Literacy in Chicopee Science

Classrooms

Grades 9-12Assembled by: Christine Theroux

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Reading in Science and Technical Subjects (9-10) CC.11-12.RST.1. Cite specific textual evidence to support analysis of science and technical texts,

attending to the precise details of explanations or descriptions. CC.11-12.RST.2. Determine the central ideas or conclusions of a text; trace the text’s explanation or

depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. CC.11-12.RST.3 Follow precisely a complex multistep procedure when carrying out experiments,

taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

CC.11-12.RST.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

CC.11-12.RST.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

CC.11-12.RST.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

CC.11-12.RST.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

CC.11-12.RST. 8 Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

CC.11-12.RST.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

CC.11-12.RST.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.

Quick Reference to the Standards for Literacy in Science & Technical Subjects

Reading Standards for Literacy in Science and Technology and Literacy Activities Reading Standard What We Are Doing

1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

-Reading current articles related to curriculum-Article Response-Research Projects/Papers

2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

-Making SIM-CERT concept map with central idea in middle and examples surrounding it (i.e. Frame, Concept Mastery, UO, etc.)-Close Reading Activity-2-column notes-Summarizing & Paraphrasing Routine (Special Ed.)

3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

Any lab/ activity contain multistep procedures or using online or virtual labs

4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

-Completing activities using prefixes and suffixes commonly found in Biology to help decode words.-Vocabulary activities or routines, such as Cue Cards or LINCing Routine

5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

-Text pulls out vocabulary to side and bolds words throughout text, while teacher does a Think Aloud to apprentice students to read like scientist-Concept Comparison and/or Frame Routine

6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

-Close Reading Activity-Current Event Article Response

7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

Showing students charts and graphs related to curriculum and having students generate them (i.e. in class activity, lab, research paper, etc.)

8. Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

-Reading the “further investigations” found in the text to support the information previously read-Self-Questioning Routine (Special Ed.)

9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

-Concept Comparison and/or Frame Routine-Using multiple resources to teach from, such as a lab report and research paper-Current Event Article Response

10. By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.

-Reading excepts and writing reflections on the passages-Students read a variety of text from text book, the Internet, data bases, articles, etc.-Assessed through benchmark testing in ELA

Literacy Activities for Standards in Science & Technology -updated 2012

Writing Standards for Literacy in Science and Technology and Literacy Activities

Literacy Activities for Standards in Science & Technology -updated 2012

Writing Standard What We Are Doing1. Write arguments focused on discipline-specific content.

-Writing letters about biomes-Reading excepts from books and writing reflections on the passages-Current Event Article Response

 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

-Any lab/activity write up-Documenting the process and procedure-Analyzing data from labs-Current Event Article Response

 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

-Disease brochures geared towards patients along with scientific research-Current Event Article Response-Research Paper

 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

-Disease brochures geared towards patients along with scientific research-Current Event Article Response-Research Paper

 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

-Making Glogsters and/or PPT presentations-Listening to pod casts and writing reflections on them

 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

-Disease brochures geared towards patients along with scientific research-Current Event Article Response-Research Paper -Student based inquiry labs or activities

 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

All projects are required to have research from multiple sources that are reliable. Using library resources, including Librarian to prevent plagiarism and use proper citation

 9. Draw evidence from informational texts to support analysis, reflection, and research.

Present a topic, such as evolution, and supply students with multiple texts which enhance the understanding of concept to reflect and argue their standpoint

 10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Taking time on a Monday morning to reflect on how students encountered Biology over the weekend and write about it.

Introduction to Physics - Sample from Buklerewicz

Literacy activities throughout all sections include: Read text (book, article, worksheet, etc.) and application activity (1-2 times per week)

CC.11-12.RST.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

CC.11-12.RST.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

CC.11-12.RST.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

CC.11-12.RST.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

CC.11-12.RST.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.

2-Column Notes with building towards independence CC.11-12WHST.2 Write informative/explanatory texts to examine and convey complex ideas

and information clearly and accurately through the effective selection, organization and analysis of content.

CC.11-12WHST.4 Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.

Short answer questions on tests CC.11-12WHST.4 Produce clear and coherent writing in which the development, organization

and style are appropriate to task, purpose and audience. CC.11-12.RST.4 Determine the meaning of symbols, key terms, and other domain-specific

words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

Vocabulary Instruction Within Context & Quiz: Students are given words at the beginning of the unit and are expected to find the definition within the context of reading. The use of a glossary is not allowed. Next, students are expected to do a vocabulary activity (i.e. LINC or cue cards). CC.11-12.RST.4 Determine the meaning of symbols, key terms, and other domain-specific

words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

Content Planning Course Organizer Routine

Explanation & Examples Course Organizer Presentation

More Examples Biology - Mrs. Lyon Course Organizer for Biology

Physics - Mr. Eisen Course Organizer for AP Physics B

Chemistry - Mr. Bizon Course Organizer for Chemistry

Introduction to Physics - Ms. Scott Course Organizer for Introduction to Physics

Content Planning Unit Organizer Routine

Explanation & Examples Unit Organizer Presentation

More Examples Biology - Ms. Chomiak Physics – Mr. Eisen Chemistry – Mr. Buklerewicz Introduction to Physics – Ms. Scott

Vocabulary Development LINC

Explanation and Examples LINC Directions and Template

s

Cue Cards Vocabualry Cue Card Lesson

Paraphrasing StrategyTM-to-D Process

Understand Text While Reading, Paraphrasing & Writing

The Paraphrasing Strategy Directions for Students Omnivore's Dilema Project with Mrs. Toulson

Omnivore's Dilema Project Directions and Timeline-Toulson Omnivore's Dilema Project Rubric-Toulson

Chapter 2 in Physics: A First Course with Mr. Dion TM to D Process-Intro to Physics Ch 2- Dion

Text of your choice Template

Close Reading Explanations

Close Reading Presentation by Roxanne Dorrie August 2013 A Presentation Explaining Close Reading by Steve Brown

Frame Routine - Teaching routine for exploring text, topics, & details Explanation with Examples

Framing Routine PowerPoint Presentation More Examples

Close Reading Frame

Question Exploration Routine - Teaching routine for increasing student performance Explanation with Examples

Question Exploration Routine PPT Presentation More Examples

Intro to Physics Example -MCAS Open Response

Comparison Table

1 Concept 1 Concept

2 Overall Concept

3 Characteristics 3 Characteristics

4 Like Characteristics

9

Extensions

Communicate Targeted ConceptsObtain the Overall ConceptsMake lists of Known CharacteristicsPin down Like CharacteristicsAssemble Like CategoriesRecord Unlike CharacteristicsIdentify Unlike CategoriesNail Down a SummaryGo Beyond the Basics

COMPARING

5 Like Categories

7 Unlike Categories6 Unlike Characteristics 6 Unlike Characteristics

8 Summary

Describing How Heavy an Object Is

Mass Weight

•How much “stuff” is in an object•Measured in grams•Is the same wherever you go

•Is a property of matter•Used to measure heaviness

Mass and Weight are used to measure heaviness. While most people think they are the same, they are actually different. Mass is dependent on how much “stuff” you have and remains constant, while weight is dependent on the force of gravity and changes on different planets. You can tell because grams are used for mass and pounds are used for weight.

•Dependent on the force of gravity•Measured in pounds or Newton's•Changes when on a different planet•Is a force•Used to measure heaviness

•Used to measure heaviness

•How much “stuff” is in an object•Is a property of matter•Measured in grams•Is the same wherever you go

•Dependent on the force of gravity•Is a force•Measured in pounds or Newton's•Changes when on a different planets

•measurement

•What it depends on

•Units used to measure•Constant vs. variable

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Alignment with CTE & ELA

Directions and Rubrics Article Response

Directions and Rubric Frame

Projects Cell Analogy Omivore’s Dilema Directions and Rubric (after using the Paraphrasing Strategy) Physics Film Review Chemistry Occupation Project Rubric

Current Events With Teacher Support With Less Teacher Support Student Completes Independently

Research Paper Directions Rubric

3-5 Paragraph Essays 3-Paragraph Open Response Reflection 5-Paragraph Rubric & Frame

Interdisciplinary Connections

The Group Work RoutineTopic: Review for Unit Test for Chapter ___Task: Fill in Page 2 of UO using Word Bank

Warm Up - What do we already know about this topic? So far in Chapter ___ we…

Why This? It helps me prepare for test and shows me a way of studying.

2: Warm Up & Why This?

1: Topic & Task

Student 1: LaurieJob / Expectations: Recorder- write down the answers for the group Grading:0=no real effort, 1=need improvement, 2=satisfactory, 3=excellent

3: Group Structure

Number of points earned during group work time: ____/4 (up to 3 points for effort + 1point for completing task)Behaviors that count toward group work time points: ____/4

1 point - checked to make sure everyone understood1 point- gave explanations wherever possible1 point - asked specific questions about misunderstandings1 point - disagreed without hurting others’ feelings

Timing: -35 minutes-the first group to finish gets 3 points added to test; 2nd 2 points; 3rd 1 point

4: Timing 5A: Work Time Points

Student 2: KeithJob / Expectations: Researcher –find answers in notes/book

Grading: 0=no real effort, 1=need improvement, 2=satisfactory, 3=excellent

Student 3: DannyJob / Expectations: Researcher – find answers in notes/book

Grading: 0=no real effort, 1=need improvement, 2=satisfactory, 3=excellent

Student 4: TracyJob / Expectations: Organizer - keep track of and organize answers

Grading:0=no real effort, 1=need improvement, 2=satisfactory, 3=excellent

3A 3B

3C 3D

5B: Points Tracking

Wrap Up: What did we learn or what main ideas came up, and how will this assignment be used?

6: Wrap UpI checked to make sure everyone understood what we did. yesI gave explanations wherever we could. sometimesI asked specific questions about what we didn’t understand. noI disagreed without hurting others’ feelings. yes

7: Grade / Self Evaluation: (Write Yes, No or Sometimes after statement

SAMPLE

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