Common Core State Standards Institute Summer 2013

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Common Core State Standards Institute Summer 2013 Comprehension Instructional Sequence (C.I.S.) Elementary K-5 Science

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Common Core State Standards Institute Summer 2013. Comprehension Instructional Sequence (C.I.S.) Elementary K-5 Science. Why Shift Now?. - PowerPoint PPT Presentation

Transcript of Common Core State Standards Institute Summer 2013

CIS Force and Motion

Common Core State Standards InstituteSummer 2013Comprehension Instructional Sequence (C.I.S.)Elementary K-5 Science

1Why Shift Now?The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.Building on the excellent foundation of standards states have laid, the Common Core State Standards are the first step in providing our young people with a high-quality education. It should be clear to every student, parent, and teacher what the standards of success are in every school. http://www.corestandards.org/It better serves our students and teachers. Providing a focus on mastery and not isolated skill development.

The CCSS creates a common language for all students and teachers.

Student outcomes will be will be assessed and instructional effectiveness will be evaluated based on CCSS.

Federal funding is tied to CCSS adoption, implementation, and accountability.

There is an expressed need for college and career readiness

2FDOE VisionFlorida will have an efficient world-class education system that engages and prepares all students to be globally competitive for college and careers.Guiding PrinciplesFlorida students are our first priority.

Teachers and leaders are essential to success; therefore we must invest in them.

The department must set high expectations, stress accountability, and honor local control.We must maintain a consistent focus on the vision and these guiding principles.

GUIDING PRINCIPLES Florida students are our first priority. Human capital is essential to success; therefore we must invest in our teachers and leaders. The Florida Department of Education (FDOE) must set high expectations, stress accountability, and honor local control; in doing so, we will be a national model for state education agencies.

3Floridas CCSS Implementation PlanFull Implementation Grade K

Begin Implementation of Literacy Standards in ALL Content Areas for Grades 6-12

Begin Implementation of Rich and Complex Text and Informational Text for Grades K-12Full Implementation Grades K-1

Full Implementation of Literacy Standards in ALL Content Areas for Grades 6-12

Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12Full Implementation Grades K-2

Implementation of a Blended Curriculum (CCSS and Supplemental NGSSS Aligned to FCAT 2.0 and EOCs) for Grades 3-12

Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12Full Implementation Grades K-12

PARCC Assessments Aligned to CCSSPhase 1 (2011-2012)Phase 2 (2012-2013)Phase 3 (2013-2014)Phase 4 (2014-2015)43 Shifts in MathematicsFocus strongly where the Standards focus.Coherence: Think across grades, and link to major topics within grades.Rigor: Require fluency, application, and deep understanding.

53 Shifts in LiteracyBuilding knowledge through content-rich nonfiction and informational texts.Reading and writing grounded in evidence from text.Regular practice with complex text and its academic vocabulary.6Why Comprehension Instructional Sequence (CIS)?Focuses on science (or social studies) content while practicing reading skills Supports evidence-based conclusions Scaffolds deeper comprehension of science content Allows you to double-up on content area time: Read science in reading time + do science in science time

7Integrating Science into ELA Using the Comprehension Instructional Sequence (CIS)Series of 3 close readings of a complex informational text wrapped around an Essential QuestionContent is science-based, but focus is comprehending text and writing in response to textEach reading has its own purpose and toolEach reading uses a gradual release process, followed by discussionI Do: Teacher reads first 2-4 paragraphs aloud and models use of tool in a think aloud processWe Do: Student and a partner reads next 2-4 paragraphs aloud and supports student use of toolYou Do: Students use tool independentlyBrief overview of CIS the piece of the CIS that we will focus on in this training is the question generation piece and how to guide students in discussion (speaking and listening) and asking high-level questions.

Discuss how pieces/parts of CIS can be used in isolation.

~Gradual Release: Teacher models task, then students and teacher share responsibility for task, then students perform task independently~ISN of Generating Question worksheet

8Benchmark FocusSC.5.P.13.1 Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity on falling objects. SC.5.P.13.2 Investigate and describe that the greater the force applied to it, the greater the change in motion of a given object. SC.5.P.13.3 Investigate and describe that the more mass an object has, the less effect a given force will have on the objects motion. SC.5.P.13.4 Investigate and explain that when a force is applied to an object but it does not move, it is because another opposing force is being applied by something in the environment so that the forces are balanced.Common Core IntegrationLACC.K12.L.3.4 : Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. LACC.5.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.LACC.5.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly.9Hook QuestionHow much impact do force and motion have on your life?

A. A great dealB. Some impactC. Very little impactThree Corners ActivityTeacher Directions: Identify three corners and label them with response A, B, C and students choose an answer choice that represents their position. Then students move to one of the three corners that matches their position. Students discuss their position and compose a statement. A student reporter from each corner reports out.

Be sure students know what impact means.10Predictive Written ResponsePredictive Written Response to Complex Text-Based QuestionUsing your background knowledge, write about a time when you used force to do something. 11Teacher Directions: Predictive Writing personalizes the content. Since we are doing an article about forces, the Predictive Writing might be about a time the students used a force to do something (skateboarding, walking, etc.). It personalizes the content. Have students share what they wrote.

CIS Force and Motion Essential Question: How do force and motion impact your life?

12Vocabulary

Paragraph #Science or Academic Specific VocabularyDefinition from Context/Word Part1forcesa push or pullmultiple meaning and context3-4gravitya force that pulls objects togethermultiple meaning and context7mattereverything around us that has mass and takes up spacemultiple meaning and context8massthe amount of matter in an objectcontext9weighta measure of the pull of gravity in an objects masscontext12frictionA force that resists motion when two objects rub against each other word part (frictio=Latin for to rub; ion=the process of)13Teacher Directions: Teacher pre-selects vocabulary words and direct students to the words in the text by paragraph number. Teacher should use effective vocabulary strategies at this point.

Variations for Vocabulary Instruction: Word Study Guide, Frayer Model, graphic organizers, word wall interactions.CIS Reading #2 Text CodingDeveloping Codes for Text MarkingUnchallenging CodingPromotes lower-level thinking and can be used less complex text for independent student reading.N= New informationI = I know this

A = AgreeD = Disagree

? = Dont understandC = Connection

Complex CodingPromotes higher-level thinkingCause and Effect readingC = CauseE = EffectProblem and SolutionP = ProblemS = SolutionN = NeutralOthers:H = Hypothesis O = ObservationFI = Finding FA = FactPreselect coding most appropriate for the CIS selection. Keep the end in mind.14Reading # 1: Text Coding Code Description (Examples)FoForce

GForce of Gravity

Fr

FrictionTeacher Directions: Teacher explains codes (pre-established) then models for students by reading the text aloud, using the think aloud strategy and coding the first page of the text. Students follow along and mark their copy. Teacher continues to read aloud while students proceed to code the rest of the text independently. 15

123FoGFoText Coding SampleModel for students by reading the text aloud and coding a portion of the text. Students follow along and mark their copy. Students proceed to code the rest of the text independently. 16Directed Note-taking ToolReading #2Reading #2: Directed Note-taking Tool

Purpose: The second reading of a CIS moves the students toward gathering the evidence needed to answer the Essential Question.

Teacher Directions: Teacher presents a guiding question to direct students thinking while taking notes. Teacher models note-taking using the think aloud strategy as an example statement from the text, then selecting the category or categories that support the statement.

17Reading # 2 Text Codes andDirected Note-Taking

Teacher explains Directed Note-TakingTeacher presents a guiding question to direct students thinking while coding and taking notes. Teacher models note-taking using an example statement from the text, then selecting the category or categories that support the statement. 18CIS Reading #2Gather EvidenceUsing the text, students begin collecting notes that will help them eventually answer the Essential Question (purpose)Directed Note-Taking sheet (tool)For the You Do section, students partner-read, collaborating on the Directed Note-Taking sheet; however, both students keep their own sheet and dont have to agree on notes taken.DiscussionDraft Written Response to Essential QuestionDifferentiation: teacher may choose to continue to work with a small group of students, scaffolding their reading; however, encourage students to uncover their own notes to add.

The second reading of a CIS moves the students toward gathering the evidence needed to answer the Essential Question: How do force and motion impact your life?

The students arent making a judgment about which response is most importantthey are just gathering evidence in support of the essential question. Again, the discussion is a critical component in helping students develop critical thinking skills.

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123FoGFoDirected Note-taking Example

The second reading of a CIS moves the students toward gathering the evidence needed to answer the Essential Question.

Teacher Directions: Teacher presents a guiding question to direct students thinking while taking notes. Teacher models note-taking using an example statement from the text, then selecting the category or categories that support the statement. 20Reading # 2: Partner ReadsDirected Note-takingUsing Force and Motion

Guiding Question: Using evidence from the article, describe how forces and motion affect your everyday life?

Paragraph #NOTESCheck relevant categories belowEvidence of forceEvidence of gravity Evidence of friction1Pushes and pulls are forces that make everything around us move.X2A car certainly gets you to your destination faster than using your feet.XXThe second reading of a CIS moves the students toward gathering the evidence needed to answer the Essential Question.

Teacher Directions: Teacher presents a guiding question to direct students thinking while taking notes. Teacher models note-taking using an example statement from the text, then selecting the category or categories that support the statement.

Students complete note-taking collaboratively or independently.

Group discussion is CRITICAL at the end of this reading. Debate about the categories should be encouraged. What matters is the reasoning behind the categorization.21Writing in Response to Text Everything in the CIS leads to final writing. Pre-writing is based on prior knowledge. All others include According to text and are meant to be evidence-based writing. Evidence-based writing is critical component of CCSS ELA.

22 First Draft Written Response to Essential Question First Draft Written Response to Essential QuestionAccording to the text, how do forces and motion affect our live?Teacher Directions: Students should use information and evidence collected to complete a first draft written response to the essential question. According to the text,23Question Generation ToolReading #3Reading #3: Question Generation Tool

Purpose: To provide students with a demonstration of question generation and the opportunity for them to interact with the text by generating questions to further deepen their comprehension.

Teacher Directions: Teacher models the question generation tool by re-reading (aloud) page one of the text. Teacher then uses the think aloud strategy to generate one or two questions that come to mind and categorizes each one. Questions generated should be related to the content from the text. Students record the teacher sample questions.

As students write down a question, they should review the following questions:

Could this question be answered by experiment or hands on inquiry?Could this question be answered by research for scientific facts?Could this question be answered by observation?

Now, students re-read the text to generate their own questions and categorize each one.24CIS Reading #3 Individual ReadingQuestion Generation

Teacher explains Question Generation Teacher models re-reading a portion of the text and generating one or two questions Students read independently generating questions. Class meets together afterwards to share/ discuss Excellent for enrichment opportunities/Inquiry

25CIS Reading #3Metacognition Students listen to the questions that pop into their heads as they independently read the text (purpose)Generating Questions sheet (tool)done independently so students can pay attention to their thinkingDiscussion at end leads into science contentWritten Response to Essential Question

For Reading #3, the emphasis is on metacognition and the content area. We ask the students to pay attention to what their brains are saying as they read. This is a very important step in learning to be aware of what you are reading and when your understanding breaks down. Since this is a science article, most of their questions should be about the science contentwhich will lead to deeper exploration.

26CIS Reading # 3 Individual ReadingGenerating QuestionsCan this question be answered by Research (R)? If so, put an X in the Research column. Can this question be answered by Observation (O)? If so, put an X in the Observation column.Can this question be answered by Hands-on (H) (experiment, investigation, or science activity)? If so, put an X in the Hands-on column.

If you dont know the category, make sure you present it in our discussion at the end of the reading so your teammates can offer suggestions.Reading #3 of a CIS, on the assumption that weve already completed all the steps of Reading #1 and #2.Participants will be students in this activity.Hand out text. Ask participants to turn to Generating Questions page in ISN (paper or digital).Explain tool: This organizer will help you record any questions that pop into your mind as you read this article. As you write down a question, ask yourself the following questions:

A. Could this question be answered by conducting research? B. Could this question be answered by conducting a Hands-on experiment, inquiry, or activity? C. Could this question be answered by observation? D. I can't answer this question with science.

Read paragraph 4. Ask students to share their questions and categorization.Ask if they have any questions about the use of the tool. If not, have them read the rest of the text, generating and recording their own questions.

27Reading #3:Generating Questions Question Generation: Using Force and MotionParagraph #QuestionsCan the question be answered by..Check relevant categories belowHands-on experiment or inquiryResearch for Scientific FactsObservation1How is force and motion taking place when I am sleeping?XX3How does gravity keep our feet on the ground?

XXXTeacher Directions: Teacher models the question generation tool by re-reading (aloud) page one of the text. Teacher then uses the think aloud strategy to generate one or two questions that come to mind and categorizes each one. Questions generated should be related to the content from the text. Students record the teacher sample questions.

As students write down a question, they should review the following questions:

Could this question be answered by experiment or hands on inquiry?Could this question be answered by research for scientific facts?Could this question be answered by observation?

Now, students re-read the text to generate their own questions and categorize each one.

28CIS Reading # 3 Individual ReadingUsing the QuestionsIn discussion, have students share their best question.Collect the questions on sentence strips or posters with the headings Research, Hands-on, Observation. As you move through the unit, have the students keep these questions in mind. When they have the answer to one of them, they add it to the question. If they find the answer to a question in the Hands-on category by researching, have them move the question.The R, O, and H questions can be used for enrichment, extensions, inquiry, or STEM activities. Pick one of the questions from your table and come up with an idea for a science activity that will help answer that question. Be prepared to share your tables idea.Group DiscussionAsk each table to pick one question and come up with a science activity that could help answer the question. Each table shares their activity idea. A note about right there questionsif students write a question that is answered later in the CIS text, thats fine. Encourage students to be on the lookout for these right there questions and where they are answered later in the text. Consider having them write an A for answered at the end of the question.29 Final Written Response to Complex Text-Based QuestionFinal Written Response to Complex Text-Based QuestionAccording to the text and extended text discussion, how do forces affect your everyday life?Journal Writing ReflectionFinal Written Response to the Essential Question

Purpose: To provide opportunities for students to interact with the text and with their peers to facilitate complex thinking and deep comprehension of text. The Final Written Response is the students answer to the Essential Question that has been the umbrella for the entire CIS. Students will only use evidence from the text and extended text-based discussion in their answer. Students will also review their DRAFT writing and all tools used in the CIS to complete their Final Written Response.

30 Final Written Response to Complex Text-Based QuestionFinal Written Response to Complex Text-Based QuestionAccording to the text and extended text discussion, how do forces affect your everyday life?According to the text and my discussions in class, I believe that force and motion play an important role in our lives. Push and pull are the forces that make everything around us move. In the text it states that without push and pull we wouldnt be able to breathe, eat, or move. However, things on Earth dont just start moving , a force is something that makes them move. There are two forces that are always acting on us: Gravity, which is force that pulls objects together and is responsible for keeping our feet on the ground. The other force that is always acting around us is friction. It is a force that resists motion when two objects rub against each other. In some cases friction may be helpful, as when you are walking and in other cases it may affect some athletes such as swimmers or skaters. The texts give a very good example how we use the force of gravity when playing basketball. This is an authentic grade 5 student response. It does have some convention errors.

This is an example from a student in grade 5. The Final Written Response is the students answer to the Essential Question that has been the umbrella for the entire CIS. Students will only use evidence from the text and extended text-based discussion in their answer.

31Students share theirFinal Written ResponsesThe Final Written Response can be used an assessment for student learning.32REMEMBER. It isnt necessary to do a complete CIS all the timethese complex strategies work together to help unlock a complicated text. Once students have mastered how to do each section, one component (i.e., Directed Note-Taking or Final Written Response) can be used with any text.

33Claims, Evidence and ReasoningC.E.R.CER FrameworkAdapted from Toulmin (1958) Claim-a conclusion about a problem Evidence-scientific data that is appropriate and sufficient to support the claim. Reasoning-a justification that shows why the data counts as evidence to support the claim and includes appropriate scientific principlesExtension ActivityClaim, Evidence and Reasoning (CER)35Claim, Evidence and Reasoning (CER)Use the CER strategy to answer the following question?

Is friction always helpful?A. Claim: Friction is a very useful force.

B. Claim: Friction is not always helpful.36

1213141516FrFFrFrFrFr37

The claim, evidence and reasoning (CER) framework can be used to support students in constructing arguments in science.

The CER framework can be used across reading, talking and writing.The complexity of the CER framework and students work should increase over elementary, middle and high school.