1. COMMON CORE AND YOU! Science Literacy: Writing, Reading and Oral Language in CCSS. Susan Gomez Zwiep and Jody Skidmore-Sherrif K-12 Alliance CSTA October 2013

2. Session Outcomes Become aware of the CCSS- ELA Begin to think about linking science learning and your lesson planning for CCSS-ELA

3. New Opportunities for All Learners California Common Core State Standards (ELA and Math) Next Generation Science Standards 21 st Century Skills

4. Observations Sample #1 Take independent notes as you observe the ice in liquid #1 Use all senses except taste. Sample #2 Take independent notes as you observe the ice in liquid #2 Use all senses except taste.

5. Notebook Entry Draw an illustration in your science notebook to represent what you observed. Write an explanation of what you think is going on in both samples.

6. On Your Group White Board Collaborate on an illustration Write a detailed explanation of what you think is going on in both samples.

7. Comparing Explanations

8. Oral and Written Language Recall the types of thinking you engaged in during the activity. What were some of your products? How did these support oral and written language?

9. Written Language in CCSS: Listening, Speaking Standards Review the 5 th grade standards for Speaking and Listening standards and identify which standards specifically addressed. Give examples Review the Speaking and Listening standards standards for(6-12) and compare to the Standards at your grade level.

10. Written Language in CCSS: Writing Standards Review the 5 th grade standards for Writing and identify which standards specifically addressed. Give examples Review the Writing standards for(6-12) and compare to the Standards at your grade level.

11. Common Core ELA Part II What does it mean to read in a discipline-specific content class?

12. CCSS Reading Reading Standards for Literature (K-12) Reading Standards for Informational Text (K-12) Reading Standards: Foundational Skills (K-5) Reading Standards for Literacy in Science and Technical Subjects (6-12)

13. Accessing Text: Meaning-Making Criteria How to plan for: Perseverance: help students establish a reason to read Making Thinking Visible: design strategies for students to show their thinking so it can be coached Social: provide a safe environment for students to share their confusion with text

14. Gathering More Information Our “textbook” provides some information that might relate to the phenomena we are investigating. Read through the text and see how it can help explain your observations of the two samples. Add any relevant information to your current explanation.

15. Strategy #1: Post-its While reading, use post-its to identify 3 different types of passages: 1. * for passages that answer your questions 2. ! for passages that are interesting 3. ? for passages you do not understand

16. Peer Editing & Citations Review your previous explanation. Using a blue pen, add new information and answers to your questions On the bottom of the chart, cite your reference(s)

17. Strategy #2: Talking to the Text While reading, write notations that indicate how you are talking to the text Share notations with an elbow partner Using a green pen, edit and add information to the student work Include citation

18. Organizing Your Thoughts You will need to summarize your explanation in a written paragraph. Before you write the paragraph you will need to first organize your thoughts in one of the graphic organizers provided.

19. And Now, the Standards Review the 5 th grade standards for Reading Informational Text, and identify which standards specifically addressed. Give examples Review the Literacy in Science standards (6-12) and compare to the Informational Text Standards at your grade level.

20. Portrait of College and Career Ready Students Demonstrate Independence Build strong Content Knowledge Respond to the varying demands of audience, task, purpose, and discipline Comprehend as well as critique Value Evidence Use technology and digital media strategically and capably Come to understand other perspectives and cultures

21. Quick Write: Setting Goals for the Future Select one or two standards for Oral & Written Language, Reading Informational Text or Literacy in Science standards to begin implementing when you return to your classroom.