Virginia Rhame
Science Specialist
NWAESC, Farmington
vrhame@starfishnw.org
Lesley Merritt
Science Specialist
CMASE, U of A
lmerritt@uark.edu
What is your comfort level with CCSS?
Analysis of ELA/Math/Science Practices
ELA Capacities
Mathematical Practices
Scientific and Engineering Practices
Demonstrate independence
Make sense of problems and persevere in
solving them
Asking questions (for science) and defining
problems (for engineering)
Build strong content knowledge
Reason abstractly and quantitatively
Developing and using models
Respond to the varying demands of
audience, task, purpose, and discipline
Construct viable arguments and critique
the reasoning of others
Planning and carrying out investigations
Comprehend as well as critique
Model with mathematics
Analyzing and interpreting data
Value evidence
Use appropriate tools strategically
Using mathematics, information and
computer technology, and computational
thinking
Use technology and digital media
strategically and capably
Attend to precision
Constructing explanations (for science) and
designing solutions (for engineering)
Come to understand other perspectives and
cultures
Look for and make use of structure
Engaging in argument from evidence
Look for and express regularity in repeated
reasoning
Obtaining, evaluating, and communicating
information
ELA (pg. 7) http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
Mathematics (pgs. 6-8)
http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf
3
4
Break Out Sessions
 Literacy- Cheryl Gall
 Math- Kelli Dougan
 Social Studies, Science, & Technical Subjects: Lesley
Merritt
Lesley Merritt, Science Specialist
STEM Center for Math & Science
Education-University of Arkansas
346 N. West Avenue, Room 202
Fayetteville, AR 72701
479-575-3875
lmerritt@uark.edu
Wiki: cmasescience.pbworks.com
6
-In a Nutshell
For 6th-12th Grade History/Social Studies, Science and
Technical Subjects pages 60-66
 Reading Standards (pg 61 for SS, pg 62 for Science and
technical Subjects)
 Writing Standards (pg 64-66)
 Appendix A- Research
 Appendix B- Exemplar Texts
 Appendix C- Student Samples
K-4 only
Common Core ELA Standards
ELA CCSS
for
Content
Teachers
Key Ideas and
Details
Craft and structure
Integration of
Knowledge and Ideas
Range of reading and
level of Text
Complexity

Text types and
purposes
Production and
Distribution of
Writing
Research to Build
and Present
Knowledge
Range of Writing

Instructional Strategies needed to help students:
• Vocabulary
• Questioning
• Summarization
• Writing to Learn
• Close Reading
• Argumentation
Vocabulary
Tier 1
Tier 2
Tier 3
Description
Basic words that Words that appear
most children know frequently in texts
before entering
and for which
school
students already
have a conceptual
understanding
Uncommon words
that are typically
associated with a
specific domain
Examples
clock, baby, happy sinister, fortunate, Isotope, peninsula,
bucolic
adapt
Beck, McKeown, Kucan, 2002
Effective vocabulary instruction
provides:
•
•
•
•
•
Direct and Indirect Instruction
Repetition and Multiple Exposures
Rich Contexts
Active Engagement
Wide Reading
Dependence on a single vocabulary
instructional method will not result in
optimal learning.
NRP Report, 2000
A Six-Step Process for Teaching New Terms
Engage students periodically in activities
that help them add to their knowledge of
the terms in their notebooks.
•Free Association
•Solving Analogy Problems
•Comparing Terms
•Greek & Latin Roots
•Classifying Terms
•Prefixes & Suffixes
See hidden slides on Wiki for more
specific description
Questioning
 Questioning the Author
(QtA)
 Question-Answer
Relationships (QAR)
Question-Answer Relationships (QAR)
In the Book
In My Head
Right There
Author & Me
Answer directly in text
Reader figures out meaning from text
Think & Search
Put it together from the text
On My Own
Wouldn’t have to read text
Questioning the Author (QtA)
• Provides a setting for small group
discussions (guided queries)
• Improves comprehension and
critical-thinking skills
• Leads to students considering the
author’s thinking (open-ended
questions)
• Offers a voice to confusion
Summarization
Summarizing
 Is not:
 Retelling
 Long
 Full of a lot of
interesting details
 Is:
 Process of identifying
salient information
 Concise and specific
 Reinforcing and
consolidating the many
processes involved in
learning from text
Summarization
Substitute
subordinate terms for lists
Select
or invent a topic sentence
Delete
trivial and redundant material
Summarization
While Reading:
• Stop after each section
• Highlight what you think is key to understanding the
text
• Write a few words out to the side of the most
important information concerning topic
After Reading:
• Share with neighbor-what you annotated
• Add to your key points or delete some after discussion
• Write a summary in 15-25 words
Close Reading
Close Reading is…
a careful, deliberate reading of a text. It
requires paying close attention to what
you are reading and focusing in on the
relevant details.
R.CCR.1 states: Read closely to determine what the
text says explicitly and to make logical inferences
from it; cite specific textual evidence when writing
or speaking to support conclusions drawn from the
text.
Close Reading is…
 reading to infer/interpret/draw
conclusions.
 supporting arguments with evidence.
 resolving conflicting views
encountered in source documents.
 solving complex problems with no
obvious answer.
Consortium on Reaching Excellence in Education, Inc.
Close Reading is NOT…
 Skimming for answers
 Surface processing
 Reading and forgetting
Classroom Strategies for Interactive Learning, Buehl, p.4
Going Into, Through, and Beyond
 Getting students “into” a text includes a
range of activities that create interest,
motivation, and receptivity.
 Students going “through” the text are
annotating, highlighting, asking questions,
and discussing.
 After reading, students go “beyond” the
text to deepen their understanding, gain
new insights, and apply their new
knowledge.
Consortium on Reaching Excellence in Education, Inc.
HO4
Reader Behaviors
Readers develop moves, which are actions to help
readers understand and remember.
Developing Readers in the Academic Disciplines, Buehl, p.224
Video
HO1,2,3
Close Reading Tools
 Tools for Close Reading:
1. SOAPS- Speaker, Occasion, Audience, Purpose, Subject
2. Connections- Text-to-Text, Text-to-Self, Text-to-World
3. Three Levels of Questions
4. Arguments and Evidence
5. Assumptions
Argumentation
Components of Argumentative
Writing
 Analysis of sources
 Close Reading
 Precise claim
 Relevant and sufficient evidence
 Alternate or opposing claim(s)
 Logical sequence
 Appeals/Assumptions
 Formal style
 Objective tone
38
Thinking Device:
Share your thinking on this photograph.
39
Implementation:
Keep the
following
in mindtopic,
as they
Implementation:
Frameworks,
standards,
andprepare to write:
assignment
• How
did the writers of the mentor texts begin
 Resources
their
arguments?
• What
word
choices were most effective?
 Mentor
texts
 “Dear
Mr. Sandler”
• What
appeals
did theletter
writers use? What
 “The Faceless
assumptions
didTeacher”
the writers make or argue
 Sources
against?
• How
didan
the
writers organize their arguments?
 Write
argument
• What made their conclusions effective?
• What were some transition statements they used
in the mentor texts?
40
“I didn’t know what I knew until
I talked about it.”
-seventh-grade science student
Examples: Socratic
Method, fishbowl
discussion, debates, etc.
are tools and strategies
Intro to Socratic
Seminar Video
41
Framework for Argument
 Claim
 Counterclaims (opposing or alternate claims)
 Reasons
 Evidence
42
Framework for Argument
 Claim
 Counterclaims (opposing or alternate claims)
 Reasons
 Evidence
43