atp science teachers ela science literacy standards april 6, 2011 becky w. smith, facilitator p12...

ATP Science TeachersELA Science Literacy Standards

April 6, 2011Becky W. Smith, Facilitator

P12 Math Science Outreach of PIMSER

P12 Math Science Outreach 2

Goal for Today

To better understand the ELA Science Literacy Standards so

that increased student learning in science will occur through reading

and writing.

P12 Math Science Outreach 3P12 Math Science Outreach 3

Reading Standards

• Learning Targets:– To relate reading

standards to a piece of text.

– To determine text structure of a piece of text.

– To utilize reading standards to inform text selection.


Why Text Complexity Matters?

• Review the first 4 paragraphs of page 1 of Appendix A.

• What’s the gist of the study concerning text complexity?


Building the Case

• “…reading is not separate from content learning, but is intimately connected.” (pg. xiv)

• “Content reading that supports content learning provides opportunities for students to develop their understanding. The texts that are selected and the lessons that are designed to incorporate those texts work in support of learning about and interacting with the core concepts of the discipline….content reading for content learning opens opportunities for students to build conceptual understanding through critical analysis and application.” (pg. xix)– Reading for Learning, Heather Lattimer, 2010


Building the Case

• “…the clearest differentiator was students’ ability to answer questions associated with complex texts.”

• “The most important implication of this study was that a pedagogy focused only on “higher-order” or “critical” thinking was insufficient to ensure that students were ready for college and careers: what students could read, in terms of complexity, was at least as important as what they could do with what they read.”– KCAS, Appendix A, pg. 2


Building the Case

• “High quality science instruction requires that students learn to read and write like a scientist. The discipline of science, and reading and writing in science, is different from history, English, mathematics, art, or nutrition. Science teachers guide their apprentices, students, in this discipline through reading and writing. That’s not to say that science teachers should become reading teachers. In fact, we argue that not all teachers are teachers of reading. Instead, we understand that humans learn through language. As such, we have to ensure that students in our classrooms have opportunities to read, write, speak, listen, and view….The science teacher has to provide students with opportunities to use language for learning content.” (pgs. 2-3)– Reading and Writing in Science, Grant and Fisher, 2010


Reading in Science• “When reading scientific and technical texts,

students need to be able to gain knowledge from challenging texts that often make extensive use of elaborate diagrams and data to convey information and illustrate concepts.

• Students must be able to read complex informational texts in these fields with independence and confidence because the vast majority of reading in college and workforce training programs will be sophisticated nonfiction.”– KCAS, pg. 60

Let’s Read!

As you read the article,

“A Number-One Law, Thermodynamically Speaking”,

use the sticky notes strategy to summarize as you read.


Examining the Standards and Applying to Text

• Key Ideas and Details1. Cite specific textual evidence to support conclusions

drawn from text2. Determine central ideas or conclusions of a text

Provide accurate summary3. Follow multi-step procedure

• Applying to text– Examine excerpt from The Story of Science, “A

Number-One Law, Thermodynamically Speaking.”– Obvious – 1st Law of Thermodynamics– More subtle – Nature of Science



• Craft and Structure4. Domain-specific vocabulary as well as symbols5. Analyze text structure and apply to help with

comprehension6. Analyze author’s purpose in providing an

explanation, describing a procedure, or discussing an experiment in a text.

• Applying to the text– Vocabulary boxes (pgs. 397, 398)– Why mention Einstein on pg. 394?– Why tell von Mayer’s story?


?


Text Structure of the Sample

• Examine the reading sample.

• Identify the predominant text structure used.

• How might you use text structure to help students access various texts used in your classroom?




• Integration of Knowledge and Ideas7. Integrate quantitative or technical information expressed in words in a

text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

• Applying to the text– Could use a flow chart of energy transfer and transformation in a system

after reading to further cement understanding.– Locate author’s opinion vs. factual information; example page 398 “He

has come to an astonishing conclusion – and he knows it. But no one pays attention.”

– Had experience and gathered data, then used text to help understand the need for more careful observations.


GradeBand

CurrentLexile Band

"Stretch"Lexile Band

K–1 N/A N/A

2–3 450L–725L 450L–790L

4–5 645L–845L 770L–980L

6–8 860L–1010L 955L–1155L

9-10 960L–1115L 1080L–1305L

11–CCR 1070L–1220L 1215L–1355L

Text Complexity and the Common Core State Standards


Text Complexity Considerations

• Qualitative evaluation of the text– Levels of meaning, structure, language conventionality and clarity, and

knowledge demands

• Quantitative evaluation of the text– Readability measures and other scores of text complexity

• Matching reader to text and task– Reader variables (such as motivation, knowledge, and experiences) and

task variables (such as purpose and the complexity generated by the task assigned and the questions posed)



• Range of Reading and Level of Text Complexity– Independently and proficiently by the end of

5th, 8th, 10th, and 12th

• How and when will you assess?

• How will you determine needs of students?


Next Steps

• Identify pieces of text that will promote, deepen, and enhance understanding of the science concept.

• Align with POS/CCA 4.1 standards.

• Identify reading standards addressed.

• Design instruction using the text.


Reading Standards

• Learning Targets:– To relate reading

standards to a piece of text.

– To determine text structure of a piece of text.

– To utilize reading standards to inform text selection.

atp science teachers ela science literacy standards april 6, 2011 becky w. smith, facilitator p12...

Documents

discipline of science

content reading

reading teachers

teachers of reading

students ability

content learning

learning content

vast majority of reading