving forward with the Common Core The implementation of Common Core is a “process”…. “By failing to prepare, you are preparing to fail.” – Benjamin Franklin “Be quick, but don’t hurry.” – John Wooden “It’s the little details that are vital. Little things make big things happen.” – John Wooden

42. Ray Pietersen, Program Specialist, Science Science Common Core Literacy Standards Preparing Students for College and Career Readiness 2013