Welcome to the Middle
School Science Initiative’s
Second Institute!
Institute #2 Theme:
Unwrapping Florida’s Next Generation Science Standards
Sponsored by:
Florida Department of Education
and
Florida and the Islands Comprehensive
Center at ETS (FLICC)
In Partnership with:
The International Center for Leadership in Education
AGENDA







Changing Workplace
Rigor/Relevance Framework
Sharing Vetted Lessons
Unwrapping FL Science Standards
Reading Strategies
Vocabulary Strategies
Gold Seal (Quadrant D) Lessons
Draw a picture
of a PIG
Jim Miles
Jim@LeaderEd.com
Successful Curriculum Reform
Why
What
Do we need Needs to
to change
be done?
schools?
How
Do we
do it?
Challenges
 Changing Workplace
 Technology
 Globalization
Source: Tough Choices Tough Times, National Center on Education and the Economy
Forces of Technology
and Globalization are
altering the nature of
work, the organization
of firms, and where
work is conducted
Today’s Youth
Technologically literate
America’s Classrooms
Does this connect with and engage today’s youth?
Successful Curriculum Reform
Why
What
Do we need Needs to
to change
be done?
schools?
How
Do we
do it?
Curriculum should focus on what
students need to
Know
Be Able to Do
Be Like (Behaviors)
for success in life and in a career
21st Century Skills for Success

Strong Academics
 Reading, Writing, Math, Science
 Career Skills
 Workplace Attitudes & Ethics
 Technology Skills
 Character Virtues
 Honesty, Responsibility, Integrity
knowledge
CAREER
DEVELOPMENT
Self-knowledge
• Who am I?
Career exploration
• Where am I going?
Career Plan
• How do I get there?
application
INTEGRATED
LEARNING
• What am I learning?
• Why am I learning it?
• How can I use it?
UNIVERSAL
FOUNDATION SKILLS
(SCANS)
• What do I need to know?
• What skills are
important for me”
skills
Questions
students
should be able
to answer
The primary aim of education
is not to enable students to do
well in school, but to help them
do well in the lives they lead
outside of school.
Successful Curriculum Reform
Why
What
Do we need Needs to
to change
be done?
schools?
How
Do we
do it?
ICLE Philosophy
 Rigor
 Relevance
 Relationships
 All Students
ICLE Philosophy
 Relationships
 Relevance
 Rigor
 All Students
Rigor/Relevance Framework
6 Knowledge
5
4
C
D
A
B
3
2
1
Application
1
2
3
4
5
Assimilation
of knowledge
Thinking
Continuum
Level of challenge
of the learning
for the student
Acquisition
of knowledge
Knowledge Taxonomy
6. Evaluation
5. Synthesis
4. Analysis
3. Application
2. Comprehension
1. Recall Knowledge
Knowledge
Taxonomy
Verb List
Webb’s
Depth of
Knowledge
KNOWLEDGE TAXONOMY
WEBB’S DEPTH OF KNOWLEDGE
KNOWLEDGE
“The recall of specifics and universals,
involving little more than bringing to mind the
appropriate material”
COMPREHENSION
“Ability to process knowledge on a
low level such that the knowledge
can be reproduced or communicated
without a verbatim repetition.”
Recall – Recall of a fact, information, or procedure (e.g., What are 3
critical skill cues for the overhand throw?)
APPLICATION
“The use of abstractions in
concrete situations.”
Basic Application of Skill/Concept – Use of information,
conceptual knowledge, procedures, two or more steps, etc. (e.g.,
Explain why each skill cue is important to the overhand throw. “By
stepping forward you are able to throw the ball further.”)
ANALYSIS
“The breakdown of a situation into
its component parts.”
Strategic Thinking – Requires reasoning, developing a plan or
sequence of steps; has some complexity; more than one possible
answer; generally takes less than 10 minutes to do (e.g., Design 2
different plays in basketball and explain what different skills are
needed and when the plays should be carried out.)
SYNTHESIS AND EVALUATION
“Putting together elements & parts
to form a whole, then making value
judgments about the method.”
Extended Thinking – Requires an investigation; time to think and
process multiple conditions of the problem or task; and more than
10 minutes to do non-routine manipulations (e.g., Analyze 3
different tennis, racquetball, and badminton strokes for similarities,
differences, and purposes. Then, discuss the relationship between
the mechanics of the stroke and the strategy for using the stroke
during game play.)
Action
Continuum
Acquisition
of knowledge
Application
of knowledge
Relevance of learning
to life and work
Application Model
5 Application to real-world
unpredictable situations
4 Application to real-world
predictable situations
3 Application across disciplines
2 Application within discipline
1 Knowledge of one discipline course
Rigor/Relevance Framework
C
R
I
G
O
R
DTeacher gives students
a real-world question to
answer or problem to
solve
High
A
B
Low
Low
RELEVANCE
High
Rigor/Relevance Framework
R High
I
G
O
R
Low
C
D
AStudents seek
B
information to
answer question
or solve problem
Low
RELEVANCE
High
Rigor/Relevance Framework
R High
I
G
O
R
C
D
A
test the
B Students
relevancy of the
information as it
relates to the
question or problem
Low
Low
RELEVANCE
High
Rigor/Relevance Framework
reflect D
C Students
on the potential
R
I
G
O
R
use of the new
information as
a solution
High
A
B
Low
Low
RELEVANCE
High
Rigor/Relevance Framework
R High
I
G
O
R
C
D
A
B
Students apply
the information
learned to answer
the question or to
solve the problem
Low
Low
RELEVANCE
High
Rigor/Relevance Framework
C
R High
I
G
O
R
Low
Rigor
Critical Thinking
A
D
Creativity – Innovation
Problem Solving
B
Acquisition of
knowledge / skills
Low
Motivation
RELEVANCE
Relevancy
Validation
High
Ways to Increase Rigor and Relevance
 Interdisciplinary Instruction
 Reading in the Content Area
 Use of Technology
 New Teaching Ideas / Strategies
 Challenging Assessments
 Professional Development
 Peer Teaching Observations / Reviews
Rigor
and
Relevance
Handbook
Sharing
Vetted
Lessons
Planning
Instruction
Rigorous and Relevant Instruction
Student Learning
Expected
Student
Performance
Instruction
Formative
Summative
Assessments
Actual
Student
Performance
Assessment
Rigor/Relevance
Rigor/Relevance
Student Learning
Florida Standards
Curriculum Outlines
Student Learning
Best Practices
Industry Standards
Advisory Committees
Resources
Learning Tasks
Feedback
Reflection
Rigor/ Relevance Framework
Gold Seal Lessons
Verbs by Quadrant
A
name
label
define
select
identify
list
recite
locate
record
memorize
B
apply
sequence
demonstrate
interview
construct
solve
calculate
dramatize
interpret
illustrate
C
analyze
compare
examine
contrast
differentiate
explain
dissect
categorize
classify
diagram
discriminate
D
evaluate
formulate
justify
rate
recommend
infer
prioritize
revise
predict
argue
conclude
Product by Quadrant
A
definition
worksheet
list
quiz
test
workbook
true-false
reproduction
recitation
B
scrapbook
summary
interpretation
collection
annotation
explanation
solution
demonstration
outline
C
essay
abstract
blueprint
inventory
report
plan
chart
investigation
questionnaire
classification
D
evaluation
newspaper
estimation
trial
editorial
play
collage
machine
adaptation
poem
debate
new game
invention
Unwrapping
Florida Sunshine
State Science
Standards
Reading
Comprehension
Strategies
Reading Instruction
Reading in the Content Area
Learn to Read
Read to Learn
K
1
2
3
4
5
6
7
8
9
10 . . .
Reading Research
 College vs. Workplace
 Entry-level vs. Management-level
 High-stakes State Tests
 NCLB Legislation
 Adequate Yearly Progress (AYP)
 Academic Rigor
 Reading Comprehension Strategies
 Strategic Reading Skills
Lexile Framework for Reading
 Process for managing reading comprehension
and reader progress
 Measures text readability and student reading
ability; can match text with student reading level
 Determines difficulty of reading by word
frequency and sentence length
 Most widely used reading measure
Lexile Framework for Reading
 Lexile measure reported in increments from
200L to 2000L
 Can be used in any curriculum content
 Tens of thousands of books, tens of millions of
articles, hundreds of publishers, and all major
standardized tests have Lexile measures
READING COMPREHENSION
CAN BE INCREASED BY
 Teaching Reading Comprehension
Strategies
 Matching Text to Students Reading Level
 Assessing Critical Thinking Skills (Rigor)
 Using Collaborative Activities
 Using Technology
 Writing Before and After Reading
Lexile Literature
1500 - On Ancient Medicine
1400 - The Scarlet Letter
1300 - Brown vs. Board of Ed.
1200 - War and Peace
1100 - Pride and Prejudice
1000 - Black Beauty
900 - Tom Swift in the Land of Wonders
800 - The Adventures of Pinocchio
Lexile Texts
1500 - The Making of Memory:
From Molecules to Mind
1400 - Philosophical Essays; Hackett Publishing
1300 - Psychology: An Introduction; Prentice Hall
1200 - Business; Prentice Hall
1100 - America: Pathways to Present; Prentice Hall
1000 - Writing and Grammar Gold Level; Prentice Hall
900 - World Cultures: A Global Mosaic; Prentice Hall
800 - Word 2000; Glencoe/McGraw-Hill
Personal Reading
Aetna Health Care Discount Form
Medical Insurance Benefit Package
Application for Student Loan
Federal Tax Form W-4
Installing Your Child Safety Seat
Microsoft Windows User Manual
G.M. Protection Plan
CD DVD Player Instructions
1360L
1280L
1270L
1260L
1170L
1150L
1150L
1080L
Newspapers
NY Times
Washington Post
Wall Street Journal
Chicago Tribune
Associated Press
USA Today
1380L
1350L
1320L
1310L
1310L
1200L
16 Career Clusters
Department of Education
Agriculture and Natural Resources
Arts, Audiovisual Technology, and
Communications
Business and Administration
Architecture and Construction
Education and Training
Finance
Health Science
Hospitality and Tourism
Human Services
Information Technology
Law and Public Safety
Manufacturing
Government and Public Administration
Retail, Wholesale, and Service
Scientific Research and Engineering
Transportation, Distribution, and Logistics
Entry-Level Occupational
Reading Materials
 Agriculture / Natural Resources
 Architecture / Construction
 Business & Administration
 Health Science
 Hospitality / Tourism
 Human Services
Law & Public Safety
 Retail / Wholesale Sales
 Transportation, Distribution
1270-1510L
1210-1340L
1210-1310L
1260-1300L
1230-1260L
1050-1200L
1420-1740L
1180-1270L
1170-1350L
Advanced
Lexile Reading Level Range: 890 - 1000
Intermediate
Lexile Reading Level Range: 1210 - 1370
Entry Level
Health Services
Lexile Reading Level Range: 1050 - 1200
Advanced
Lexile Reading Level Range: 1300 - 1340
Intermediate
Lexile Reading Level Range: 1230 - 1330
Entry Level
Business and Administration
Lexile Reading Level Range: 1210 - 1310
Advanced
Lexile Reading Level Range: 1310 - 1370
Intermediate
Lexile Reading Level Range: 1180 - 1310
Entry Level
Architecture and Construction
Lexile Reading Level Range:
1210 - 1340
Advanced
Lexile Reading Level Range: 1330 – 1500L
Intermediate
Lexile Reading Level Range: 1350 – 1620L
Entry Level
Government & Public Administration
Lexile Reading Level Range: 1670 – 1800L
Reading Comparison
High School
Students
High School
Classroom Materials
Personal Use
Newspapers
Career Clusters
75th Percentile
1600
x
1500
x
1400
x
x
1300
x
x
x
1100
1000
900
Grade 11 & 12
1200
x
x
x
x x x
x
x
x x
x x
x
x
x x
x
x
Reading Comparison
High School
Students
High School
Classroom Materials
Personal Use
Newspapers
Career Clusters
75th Percentile
1600
x
1500
x
x
x
1300
x
x
x
1100
1000
900
Grade 11 & 12
1200
Grade 11 & 12
1400
x
x
x
x x x
x
x
x x
x x
x
x
x x
x
x
Reading Comparison
High School
Students
High School
Classroom Materials
Personal Use
Newspapers
Career Clusters
75th Percentile
1600
x
1500
x
x
x
1300
x
x
x
1100
1000
900
Grade 11 & 12
1200
Grade 11 & 12
1400
x
x
x
x x x
x
x
x x
x x
x
x
x x
x
x
Reading Comparison
High School
Students
High School
Classroom Materials
Personal Use
Newspapers
Career Clusters
75th Percentile
1600
x
1500
x
x
x
1300
x
x
x
1100
1000
900
Grade 11 & 12
1200
Grade 11 & 12
1400
x
x
x
x x x
x
x
x x
x x
x
x
x x
x
x
Reading Comparison
High School
Students
High School
Classroom Materials
Personal Use
Newspapers
Career Clusters
75th Percentile
1600
x
1500
x
x
x
1300
x
x
x
1100
1000
900
Grade 11 & 12
1200
Grade 11 & 12
1400
x
x
x
x x x
x
x
x x
x x
x
x
x x
x
x
Reading Comparison
High School
Students
High School
Classroom Materials
Personal Use
Newspapers
Career Clusters
75th Percentile
1600
x
1500
x
x
x
1300
x
x
x
1100
1000
900
Grade 11 & 12
1200
Grade 11 & 12
1400
x
x
x
x x x
x
x
x x
x x
x
x
x x
x
x
Lexile Framework® for Reading Study
Summary of Text Lexile Measures
Interquartile Ranges Shown (25% - 75%)
Text Lexile Measure (L)
1600
1400
1200
1000
800
600
High
School
Literature
College
Literature
College
High
School Textbooks
Textbooks
* Source of National Test Data: MetaMetrics
Military
Personal Entry-Level
Use
Occupations
SAT 1,
ACT,
AP*
Reading Comprehension
Strategies
 increase student’s comprehension and
retention of information
 activate student’s prior knowledge
to connect with new information
 teach / reinforce skills that all good
readers normally use
Teaching key reading
comprehension
strategies for only 15
minutes a week can
significantly increase
student achievement.
Increase Reading Comprehension by
 Instruction in and support for strategies
 Engaging discussion of reading content
 Set rigorous level for text, conversation,
questions, and vocabulary
 Use practices to increase motivation and
engagement with reading
 Use specific instructional strategies for
learning and retention of content
Reading Comprehension Strategies
 Affinity
 Pairs-Read
 Anticipation Guide
 Paraphrasing
 Cloze
 QAR
 Concept Definition Map
 RAFT
 Cornell Graphic Organizer
 Reciprocal Teaching
 DR/TA
 Rock Around the Clock
 Fishbone
 SQ3R
 K-W-L-S
 Structured Note-taking
 Learning Logs
 Summarizing
 Minute Paper
 Venn Diagram
 Vocabulary in Context
Essential ELA Skills
 Preview text to anticipate content
 Identify, collect, select pertinent
information while reading
 Discriminate important ideas from
unimportant ideas while reading
 Apply, extend, and expand on
information while reading
Tips for Reading Specific Text
 Brochures
 Illustrations and
 Classified Advertisements
 Editorials

 Electronic Mail

 Employee Handbooks

 Forms and Applications

 Graphs and Charts

 Instructions

 New Stories

 Operational Manuals

Captions
Primary Sources
Reference Books
Research Reports
Secondary Sources
Tables
Textbooks
Timelines
Web Sites
Affinity
Reading Comprehension Strategy
Concept
Definition Map
Reading Comprehension Strategy
Cornell
Graphic
Organizer
Reading Comprehension Strategy
Direct Reading
Thinking Activity
Reading Comprehension Strategy
DIRECTED READING / THINKING ACTIVITY (DR/TA)
What I know I know:
FOCUS
FACTS
SURE ABOUT
What I think I know:
FACTS AND ASSUMPTIONS I THINK I KNOW
REVEALS MISINFORMATION
UNCLEAR THINKING
What I think I’ll learn:
PREDICT
FORECAST
AROUSES INTEREST
What I know I learned:
FACTS LEARNED FROM:
READING
DISCUSSION
Rock Around
The Clock
Reading Comprehension Strategy
SQ3R
Reading Comprehension Strategy
VENN DIAGRAM
Reading Comprehension Strategy
K-W-L-S
Reading Comprehension Strategy
K-W-L-S Chart
K - What
We Already
Know
W- What We L- What We
Want to
Learn
Learned from
Text
S- Still
Want to
Know
Extra
Credit
Three Aspects of DTQ Literacy
1. Previewing the
2. Understanding
Document
The
or Source Document,
Task
Technological,
and
Quantitative
Literacy Sills
Adapted from:
Mosenthal, Kirsch,
Guthrie, deGeus,
Reitman, and
Kuzmich
3. Completing the
Process
K-W-L for Prose
What do you
know
already?
What do you What did you
want to
learn?
know?
K-W-L for Documents =
P-A-R (Purpose, Action, Results)
What is the purpose
of this document?
What do you want to
accomplish or what
actions do you need to
take?
What were the
results of your
actions?
K-W-L for Quantitative Documents= P-A-R
(Purpose, Action, Results)
Why did the creators
of this document set it
up in this format or
array?
What do you know about
the format and how can
this help you accomplish
your task or calculation?
What are the pros and
cons of your solution
or conclusion?
Why Content Reading?
 Expose students to content rich vocabulary
that is directly taught prior to reading to
build comprehension.
 Use direct instruction for introducing new
vocabulary terms.
 Enhance vocabulary instruction through
interdisciplinary integration and real-world
application
Why Content Reading?
Wide reading opportunities each day
in different subject areas exposes
students to many more words than
basal reader or direct vocabulary list
instruction
750 – 1500 words vs. 350 words per year
Marzano, 2004
WWW.Lexile.com
The UPC, the most common version of the so-called bar code, wasn't as
warmly embraced or as breathtaking as some emerging technologies, but its
impact on retailing has been enormous. It saves $17 billion a year in
inventory costs, by one estimate, not to mention carpal tunnel syndrome for
countless cashiers.
Other technologies, such as radio-frequency identification tags, may one day
replace it, but the lowly UPC improved efficiency and supply-chain control
almost invisibly. One of the few times it gained media notice at all was in
1992 when President George H.W. Bush marveled at it during a campaign
visit to a grocers' convention in Florida. His reaction added to a perception
that he was out of touch with the public, because many people were by then
well acquainted with the technology.
The rectangle of stripes and numbers has even fused its way into pop
culture: In the former Fox television series "Dark Angel," Jessica Alba starred
as a genetically altered fighting machine with a bar code branded on the back
of her neck.
Human bar-coding is thus far the stuff of science fiction, but the U.S.
government uses the symbol in homeland security efforts, and airlines keep
track of luggage with it. The Food and Drug Administration several months
ago required a version of the bar code to be put on medications to cut errors.
Vocabulary Strategies
Pair/Share: How do you teach vocabulary?
Vocabulary is the Gateway to
Inferential Thinking
Most of us learned to teach vocabulary by having students:
 Write the word several times
 Find the definition
 Write it in a sentence
Meta-research from William Nagy, Teaching Vocabulary to Improve
Comprehension, ERIC, 2000 reports that…
Verbal Rehearsal
 Connect with prior learning
 Association method
 Think-Pair-Share
Visual Clueing
 Post key words
 Color code or place with
pictures, clip art
Larry Bell’s 12 Powerful Words
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Trace
Analyze
Infer
Evaluate
Formulate
Describe
Support
Explain
Summarize
Compare
Contrast
Predict
List in steps
Break apart
Read between the lines
Judge
Create
Tell all about
Back up with details
Tell how
Give me the short version
All the ways they are alike
All the ways they are different
What will happen next
Graphic Organizers
 Brain friendly
 Creates patterns for the brain
 Supports concept development
 Multi-purpose
 Cross content application with little
modification (101 Uses)
 Motivating to reluctant writers – small
spaces
Frayer Method
Examples
Non-linguistic
Representation
Non-examples
Concept
Now write your own definition:
Use or
Application – put in
context
Array Web
Parts or
Characteristics
Concept
Vocabulary Strategies, Writing
Strategies and Graphic Organizers
Combine for High Payoff
Add some cooperative grouping and
you have instant results based
learning
Writing Strategies
When Students Write
They are obliged to organize concepts,
 to place concepts in their own language,
 and to connect concepts with their own
analogies.
Writing often, several times a week, provides
constant reinforcement of the content.
Writing to Learn
 1 to 3 minutes at the beginning,
during, or at the end of class
 Several times a week - Daily
 Writing to Learn becomes a habit
in the classroom.
Writing in response to course
content helps students
 Think independently
 Develop insight
 Explore thoughts and feelings
 Develop intellectual courage
Examples of Quick Writes
Learning Logs
Entry and Exit Slips
Prompts for Exit / Entry Slips
 What one idea from today’s lesson most interested
you? Why?
 What was the clearest point? The foggiest point?
 What are the main points we made today in class?
 If you had to restate the concept in your own terms,
how would you do that?
 How does today’s discussion build on yesterday’s?
Advantages of Exit / Entry Slips
 Check for Student Understanding
 Judge if Lesson Needs Re-teaching
 Students Gain Confidence
 Chance to “Listen” to Students
 Develop a Dialogue with Students
Quick Write Prompt
Unit:
Topic:
Question / Prompt:
Key Points:
May Your Moments be Many!
“Educators are addicted to the
moment when a student’s
eyes light up, when the
teaching becomes learning.
May your days be filled
with such moments.”
Philip Patrick Horenstein
Instructional Strategies
for
Quadrant D Lessons
Instructional Strategies
 Brainstorming
 Memorization
 Cooperative Learning
 Presentations/Exhibitions
 Demonstration
 Research
 Guided Practice
 Problem-based learning
 Inquiry
 Project Design
 Instructional
 Simulation/Role-playing
Technology
 Lecture
 Note-taking/Graphic
Organizers
 Socratic Seminar
 Teacher Questions
 Work-based Learning
Selecting Strategies on Rigor/Relevance
Best Strategies for Quadrant A - Acquisition
 Guided Practice
 Lecture
 Memorization
Selecting Strategies on Rigor/Relevance
Best Strategies for Quadrant B - Application
 Cooperative Learning
 Demonstration
 Instructional Technology
 Problem-based Learning
 Project Design
 Simulation/Role Playing
 Work-based Learning
Selecting Strategies on Rigor/Relevance
Best Strategies for Quadrant C - Assimilation
 Brainstorming
 Inquiry
 Instructional Technology
 Research
 Socratic Seminar
 Teacher Questions
Selecting Strategies on Rigor/Relevance
Best Strategies for Quadrant D - Adaptation
 Brainstorming
 Project Design
 Cooperative Learning
 Research
 Inquiry
 Simulation/Role-
 Instructional Technology
playing
 Socratic Seminar
 Teacher Questions
 Work-based Learning
 Presentations/ Exhibitions
 Problem-based Learning
Selection of
Strategies
Based on
Rigor/
Relevance
Framework
Views You Can Use
Thank You for Attending the
MSSI Institute!
Institute #2 Theme:
Unwrapping Florida’s Next Generation Science Standards
Please Complete an
Institute Evaluation
Next Steps
1. Schedule another site visit with your liaison
2. Implement another Quadrant D lesson
3. Prepare a poster of your lesson for Institute #3
Upcoming Dates
Summer Institute:
August 4th & 5th, 2009
Location: Orlando
Contact Info
Todd Clark - todd.clark@fldoe.org
VieVie Baird – vievie.baird@fldoe.org
John Lockwood - jlockwood@ets.org
Jim Miles - jim@leadered.com
Liaison Contact Info
Tom Baird - tbaird01@comcast.net
Beth Geils - bethgeils@att.net
Lance King – king@bio.fsu.edu
Craig Seibert - seibercr@comcast.net
Mark
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17th Annual Model Schools Conference
June 28- July 1, 2009
Atlanta
Visit www.LeaderEd.com for more information