Professional DevelopmentFor Science EducationOctober 2014

September Reflection

What standard guided your close read?

What elements of a close read did you use?

What went well? What would you do differently?

• Increase knowledge of a Close Reading protocol.

• Identify and collaborate on ways to spiral standards.

• Apply aspects of a Close Reading protocol into a science lesson.

• Construct and implement a monthly plan to spiral previously taught standards.

Learning Objectives

Success Criteria

Elements of Close Reading

Elements of Close Reading

Appropriately Complex Text

Careful, Purposeful Reading

Short Passages

Limited Frontloading

Repeated Readings Annotation

Student Talk

Writing From

Reading

Text-Dependent

Questioning

Developing Text-Dependent Questions1. Identify standard and review item specs.

2. Choose the passage and create the purpose for reading – What do you want students to be able to know at the end?

3. Develop an activity to asses student understanding of the standard. (student talk, writing, ???)

4. Consider the steps students might need to get to the end goal. Use this to guide the development of text dependent questions.

5. Establish annotations to help students refer back to text as needed to meet the overall purpose.

Text-Dependent Questions and Complexity

Integration of Knowledge &

Ideas

Craft & Structure

Key Ideas & Details

What does the text say?

How is the text organized?

What does the text mean?

Standard : SC.912.L.17.8

Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species.

Purpose

Students will be able to discuss the impact biodiversity has on basic human needs and possible consequences if biodiversity decreases due to unexpected environmental changes.

Craft and Structure

How are scientist using biodiversity to increase food production?

Reread “Direct Economic Value”

Annotation: Circle the impact the lack of biodiversity has on plants and underline a solution scientists are pursuing.

Craft and Structure

Why is it important to maintain biodiversity for medical reasons?

Reread “Connection to Health”

Annotation: Circle the impact depleting biodiversity could have on our health.

Key Ideas and Details

How does genetic diversity impact our food supply?

Read the section “Direct Economic Value”

Annotation: Mark examples of how genetic diversity benefits food crops with the letter B.

Key Ideas and Details

How does genetic diversity impact medical treatments?

Read the section “Connection to Health”

Annotation: Mark examples of how biodiversity benefits human health issues with the letter B.

Work with a partner to create a high

complexity question for this reading

activity.

Why are students reluctant to answer teacher questions?

Getting Started with a Partner

Look at your standards for next month.1. Identify a standard 2. Choose a passage and create a purpose3. Develop text dependent questions4. Establish annotations

Stay Calmand

take a10

MinuteBreak!

What was your spiraling plan for September?

How did you assess students on the spiraled material?

What went well? What would you do differently?

September Reflection

Spiraling: Another Look

IdentifyPlanMonitor

• Standards• Item specs• DATACollaboration

TAKE away something

NEWAssess

students on spiral

standards.

• Discuss your standards for October

• Identify standards to spiral based on class data

• Create an activity• Take an activity

Share a best practice for spiraling.

Before the Next PD…Reflect on your experiences with close

reading and spiraling. (Reflection Handout)

Collect a student Sample from close reading and spiraling activities.

Please complete the Exit Pass and place in the box by the door.

ResourcesA Non-Freaked Out, Focused Approach to Close Readinghttp://www.teachingthecore.com/non-freaked-out-common-core-close-reading/

Close Reading and Writing From Sources by Douglas Fisher and Nancy Frey

Text-Dependent Questionshttps://www.principals.org/Content/158/pl_sept12_instructldr.pdf