navigating common core and ngss judi kusnick mase center and geology dept. sacramento state...

NavigatingCommon Core and NGSSJudi KusnickMASE Center and Geology Dept.Sacramento State Universitykusnickje@csus.edu

Why is Common Core my business?

You are here.

But more importantly…• Under Common Core, literacy is

EVERYBODY’s business.

• Common Core is not the same old same old – it’s a different kind of standards.

• Let’s take a look at some really interesting stuff buried in the front matter of the standards.

I started here.

I should have started here.

Let’s look at a few things together

1. Find two partners to share reading with.

2. For each set of readings, divide up the page between the three of you

3. Read your sections4. Summarize your sections

for your partners.

Key Design Considerations:

What does your group think are the most important key design considerations?

Key Design Considerations:

Key Design Considerations:

• A focus on results rather than means

• An integrated model of literacy

• Shared responsibility for students’ literacy development

What are students supposed to read and write (next page)?• Look at the charts on this page.

• What shifts do you see in what kind of reading students will be doing, and what kind of writing?

What are students supposed to read and write (next page)?• BIG shift from literary reading to

informational texts in later grades.

• BIG shift from experiential writing to expository writing in later grades.

• That can’t happen unless the science & social studies teachers are part of the program.

What is NOT in the standards?• Read your section and pick out one

key sentence that you think is most important.

• Share that sentence with your partners.

What is NOT in the standards?• “The Standards define what all

students are expected to know and be able to do, not how teachers should teach.”

• “While the Standards focus on what is most essential, they do not describe all that can or should be taught.”

• So here’s a new idea – standards as a floor, not a ceiling; as guidance, not dictation.

The BIGGEST Common Core shift• The Common Core is not a laundry

list of what teachers are supposed to teach.

• (By the way, neither is the Next Generation Science Standards)

• It is a vision of an educated, literate citizen, and a map of how to help students achieve that vision.

So what does an educated, literate citizen look like?• Next page!

• They demonstrate independence.

• They build strong content knowledge.

• They respond to the varying demands of audience, task, purpose, and discipline.

• They comprehend as well as critique.

• They value evidence.

• They use technology and digital media strategically and capably.

• They come to understand other perspectives and cultures.

So what does an educated, literate citizen look like?• Each member of your group will share which

items in that list resonate most with them.

How are the standards structured?• All of the standards are based on a

few sets of Anchor Standards.

• I gave you the Anchor Standards for grades 6-12, but it doesn’t matter – the anchor standards are identical for ALL grade levels.

• The standards for each grade band describe the developmental progress toward that those Anchor Standards.

Now let’s look at the essence of the Next Generation Science Standards

NGSS has three big differences from the previous standards:

1.An emphasis on scientific and engineering practices rather than learning science as “facts”

2.Assessment goals are included as Performance Expectations

3.Cross-cutting themes are identified

Engaging in Argument

from Evidence

Engaging in Argument

from Evidence

Constructing Explanations & Designing

Solutions

Using Mathematics

& Computational Thinking

Using Mathematics

& Computational Thinking

Obtaining, Evaluating, & Communicati

ng Information

Planning & Carrying out Investigation

s

Planning & Carrying out Investigation

s

Analyzing and

Interpreting Data

Analyzing and

Interpreting Data

Asking Questions &

Defining Problems

Asking Questions &

Defining Problems

Developing & Using ModelsDeveloping & Using Models

The Science

and Engineeri

ng Practices

Now let’s do some science

What’s our goal here?Provide an example of a science

lesson with literacy and dialogue strategies integrated throughout.

Provide a model of engaging science and a sample of teacher talk that encourages student engagement.

Give you some ideas for inserting strategies that address Common Core standards (S&L, R, W) and engaging science strategies into your lessons.

What I’m NOT trying to do:• Teach you science content for your

specific grade level.

• Provide a packaged lesson for every grade level.

• Dictate to you how to teach.

• I just want to enlarge your toolbox for teaching.

Rules of EngagementBe considerate and respectful in

language and tone.

Make sure everyone has a chance to express their ideas.

Begin speaking by paraphrasing what the last speaker said, then transition to your comments.

Try not to steal anyone’s “Aha!” moment by telling them your answers—instead, ask questions that will help guide the person to these ideas.

Let’s try it.• Groups of 4 people.

• Read the Doogie & Kyle scenario

• Think silently about their ideas. Who do you agree with more?

Time to processWe’ll use a Structured Think Pair Share

protocol

Draw a chart like this:THINK PAIR

SHARE

Your ideas go here.Listen to your partner and record their ideas here.

Talk with your partner to come to some common understanding, and write your joint ideas here.

Preassessment: Agree/Disagree• Find your Thinking About Electricity

handout.

• Read each statement. Mark agree, disagree, it depends or not sure.

• Then write a short sentence about your thinking.

• Do all three statements without discussion.

Paraphrase Passport• First person talks for one minute.

• Next person paraphrases, then talks about their own idea.

• Continue around the circle (paraphrase ONLY the person before you, NOT the whole circle)

• When it comes back to the first person, she paraphrases the last person.

Reactions to paraphrasing?Reactions to A&D?

Now let’s investigate• Batteries and Bulbs handout

• First, assign roles in the group of 4.−Recorder/Reporter−Questioner−Materials Manager/Resource Monitor−Facilitator/Encourager

• Explicit roles increase participation and equity.

Ready to explore!Your group will get two bags, one per

pair. Please do not pool the two bags for the whole group yet. Each bag has:◦ 2 batteries◦ 2 holiday lights◦ 1 piece of wire

Your job: figure out what the rules are in lighting up the light bulbs.

You have 10 minutes to work.

Record the rules on your whiteboard.

Remember…• Resource Monitor/ Materials Manager gets

the stuff and tidies up.

• Recorder/Reporter (or their designee) writes your rules on the whiteboard and reports for the group (or designates someone)

• Facilitator makes sure everyone gets to handle the materials, and that everyone is contributing.

• Questioner asks the group questions to keep the inquiry on track.

What rules did we find?Wire on each side of battery (+ and -)

More bulbs for one battery, dimmer the light when the lights are in a string

More batteries, lights get brighter Can have a wire between the batteries

Wire can go between light and battery

Different lights might be brighter

Wires must be connected in loop The more wire added, dimmer the lights got

When two lights are next to each other on a bettery, they are both bright

Now you get to ask the question• Think about the Doogie & Kyle

problem:−One string of lights was plugged in but

no bulbs lit up.−One string had all the bulbs but one lit

up.−Kyle thought a broken bulb made the

whole string not light up−Doogie thought the electricity in the

dark string had gotten used up.

Ask a question that will help us solve this problemYou can use the materials you have

plus:◦More bulbs◦More batteries◦Different sizes of batteries◦Extra wire◦ ???? Whatever we can scrounge

On half your whiteboard, write your question and draw the experiment you plan to run. Show it to us to get your new stuff.

As you experiment…• Record your observations on the

other half of the board.

• Write a first-draft explanation of what you think is happening.

• Remember, everyone gets to use the materials and contribute ideas.

• You have 10 minutes to play.

What can we add to our rules now?

Now let’s do some readingFind your text on series and parallel

circuits.

Feel free to use the highlighters as your read.

Look for answers to these questions:◦ How are the wires arranged in each kind of

circuit?◦ Does the electricity travel all on the same path

or on different paths?◦ What happens if a light bulb in the circuit

burns out?

Now let’s process the reading• In your group, use the graphic

organizer to sort out these ideas:−Things that are true of just series

circuits−Things that are true of just parallel

circuits−Things that are true of both kinds of

circuits

Did you already make each kind of circuit?• In your group make one series circuit

with more than one light bulb.

• In your group, make one set of parallel circuits with more than one light bulb.

• Are all the rules the same for both kinds of circuits?

Now we’re ready to school Doogie and Kyle• Write a letter to Doogie and Kyle

solving their problem with the holiday lights.

• Use the graphic organizer to build your arguments.

• We’re not going to write the final letter – just talk it through in your group.

Science Literacy Framework• Four elements:

−Engaging Science−Purposeful Reading−Productive Dialogue−Meaningful Writing

• All the elements interact and are interconnected.

• Strategic thinking throughout – all the elements advance the learning goals.

Engaging Science: • Involves students in sense-making

• Opportunities to figure something out

• Applying ideas in a new context

• Involves students in the eight Science and Engineering Practices of the Next Generation Science Standards

Purposeful Reading: • Students making sense of text that

strategically supports the learning.

• Text has sufficient scaffolds for students.

• Students using text as evidence to support claims.

• Using a variety of text.

Productive Dialogue• Students using talk to support sense-

making and scientific reasoning.

• Students might be making sense of a science experience, prior knowledge, or text.

• Dialogue is structured and scaffolded.

• Students are accountable for a talk task – there is an expected product.

Meaningful writing• Using writing to organize thinking.

• Constructing arguments:−Claim−Explanation−Evidence

• Taking a stance.

• Both writing-to-learn and formal writing.

Deconstructing the LessonEngaging Science

Productive Dialogue

PurposefulReading

MeaningfulWriting

Context in real life problem

Roles Graphic Organizer

Graphic Organizer

Anticipatory set (A&D) to activate prior

knowledge

Rules of engagement

Guiding questions

Persuasive writing

Guided inquiry

(student-centered

discourse)

StructuredThink-Pair-

Share

Informational text

Arguments with evidence

I do one, you do one

Paraphrase Passport

Text-based evidence

Writing to learn as well

as formal writing

Now let’s think about this lesson and NGSS• Find your Practices handout.

• Which of the practices did you do in this lesson?

Let’s go back and think about each of these areas:• Reading

• Writing

• Speaking & Listening −These standards are not explicitly in the

Literacy for Science & Technical Subjects standards, but kids need to have good S&L skills to do science well – so we will also pay attention to them.

Let’s just note a few things about reading• Reading requires prior knowledge. So

think about reading as a follow-up or adjunct to science activity, not as a lead-in or replacement for science experiences.

• Reading works best as a social sense-making activity.

• Reading should be:−Purposeful−Scaffolded−Integral to the overall learning experience

We’ll try a reading activity• Find your Gold Rush text and the Text

Dependent Questions handout.

• Read p. 241 using the Summary Protocol:−Everyone reads the first paragraph silently.−The first person leads the group in

summarizing that paragraph in one sentence.−Read the next paragraph silently.−The next person leads the summary discussion.−Continue to the end of the page.−The product should be a written summary that

the group has agreed upon.

Now the text-dependent questions• As a group, answer the first four questions

(Remembering, Understanding, Applying and Analyzing).

• Use the Summary Protocol to read p. 255.

• As a group, answer the last question (Evaluating). Use the Talking Stick Protocol:−Everyone puts a pen in the middle of the table.−To talk, pick up your pen, talk, and put your pen

in front of you.−No one talks for a second time until all the pens

have been picked up.−Then you can have an unstructured discussion.

Now you try it.• Choose a passage in your text.

• Construct a set of text-dependent questions that uses that text. Try to create at least three questions at different levels of Blooms.

• Lower grades: text-dependent questions can also be written for read-alouds.

Let’s use a very simple framework for writing:• Writing to learn

−Sense-making, working at higher cognitive levels

−Practicing vocabulary in authentic context−Emphasis is on the CONTENT, not the form

• Formal writing−Paragraphs to essays to research projects−A variety of genres−Emphasis on BOTH content and form−Offers penalty-free opportunities for

revision.

Let’s look at some writing-to-learn activities• Agree/Disagree

• Odd One Out

• Challenge Statement

Writing-to-Learn can be used:• As preassessment or activating prior

knowledge at the beginning of a unit

• As an anticipation guide for a reading assignment

• As a formative assessment during an activity

• As a review activity

• And probably in many other ways

Now you try it• Write either an Agree/Disagree or an

Odd One Out

• Choose a unit you will be teaching soon, or a piece of text that you want to use.

• Figure out what are the most important ideas you want to elicit

• Write the A/D or OOO around those ideas.

Structuring formal writing:Communication Triangle• In the real world, every piece of

expository writing has:−Author with a real-life role−Audience with a real-life need−Format for delivering the information

• Think about these kinds of writing and identify the role of the writer, the need of the audience, and the format:−Morning newspaper−Environmental Impact Report−Text message on your phone

Now you try it• Design a writing assignment using

the Communication Triangle. You can use the Gold Rush text or a piece of text from your textbook. Remember to designate:−Author’s role−Audience’s need−Format

Speaking and Listening• We have been using dialogue

protocols all through today’s work.

• Dialogue protocols help structure student talk and teach students to be better listeners as well as speakers.

• You haven’t really learned science until you can talk science

• You have a Dialogue Toolkit to help you plan student talk.

The set-upYou are the new director of NASA’s

planetary geology division. One of the fundamental questions in front of you

is this:

Are Earth processes happening on other planets? We know the Earth has

plate tectonics – that the surface is broken into chunks that move around and do interesting things. Is this true

on other planets?

The mission to VenusYou will be authorizing a mission to Venus in the near future. You will spend billions to send a probe to Venus to collect some data to address this question. Your task is to think about the existing evidence, and then to decide where you want to place the probe to acquire more useful evidence. Then you must make a recommendation to the President.

First we have to think about Earth• Here’s a map of the topography of

Earth. You have a chart (Plates Graphic Organizer) to help you consider the patterns you see in the topography:−Many or few ocean basins?−What is the shape of the floor of the ocean

basins? Deep in the middle? Deep at the edges?

−What is the distribution of the mountains on land? Scattered fairly randomly? Organized somehow?

There is no water on this map! It shows the topography of the rocky (or icy) surface of the Earth.

Dark blue = low; red = high

Now let’s relate the patterns to what we know about plate tectonics• You have a handout called Plate Boundaries.• Read through #1, diverging boundaries.• With a partner, figure out if any of the

patterns you saw are associated with diverging boundaries

• Record your thinking on your graphic organizer (Relating Earth Patterns to Plate Tectonics).

• Read about converging boundaries, then repeat the partner discussion.

Time to look at Venus• Find your patterns chart.

• Same questions as for Earth:−Many or few “ocean” basins?−What is the shape of the floor of the

“ocean” basins? Deep in the middle? Deep at the edges?

−What is the distribution of the mountains on “land”? Scattered fairly randomly? Organized somehow?

Similar scale as before:Dark blue = low, Red (white) = high

Visible lines are cracks/faults

Now it’s time to decide• Does Venus have plate tectonics?

• Use the Claim/Explanation/Evidence chart to organize your thinking (Does Venus Have Plate Tectonics?

• You might have only one or two explanations or lines of evidence for each claim – that’s fine. I gave you three places to put your thinking in case you needed that many places.

Back to your original charge:• You will be authorizing a mission to

Venus in the near future. You will spend billions to send a probe to Venus to collect some data to address this question. Your task is to think about the existing evidence, and then to decide where you want to place the probe to acquire more useful evidence.

Write a recommendation to the President

• It must include:

• An opinion on whether the evidence says Venus has plate tectonics:−Claims and evidence from graphic

organizer

• Where you want to place the probe and why−What prediction are you testing by

placing the probe there?−What do you expect to find?

BTW this models the CCSS assessment• Smarter Balanced Assessment

includes a performance assessment based in either science of social studies

• Performance assessment sets a scenario, asks students to gather information from text and organize, then write a report or take a position.

11th grade practice ELA performance assessment

Take home message• CCSS are really your friend.

• Remember that reading and writing are sense-making activities, just like reasoning in science.

• We can harness those activities to deepen students’ science understanding AND help them be more prepared for the future.