Rigorous Standards, NGSS and
LDC: Fitting Them
Engaging Students in Rigorous STEM
Science Standards while Conquering
the Common Core
Hallie Booth
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Diving into the Content Area Literacy ShiftsCommon Core Introduction
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What do you think?
• https://www.teachingchannel.org/videos/ninth-gradebiology-lesson
http://www.youtube.com/watch?v=xV3rYB79lcU
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Shared Responsibility
•“The grades 6–12 standards are divided into two
sections, one for ELA and the other for history/social
studies, science, and technical subjects. This division
reflects the unique, time-honored place of ELA
teachers in developing students’ literacy skills while
at the same time recognizing that teachers in other
areas must have a role in this development as well.”
from the Common Core State Standards for English Language Arts and Literacy
in History/Social Studies, Science, and Technical Subjects, page 4.
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The CCSS Requires Three Shifts in
ELA/Literacy
1. Building knowledge through content-rich
nonfiction
2. Reading, writing and speaking grounded in
evidence from text, both literary and
informational
3. Regular practice with complex text and its
academic language
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Shift #1: Building Knowledge Through
Content-Rich Nonfiction
www.achievethecore.org
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Building Knowledge Through Contentrich Nonfiction – Why?
•
Students are required to read very little informational text in
elementary and middle school.
•
Non-fiction makes up the vast majority of required reading in
college/workplace.
•
Informational text is harder for students to comprehend than
narrative text.
•
Supports students learning how to read different types of
informational text.
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Distribution of Literacy and
Informational Texts
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All Teachers Support Literacy
This interdisciplinary approach to literacy stems from extensive research
establishing the need for college and career ready students to be proficient in
reading complex informational texts, independently, in a variety of content
areas.
Most of the required reading in college and workforce training programs is
informational in structure and challenging in content
Postsecondary education programs typically provide students with both a
higher volume of such reading than is generally required in K–12 schools and
comparatively little scaffolding.
The 2009 reading framework of the National Assessment of Educational
Progress (NAEP) requires a high and increasing proportion of informational
text on its assessment as students advance through the grades.
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Shift #2: Reading, Writing and
Speaking Grounded in Evidence From
Text, Both Literary and Informational
www.achievethecore.org
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Reading, Writing and Speaking Grounded in Evidence
from Text: Why?
•
•
Most college and workplace writing requires evidence.
•
Ability to cite evidence differentiates strong from weak
student performance on NAEP.
•
Being able to locate and deploy evidence are hallmarks of
strong readers and writers.
Evidence is a major emphasis of the ELA Standards: Reading
Standard 1, Writing Standard 9, Speaking and Listening
standards 2, 3 and 4, all focus on the gathering, evaluating
and presenting of evidence from text.
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Shift #3:Regular Practice with Complex
Text and Its Academic Language
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Regular Practice With Complex text
and Its Academic Language: Why?
•
•
Gap between complexity of college and high school texts is huge.
•
•
Too many students are reading at too low a level.
•
Standards also focus on building general academic
vocabulary so critical to comprehension.
What students can read, in terms of complexity, is greatest
predictor of success in college ( 2006 ACT study).
Standards include a staircase of increasing text complexity from
elementary through high school.
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Do you feel like this???
Next Generation Science
Standards
Why Do We Need New
Standards?
• Major advances in science and our understanding of how
students learn science have taken place and need to be
reflected in state standards.
• In 2007, a Carnegie Foundation commission of distinguished
researchers and public and private leaders concluded that "the
nation’s capacity to innovate for economic growth and the
ability of American workers to thrive in the modern workforce
depend on a broad foundation of math and science learning,
as do our hopes for preserving a vibrant democracy and the
promise of social mobility that lie at the heart of the American
dream"1. However, the U.S. system of science and
mathematics education is performing far below par and, if left
unattended, will leave millions of young Americans
unprepared to succeed in a global economy.
Lagging Achievement of U.S.
Students
• The U.S. ranked 14th in reading, 17th in science and 25th in
mathematics on the 2009 PISA assessment. Less than ten
percent of U.S. students scored at one of the top two of six
performance levels5.
• The United States is 12th in high school graduation rate
among the 36 OECD countries for which data is available6.
• Over a third of eighth-graders scored below basic on the
2009 NAEP Science assessment7.
• 78% of high school graduates did not meet the readiness
benchmark levels for one or more entry level college courses
in mathematics, science, reading and English8.
Essential preparation for all
careers in the modern workforce
• The National Association of State Directors of Career Technical
Education Consortium, grouped all occupations into 16 career
clusters9. Fourteen of the 16 career clusters call for four years of
science, with the remaining two clusters calling for three years.
All 16 called for four years of mathematics. The inescapable
message: to keep their options open and maximize their
opportunities, all students should follow a rigorous program in
both science and mathematics .
P-12 MSOU of PIMSER
• “…students cannot fully understand scientific and
engineering ideas without engaging in the practices
of inquiry and the discourses by which such ideas
are developed and refined. At the same time, they
cannot learn or show competence in practices
except in the context of specific content.”
• A Framework for K-12 Science Education, pg. 218
Three Dimensions of the New
Science Standards
___________________________________
•Practices
•Cross Cutting Concepts
•Disciplinary Core Ideas
Practices
• The practices describe behaviors that scientists engage in as
they investigate and build models and theories about the
natural world and the key set of engineering practices that
engineers use as they design and build models and systems.
• Engineering design is similar to scientific inquiry, there are
significant differences.
Scientific inquiry involves the formulation of a question that
can be answered through investigation
Engineering design involves the formulation of a problem that
can be solved through design
Science and Engineering Practices
and defining problems
(engineering)
5. Using mathematics and
computational thinking
2. Developing and using
models
6. Constructing explanations
(science) and designing
solutions (engineering)
3. Planning and carrying out
investigations
7. Engaging in argument from
evidence
4. Analyzing and interpreting
data
8. Obtaining, evaluating, and
communicating
information
P-12 MSOU of PIMSER
1. Asking questions (science)
Cross Cutting Concepts
• Crosscutting concepts have application
across all domains of science. As such,
they are a way of linking the different
domains of science.
Crosscutting Concepts
1.Patterns
2.Cause and effect
3.Scale, proportion, and quantity
4.Systems and system models
5.Energy and matter
6.Structure and function
7.Stability and change
Framework 4-1
Disciplinary Core Ideas
• To be considered core, the ideas should meet at least two of the
following criteria and ideally all four:
• Have broad importance across multiple sciences or engineering
disciplines or be a key organizing concept of a single discipline;
• Provide a key tool for understanding or investigating more complex
ideas and solving problems;
• Relate to the interests and life experiences of students or be
connected to societal or personal concerns that require scientific or
technological knowledge;
• Be teachable and learnable over multiple grades at increasing levels
of depth and sophistication.
• Disciplinary ideas are grouped in four domains: the physical
sciences; the life sciences; the earth and space sciences; and
engineering, technology and applications of science.
What does this mean in regard
to instruction in the classroom
• Students will have to read
• Research ideas and topics for classroom discussion and
experimentation.
• Be able to argue their point and back up their statements with
specific information from research and hands on activities.
• Constantly be reading, writing, speaking and creating in the
science classroom.
LDC and the Next Generation
Science Standards
Goals of LDC
 To engage students in reading,
comprehending, analyzing,
interpreting, and responding to
complex texts
 To align assignments to the
CCSS/CCRS (College Career Readiness
Standards) and to promote
collaboration
 To help teachers personalize learning
so that every student can master the
CCSS
 To ensure that all students can be
college and career ready
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What are the LDC tools?
• The bank of reading/writing tasks
• The module template
•
•
•
•
Tasks
Skills
Instruction
Results
• Scoring rubrics
• Local and national collaboration
• Access to a community of educators with LDC modules
aligned to course content and to CCSS
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A Great LDC Teaching Task
• Addresses content essential to the
discipline, inviting students to engage
deeply in thinking and literacy practices
around that issue
• Makes effective use of the template task’s
writing type (argumentation,
information/explanation or narrative)
• Selects reading texts that use and develop
academic understanding and vocabulary
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A Great LDC Teaching Task
(continued)
• Designs a writing prompt that requires
sustained writing and effective use of ideas
and evidence from the reading texts
• Establishes a teaching task that is both
challenging and feasible for students, with a
balance of reading demands and writing
demands that works well for the intended
grade and content
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LDC Task Requirements
• Use exact wording of the template task
• Determine if you will use L2 and L3.
• Keep the exact CCR Anchor Standards listed in
the blank module because the alignment is
already completed. Consider additional
standards.
• Add appropriate state content standards.
• Provide source information for the standards you
use.
• Use the exact rubric listed in the blank module.
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Covington Independent Public Schools
DESTINATION: GRADUATION
Introduction
•Discussed the overall idea of the unit
and specific curriculum covered
•Introduction
ofbeTHE
the
L1: Should NASCAR’s drivers
mandatedquestion
to follow proposedto
safety
guidelines at all
races?
students
After reading the article “Automobile Safety Regulation and the Incentive to Drive Recklessly:
Evidence from NASCAR, Scientist delves into the basic laws of physics”, “NASCAR Safety
Evolves- the number one rule of NASCAR is Safety for Fans Drivers and Crew”; watching the
Video from Leslie-Pelecky the science of NASCAR and listening to the presentation from the
safety team of the Kentucky Speedway write proposal that discusses NASCAR’s drivers safety
that addresses the questions and support your position with evidence from the text (s). L2 Be
sure to acknowledge competing views. L3 Give examples from past or current events or issues
to illustrate and clarify your position. and evaluates why mandatory safety features are
important. Be sure to support your position with evidence from the texts.
•Explanation of how the unit and I would
assist in the answering of the question.
Covington Independent Public Schools
DESTINATION: GRADUATION
Background informationGotcha activities
Used “fun” activities that would
introduce the students into unit
vocabulary
Egg drop
Newton’s Skit
Can races
Car build
Airplane
Kentucky Speedway Presentation
Covington Independent Public Schools
DESTINATION: GRADUATION
Airplanes- cross curriculum – measuring
distance, time conversion of the
measurements(math) – discussion of what
made some airplanes more successful than
others (science)
Cross – Curricular
Covington Independent Public Schools
DESTINATION: GRADUATION
Airplanes
Covington Independent Public Schools
DESTINATION: GRADUATION
Nuts and Bolts:
Each class will discuss all parts of the question and what is
needed to write a successful proposal mastering all needed
parts. L1-L2-L3
The students will read the articles out loud as a group;
discussion will occur and time will be allowed for students to
mark up the article and “note” parts that might assist them in
the completion of the essay.
After the students have read the article as a group they will
watch and discuss the video, the teacher will stop the video
periodically to discuss the key points.
Covington Independent Public Schools
NASCAR Cars
Utilize vocabulary from the previous
activities to help them describe what
happens to the NASCAR cars they
have built , further assisting them in
what they may change to effect the
following.
Aerodynamics
Friction
Newton’s Laws
Inertia
Balanced and unbalanced forces
Gravity
DESTINATION: GRADUATION
Covington Independent Public Schools
DESTINATION: GRADUATION
STUDENTS CAR
Students Developing the cars
Once the “original” is built” they can
change the design to develop
change in design to make it their
own.
Covington Independent Public Schools
DESTINATION: GRADUATION
Student Lead interaction
Students were asked to find
and present a video clip
pertaining to the question
and explain why their clip
was important and what
they other students could
learn from the clip that
would help with their
argument.
Covington Independent Public Schools
DESTINATION: GRADUATION
Kentucky Speedway
Tim Bray
Director of Communications
tbray@kentuckyspeedway.com
Tim Bray and the Director
of Safety for NASCAR Tony
Morgan came to the school
and presented the program
that NASCAR presents to
all of the safety personnel,
they brought pieces of the
safer barrier and a car for
the students to see and
interact with.
Covington Independent Public Schools
DESTINATION: GRADUATION
Additional Research
• Students used their
IPADS to research and
clarify any areas that
were unclear .
• They were additionally
allowed to expand the
information at hand
reaching their own
learning
Covington Independent Public Schools
DESTINATION: GRADUATION
Direct Support
After reading the articles and watching the video the
teacher will lead a discussion on how to begin to
analysis the material to develop the proposal.
The teacher will begin with an “example” of how the
students would begin (since many have not had the
opportunity to write an essay of this type before.
Students will begin to write their own essay using all
previous materials and utilizing the teacher and their
peers to assist in “bouncing” ideas off of them.
Covington Independent Public Schools
DESTINATION: GRADUATION
Conclusion
The students will be able to utilize
all notes, articles, videos and any
information gained from the
presentation to use to assist them in
the development of their paper,
answering the question posed at the
beginning of the unit.
Total time 6
Weeks
LDC Module In Practice –
How LDC, Common Core and the National
Science Standards flow together