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Unit 2 – Making It RealLearning Objectives

• Reflect on your classroom instruction to identify the literacy components you are already using and how they compare those defined in the CCSS for ELA/Literacy.

• Watch a two-day science lesson in which student learning is supported by the integration of science hands-on activities with the CA CCSS/ELA Literacy.

 • Engage in the following activities:

– Analyze the lesson structure to identify the impact of integrating literacy and science on student thinking

– Identify strategies for speaking and listening incorporating academic language and science vocabulary

– Identify strategies for writing in science notebooks that lead to clear and coherent writing that is appropriate to task, purpose, and audience.

– Identify strategies for reading complex text to enhance student understanding of science content

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Science Lesson Quick Write

Think about a science lesson that you like to teach. Jot some notes about essential components of the lesson.

Share with a partner.

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Which Standards Can Be Integrated with Your Lesson

Components?• Review the speaking/listening, writing and reading CA CCSS/ELA Literacy for your grade

level.

• Select one ELA area (speaking/listening, writing or reading) that you would like to integrate into your lesson components.

• At the end of this unit, and as a way to practice integration of CA CCSS/ELA Literacy with the science you teach, you will integrate these standards into your lesson planning.

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Likert ScaleAfter reviewing the CA CCSS ELA/Literacy that you selected, indicate on the scale how your current practice matches the expectations of that standard for your grade level.

No match little match some match strong match “right on”match   

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Part II: Classroom ExamplesThe classroom videos are examples of CA CCSS in the discipline of science implemented in a 1st grade classroom.

There are four videos:a) Overview of lesson sequenceb) Focus on speaking and listening c) Writing in science notebooksd) Focus on reading

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Science and ELA Goals

• 7-Day learning sequence: students understand that liquids have properties by which they can be identified.

• Main Concepts: liquids flow and take the shape of the container the liquids are held in, as well as properties that are specific to a liquid (e.g., transparent, color, translucent, viscous, foamy, or bubbly).

  • Discover these properties through experimentation,

discussion, writing, and reading. 

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Learning Sequence Template• Indicates the development of conceptual

understanding and identifies the sequence of instruction.

• Find places where the instructor is planning to integrate science and CA CCSS/ELA Literacy. Which ELA standards does the teacher intend to integrate?

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Specifically….

• When and why will students write?• When and why will students read?• How will oral language (speaking and

listening) support student writing and reading?

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Lesson Plan• The teacher used the 5E Learning Cycle to

design the 5E Lesson Plan.

• Review the teacher’s lesson plan. What do you notice in terms of:- The concept for the lesson?- Flow of the activities to build science

understanding?- Integration of the CA CCSS/ELA Literacy?

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Learning Goals for the 1st Grade Lesson

• Discover through exploration and discussion that liquids can be described by their properties. Some properties are unique to specific liquids, but all liquids share the common property of taking the shape of the container, as well as flowing.

 • Use the exploration as a context for speaking

and listening, writing, and reading to deepen their understanding of liquids.

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Overview Videos• Use the note-taking charts for these

videos (part 1 and part 2).• Watch the videos (part 1 and part 2),

taking notes on the chart.

Part 1 Part 2

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Speaking and Listening

• Describe the strategies the teacher used to integrate Speaking and Listening Standard 1.1a, 1.5, and 1.6, and Language standard 1.j, into the science learning sequence. How did integrating these standards in the lesson improve student literacy in science?

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Reading

• Describe the strategies the teacher used to integrate these standards: RI1.1, RI1.2, RI1.3, RI1.4, RI1.5, and RI1.7 into the science learning sequence. How did integrating the standards in the lesson increase student understanding of the science concepts?

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Writing

• In regard to the writing standards W1.2, how was writing scaffolded for students? How did repeated and varied writing improve student understanding of the science concepts?

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Pause and Reflect

• Speaking and Listening 

 I need to get started! I’m approaching I’m there

• Reading I need to get started! I’m approaching I’m there • Writing I need to get started! I’m approaching I’m there

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Speaking and Listening In Science

Providing hands-on investigations coupled with “accountable talk” increases student understanding of the data and provides a foundation for explaining the phenomena.Reading in which students talk with a partner and write about science concepts using evidence from the investigation or the text to share their observations and explanations using academic language, solidifies student understanding.

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CCSS/ELA in Literacy and Science

Speaking and listening can be integrated into science lessons through one or more of the following:• Conversation and collaboration; • Expression of point of view;• Use of evidence and rhetoric to support

statements; and,• Adaptation of language to a variety of

contexts.

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Speaking & Listening Video

Watch for places where oral language is used to develop academic language, confidence in writing, and confidence in reading.

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Debrief: Speaking & Listening Video

With a partner, discuss the teacher’s strategies to have students:-engage in collaborative discussions-share evidence of their thinking-express a point of view-build academic vocabulary-Use oral as a practice for writing or reading comprehension

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Writing: Text Types

Text Type I: ArgumentativeText Type II: Informative/ExplanatoryText Type III: Narrative

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Which Text Type?

• Observations• Drawing• Data charts/tables• Graphs• Summary statements• Explanations• Procedures

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Writing Video• Watch for places where writing is supported with

scaffolds, frames, or other pre-writing activities.• How is oral language connected to writing? • How are scaffolds removed?

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Debrief: Writing Video

With a partner, discuss the following questions: • What types of writing opportunities did

you observe?• How were writing opportunities

sequenced?• How are peer discussion or peer edits

used to develop writing proficiency?

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Reading Video

• Watch for pre-reading, during-reading, and post-reading strategies.

• What strategies does the teacher select to help students make sense of the reading?

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Debrief: Reading Video

• How does reading from the “Big Book” help students understand text features, (RI1.5) gain deeper understanding of liquids and solids (RI1.1, RI1.2, RI1.3), and hear informational text structures (RI1.4, RI1.6, RI1.7).

• What other reading opportunities were provided? How did those opportunities build student understanding?

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Reflection 

• How were speaking and listening, writing and reading and scientific investigations used to build student understanding in this lesson?

• Draw a graphic that summarizes your understanding of how these strategies can be woven together to increase student understanding of the science content and to build students' literacy skills.

• Write one to two sentences that summarize the strategies shown in your drawing.

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Re-connect• Review your initial reflection about the science lesson you

like to teach. 

• Think about what you learned about the CA CCSS ELA/Literacy that you would like to incorporate in your lesson.  

• Use the blank lesson sequence template to plan the science content to be taught AND include literacy strategies that support academic language learning, speaking and listening skills, writing, and complex text reading strategies.