professional development for science education october 2014 for science education october 2014
TRANSCRIPT
Professional DevelopmentProfessional DevelopmentFor Science EducationOctober 2014For 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 purpose
3. Develop text dependent questions
4. 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.
Resources
A 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