What Quality Science Instruction Has
To Do With Raising
Achievement Scores K-8
Anne Grall Reichel, Ed.D.
annegrallreichel@comcast.net
Session Goals
• To explore the relationship between inquiry-based
science instruction and the integration of reading and
writing on student achievement.
• To gain practical strategies that you can use to
readily advocate for quality science instruction in your
district.
Anne Grall Reichel, Ed.D
The Imperative
“We in this country, stand at the intersection… of educational
history. The field of American education is changing in ways that
are more dramatic and far-reaching than anything any of us
could have imagined. If we are going to take a role in shaping
the future, then we need to see hope and opportunity….We
need to see what is good about the Common Core Standards
and roll up our sleeves and work to make those standards into a
force that lifts our teaching and our schools.”
Pathways to the Common Core
Calkins, Ehrenworth & Lehman
Anne Grall Reichel, Ed.D
The Essential Question
So what does quality science
instruction have to do with raising
achievement scores K-8?
Anne Grall Reichel, Ed.D
EVERYTHING!!!!
Anne Grall Reichel, Ed.D
How do you define “quality”
science instruction?
Anne Grall Reichel, Ed.D
Quality Science Instruction
• Practices of Science
• Engaging in argumentation from evidence
• Obtaining, evaluating and communicating
information
• Cross Cutting Concepts
• Making connections
• Core Disciplinary Ideas
• Thinking deeply and critically
• Applying concepts in new contexts
Anne Grall Reichel, Ed.D
Success Stories
• Oak Lawn School District (49% free and
reduced lunch)
• Before we logically integrated common core
reading and writing prompts with science and
social studies – 2 schools met AYP
• After integration – 6 of 7 schools made AYP
one year after implementation
Anne Grall Reichel, Ed.D
Success Stories
• Wilmette District 39
• Claims/Evidence Charts
• Differentiated Informational Text
• Reader Responses Connected to Common Core
Reading Standards for Informational Text
• Summative Assessment Writing Prompts in Science
• Student Notebooks
• Teacher Training on the Integrated Approach & Science
Content
Anne Grall Reichel, Ed.D
Success Stories
Wilmette 39: Inquiry Scores on State Science Test
% with 12 or
more correct
% with 13 or
more correct
% with 15
correct
2011
60
45
6
2012
70
58
12
Anne Grall Reichel, Ed.D
Reeves 90/90/90 Study
• Writing and reading in the
informational genre makes a
difference in student achievement
Anne Grall Reichel, Ed.D
Practical Strategies:
Become An Advocate for Science
Emphasize:
•
Writing as a way of processing information in science
•
Writing as a way of thinking
•
Writing to argue: “The argument writing standard ask that students are
able to support their claims in an analysis of substantive topics or texts
and those claims are strengthened by valid reasoning and relevant and
sufficient evidence.” (Calkins, Ehrenworth & Lehman, 2012)
Anne Grall Reichel, Ed.D
Construct an Understanding of the
Nature of Science
“Science is a body of knowledge rooted in
evidence”
(A Framework for k-12 Science Education, p.26)
•
•
•
•
Create a classroom community where students engage in argumentation
Help students learn how to analyze data to find evidence to support their
claims.
Use claim and evidence charts in the classroom. (Example to follow))
Use ICE charts in students notebooks. (Example to follow)
Anne Grall Reichel, Ed.D
Sample “Claim & Evidence” Chart
CLAIM
EVIDENCE
Annual patterns of living organisms
are changing
• butterfly migration patterns
• bird migration patterns
• budding trees
Anne Grall Reichel, Ed.D
Use ICE Charts To Focus
Writing in Student Notebooks
Support the writing
process in
notebooks by using
an ICE chart.
–
–
–
Ideas
Claims
Evidence
When salt
dissolves in
water it
disappears.
Salt does not
disappear
when it
dissolves.
When we
evaporated
the salt water
there was salt
in the dry petri
dish.
Ideas
Claims
Evidence
Anne Grall Reichel, Ed.D
Practice:
What claim can you make about the relationship
between force and the speed of the vehicle?
Claim
Number of
washers used
to increase pull
force
Speed Ranking
(1-5)
1=slowest
5=fastest
1 washer
1
2 washers
2
3 washers
3
4 washers
4
5 washers
5
Anne Grall Reichel, Ed.D
Practice:
Can you find evidence to support or negate the
following claim? (Lesson 4 – Motion & Design)
CLAIM: The larger the load, the
more slowly the vehicle speeds
up when a constant force is
applied.
Anne Grall Reichel, Ed.D
Evidence
Use the reciprocal process of building claims
and evidence to move towards writing
arguments
Sample Anchor Chart From The Common Core Toolkit
I developed a claim based upon the evidence I gathered.
• I stated my “claim”.
• I created an organized way of sharing my “claim” and “evidence” with
my reader.
• I provided “evidence” from my data, conversations with other scientists,
and my research.
• I linked my ideas together with words. (e.g. consequently, generally,
specifically)
• I kept my reader interested and used persuasive language in my writing.
• I organized my thinking in a concluding sentence that restates my main
idea.
Anne Grall Reichel, Ed.D
Use Writing Prompts to Integrate
Informational Text and Science
Prompt: After reading
What’s the Best Blub?
Make a
recommendation on
which type of light bulb
to purchase. Support
your recommendation
with evidence from the
text.
CLAIM
EVIDENCE
I recommend….. Because……
Anne Grall Reichel, Ed.D
Sample Expository Writing
Prompts
•
•
•
•
•
How to wire a four room box
How to plant a Wisconsin Fast Plant
How to read a technical drawing
How to build a scale model
How to test soil samples for their capacity
to retain water
• Explain the effects of slope on stream
formation.
Anne Grall Reichel, Ed.D
Sample Narrative Prompts
• Prompt: Write a narrative from the
perspective of Edison as he struggled to
find the ideal filament for a light bulb.
• Prompt: Write a narrative as a Wright
Brother or as one of the pioneer female
pilots, tell about your thought process
and or motivation to fly.
Anne Grall Reichel, Ed.D
Sample Prompts:
Write to Argue
Prompt: A friend has the misconception that our supply
of water is unlimited. Convince your friend that it is
important to conserve water. Support your position
with evidence from your readings and research.
Prompt: After creating a cost efficient vehicle design,
develop an advertising campaign for your design.
Support with evidence from the data you collected on
the efficiency of your vehicle.
Prompt: Argue the placement of an element on the
periodic table based upon the element’s properties.
Anne Grall Reichel, Ed.D
Practical Strategies:
Become An Advocate for Science
Explain that literacy plays a critical role in all
disciplines including science, social
studies, and mathematics.
Use a calendar approach where expository,
narrative, and argumentative writing spiral
three times throughout the year.
Anne Grall Reichel, Ed.D
Sample Spiraling Cycle
Month
Type of Writing
September
Narrative
October
Expository
November
Argument
December
Narrative
January
Expository
February
Argument
March
Narrative
April
Expository
May
Argument
Anne Grall Reichel, Ed.D
Practical Strategies:
Teach Graph as Story
After collecting and graphing data challenge students
to:
• Develop the best TITLE for the graph
• Develop a CAPTION for the graph
• Develop a Story with key details from the graph
Anne Grall Reichel, Ed.D
Write a Caption for the Graph
Anne Grall Reichel, Ed.D
Practical Strategies:
Align the Reading Informational Text
Standards in the Common Core to the
informational text used at each grade
level.
The Reading Informational Standards are
listed in your Common Core Toolkit
Anne Grall Reichel, Ed.D
Common Core Grade 4
Reading Informational Text
Common Core Grade Four
Alignment to STC Informational
Text
RI 1. Refer to details and examples in a
text when explaining what the text says
explicitly and when drawing inferences
from the text.
RI 1. After reading From Batteries to
Power Grids: Thomas Edison Paves The
Way students explain key concepts
explicitly referring to the text and draw
inferences about Edison citing textual
evidence. STC Reader pages 17-21
RI 2. Determine the main idea of a text
and explain how it is supported by key
details; summarize the text.
RI 2. Students determine the main idea:
(Edison was hard working and inquisitive
as a child.) Students find textual
evidence to support the main idea. Kids
Discover: Thomas Edison pages 6-7
Anne Grall Reichel, Ed.D
Common Core Grade 4
Reading Informational Text
Common Core Grade Four
Alignment to STC Informational
Text
RI 3. Explain events, procedures, ideas,
or concepts in a historical, scientific, or
technical text, including what happened
and why, based on specific information in
the text.
RI 3. Analyze the story Where Does Electricity
Come From and identify key words that let the
reader know they are reading a sequence.
(Examples: begins, next, now) Students
explain how each step in the sequence leads
to the next. STC Reader Pages 24-26
RI 4. Determine the meaning of general
academic and domain-specific words or
phrases in a text relevant to a grade 4
topic or subject area
RI.4 Students determine the meaning of
domain-specific words or phrases, such as
conductor/insulator. They gain greater
understanding of the words through
investigation (Lesson 7). They use glossaries
to clarify meaning and find applications of the
words in the STC Reader gaining additional
understanding from context clues
Anne Grall Reichel, Ed.D
Common Core Grade 4
Reading Informational Text
Common Core Grade Four
Alignment to STC Informational
Text
RI 5. Describe the overall structure (e.g.,
chronology, comparison, cause/effect,
problem/solution) of events, ideas,
concepts, or information in a text or part
of a text.
RI 5. Students analyze From Batteries To Power Grids:
Thomas Edison Paves the Way. They analyze the text
and determine that the overall structure is problem and
solution. They identify the problems Edison
encountered and describe his solutions. STC Reader
Electric Circuits (pages 17-19)
RI 6. Compare and contrast a firsthand
and secondhand account of the same
event or topic; describe the differences
in focus and the information provided.
RI 6. Students compare and contrast Galvani’s
firsthand account with the secondhand account in Luigi
Galvani and the Frog That Kicked. They describe the
differences in focus of the information provided in the
first and second hand account. Students explain how
both accounts contribute to their understanding.
Reference STC Reader Electric Circuits (pages 11-12)
Anne Grall Reichel, Ed.D
Common Core Grade 4
Reading Informational Text
Common Core Grade Four
Alignment to STC Informational
Text
RI 7. Interpret information presented
RI 7. Students read a meter and
visually, orally, or quantitatively (e.g.,
in charts, graphs, diagrams, time
lines, animations, or interactive
elements on Web pages) and
explain how the information
contributes to an understanding of
the text in which it appears.
interpret the information to see if an
electric bill represented the actual
kilowatt hours accurately.
Reference: STC Reader: Electric
Circuits “Electric Meter Mystery”
(p.35)
Anne Grall Reichel, Ed.D
Integration
When and Where should
I integrate reading &
writing in science
instruction?
Think about the
integrated vignette as I
describe the placement
of reading and writing
and vocabulary
development in science
instruction.
Anne Grall Reichel, Ed.D
The Integrated Vignette
FOCUS
•
Start by introducing the engineering
challenge.
•
Pre-assess.
EXPLORE
•
Construct understanding experientially.
Note: vocabulary is introduced by function
before domain- specific words are applied.
•
Results are recorded in journals.
•
Domain-specific words are applied to
categories (conductors/insulators).
REFLECT
•
Look for multiple definitions of the words.
•
Use Glossary: Evaluate which definition
applies to science.
•
Students create own definitions for domainspecific words and record them in journals.
•
Read about Edison’s challenge to find a
conductor for the filament in a working
electric bulb.
•
Reflect upon Edison’s perseverance and
resilience in journals. Support journal entry
with textual evidence.
APPLY
•
Students apply their understanding of
conductors and insulators to the engineering
challenge.
•
Expository: “How To Wire A Four Room
Box”
Anne Grall Reichel, Ed.D