Sherrie Roland, SCPS Leslie Lausten, SCPS Kip Bisignano, FOSS 2015 VAST PDI November 2015 What does science and literacy integration mean to you? Include an example to support your thinking. I observed/noticed I think because I agree/disagreebecause I wonder what would happen if I changed My claim isMy evidence is I would like to add that Main idea/details Claim/Evidence Chronology/Sequence cycles, patterns, procedures Descriptive/narrative space and time Compare and Contrast Classify/sort and generalize Cause and Effect Order of Importance - argumentation Problem and Solution inquiry and design processes Reading? Science? Math? Posing questions Activating prior knowledge Setting goals Predicting Collecting information, analysis, interpretation Visualizing Making inferences Drawing conclusions Communication and Argumentation Reading? Science? Math? at its most sophisticated level, the blend of Content/Concept Information Structure Thinking Processes Scientists create concise language for new ideas, read to understand and conduct research, write to communicate, and argue (listen/speak) to defend ideas with evidence. So, if science is taught as a discipline then, SCIENCE IS ALREADY INTEGRATED! Shanahan and Shanahan University of Chicago Rich Language Development and Deep Concept Development are indistinguishable. What is needed to light a bulb? A Accurate B Big C Colorful D Detailed What does it mean when we say, Someone sees the light? Something you notice Some connection to your life Something you wonder How did Edisons traits contribute to the sequence of events? Energy and circuits Problem-Solution/ Part-Whole Systems Prediction and Inference What are the learning expectations in the content area? What are students expected to know? At what cognitive level are they expected to know? know, comprehend, relate (cause/effect), analyze, apply, create (design) How is the science content/concept structured and communicated? For example: the concept of cycles is communicated in a chronological/sequential structure the concept of interdependence and changes can be communicated as a cause-effect relationship classifying objects, ideas, and phenomena is developed by comparing and contrasting or synthesizing distinguishing features or properties What language for content/concepts, scientific practices, and structural signal words are to be learned? Create focus/guiding question(s) that incorporate content, process and cognitive thinking for students to respond to at the conclusion of the lesson. Draft an exemplar response to benchmark student responses. The exemplar response, at a minimum, includes: An accurate claim; Appropriate evidence, including descriptions, examples and illustrations; and Appropriate academic vocabulary and signal words Select first-hand and second-hand instructional activities, strategies and scaffolds that provide coherence for learning meaningful content and skills First-hand (hands-on, data collection) experiences Second-hand (language development) strategies and routines listening/speaking, vocabulary acquisition, reading comprehension, and written communication Reflect and Connect Sticky Note Key Ideas Summarize your learning New questions About-Point About-Point Main Idea and Details About-Point Compare and Contrast About Point Cause and Effect About Point Narrative About Point Problem/Solution Describes Distanceshortshortershortest longlongerlongest Pitchlowlowerlowest highhigherhighest Volumesoftsoftersoftest loudlouderloudest Double Comparative Statement/Hypothesis The longer the string, the lower the sound. If the vibrating object is short, then the pitch of the sound will probably be low. Language Mini-lesson Letters/Phonics Which are words? Read the word. tree f leaf w maple bh Name the capital letters. T c m G b W Q Writing Which sentence is complete? A tree root. A tree has a trunk, branches, leafs, and roots. Words Count the words in the sentences. Many animals live in the trees. The leaves turned red, yellow, and orange. What rhyming words can you make that sounds like bark Write a sentence about the picture. About/Point