Professional Development

1. Professional Development For Science Education October 2014

2. September Reflection What standard guided your close read? What elements of a close read did you use? What went well? What would you do differently?

3. Learning Objectives • Increase knowledge of a Close Reading protocol. • Identify and collaborate on ways to spiral standards. Success Criteria • Apply aspects of a Close Reading protocol into a science lesson. • Construct and implement a monthly plan to spiral previously taught standards.

4. Elements of Close Reading • Repeated Readings • Annotation • Text-Dependent Questioning • Limited Frontloading • Short Passages • Student Talk • Careful, Purposeful Reading • Elements of Close Reading • Appropriately Complex Text • Writing From Reading

5. Developing Text-Dependent Questions Identify standard and review item specs. Choose the passage and create the purpose for reading – What do you want students to be able to know at the end? Develop an activity to asses student understanding of the standard. (student talk, writing, ???) Consider the steps students might need to get to the end goal. Use this to guide the development of text dependent questions. Establish annotations to help students refer back to text as needed to meet the overall purpose.

6. Text-Dependent Questions and Complexity What does the text mean? How is the text organized? What does the text say?

7. Key Ideas and Details How does genetic diversity impact our food supply? Read the section “Direct Economic Value” Annotation: Mark examples of how genetic diversity benefits food crops with the letter B. Key Ideas and Details How does genetic diversity impact medical treatments? Read the section “Connection to Health” Annotation: Mark examples of how biodiversity benefits human health issues with the letter B. Standard : SC.912.L.17.8 Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Purpose Students will be able to discuss the impact biodiversity has on basic human needs and possible consequences if biodiversity decreases due to unexpected environmental changes. Craft and Structure How are scientist using biodiversity to increase food production? Reread “Direct Economic Value” Annotation: Circle the impact the lack of biodiversity has on plants and underline a solution scientists are pursuing. Craft and Structure Why is it important to maintain biodiversity for medical reasons? Reread “Connection to Health” Annotation: Circle the impact depleting biodiversity could have on our health.

8. Work with a partner to create a high complexity question for this reading activity.

9. Why are students reluctant to answer teacher questions?

10. Getting Started with a Partner Look at your standards for next month. • Identify a standard • Choose a passage and create a purpose • Develop text dependent questions • Establish annotations

11. Stay Calm and take a 10 Minute Break!

12. September Reflection What was your spiraling plan for September? How did you assess students on the spiraled material? What went well? What would you do differently?

13. Spiraling: Another Look • Standards • Item specs • DATA Identify Plan Monitor Collaboration TAKE away something NEW Assess students on spiral standards.

14. Discuss your standards for October • Identify standards to spiral based on class data • Create an activity • Take an activity Share a best practice for spiraling.

15. Before the Next PD… • Reflect on your experiences with close reading and spiraling. (Reflection Handout) • Collect a student Sample from close reading and spiraling activities.

16. Please complete the Exit Pass and place in the box by the door.

17. Resources A Non-Freaked Out, Focused Approach to Close Reading http://www.teachingthecore.com/non-freaked-out-common-core-close-reading/ Close Reading and Writing From Sources by Douglas Fisher and Nancy Frey Text-Dependent Questions https://www.principals.org/Content/158/pl_sept12_instructldr.pdf