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CCSS-ELA in Content. Wendy Whitmer Regional Science Coordinator NEWESD 101 February 2014. Goals. Share effective strategies for writing in content areas.

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ccss ela in content

CCSS-ELA in Content

Wendy Whitmer

Regional Science Coordinator NEWESD 101

February 2014

  • Share effective strategies for writing in content areas.
  • Increase understanding of organization, types of entries, strategies and specific criteria to be considered in planning for effective writing in science, math, and social studies.
  • Examine the connections between the Common Core State Standards, assessment, and writing in the content areas.
let s get started

Cover or Title Page

Give your notebook a title.

This should give the reader an idea of what this notebook will be about.

table of contents

Use the first1-2 pages for the Table of Contents…


thinking about your content notebook

Focus Question: What types of writing or entries could be included in a content notebook done by my students?

When you have finished your response, draw a

line of learning!

Examples of

Professional Notebooks

from the


professional notebooks
Professional Notebooks

Find the other people in the room with the same notebook page as yourself.

  • What type of writing is this?
  • What are some things you notice?
professional notebooks1
Professional Notebooks

Return to your table teams.

Share with your teams your picture.

  • What type of writing is this (what is the author doing)?
  • What are some things you notice?
  • How is this scientist using writing in their work?
  • Do you need to add anything to your list of possible writing entries?
let s start writing
Let’s start writing!
  • Date of Entry

Example: February 4, 2014

  • Title of Entry

Example: Moon Study

  • Question

Establishes purpose for learning

Example: What causes the moon to look different during different times of the month?


Purpose: To measure prior knowledge

  • Complete the probe on your own.
  • Discuss with your colleagues
  • Re-administer probe after instruction
  • What is your claim?
  • Can you find evidence to back your claim?
modeling abcd of scientific diagrams
Modeling:ABCD of Scientific Diagrams

A Accurate labels

B Big

C Colorful

D Detailed

From FOSS Variable Module Gr. 5-6

  • Hold the “Moon Ball” above your head.
  • Spin slowly in a circle
  • Record your observations as you spin slowly
revisit probe
Revisit Probe
  • Can you refine your claim?
    • Moon phases are caused by the position of the moon relative to the Sun and Earth.
  • What is your evidence behind your claim?
  • What evidence can you gather from the text that supports your claim?
  • Highlight anything from the text that provides evidence.
cornell notes
Cornell Notes


Why is this evidence?

  • On the right side, write in your own words the important information from the text.
  • On the left side, write questions or key vocabulary
  • On the bottom, summarize how the reading related to your observations


  • Moon phases are caused by the position of the moon relative to the Sun and Earth.
  • Use this claim as your topic sentence.
  • Use one piece of evidence from your investigation and one piece from your text.
  • Explain WHY this piece of evidence supports your claim- this is your reasoning.
claim a statement that answers the question
CLAIMA statement that answers the question
  • Relevant: The Claim should directly and clearly respond to the question.
  • Stands Alone: The Claim statement is complete and can stand alone.
evidence scientific data that supports the claim
EVIDENCEScientific data that supports the claim.
  • Appropriate: Needs to be scientifically relevant for supporting the claim. Is it the right type of evidence for this claim?
    • Can be Quantitative and/or Qualitative Evidence
    • Should NOT be based on opinions, beliefs, or everyday experiences
  • Sufficient: Is there enough evidence?
    • Reliability > Repeated trials increase the reliability.
    • Range > Needs to include enough different conditions/values of variables.
    • Representative > Explanation cites enough examples to represent the whole set without being tedious.
reasoning a justification for why the evidence supports the claim using scientific principals
REASONINGA justification for why the evidence supports the claimusing scientific principals
  • Links > Provides a scientific justification that links the Evidence to the Claim.
  • Logical > Provides a sound logical connection between the Claim and the Evidence.
  • Stands-Out > The reasoning should be obvious and easy to identify.

Task: How does the information in the reading relate to the instructional model we used?

  • Introduction
  • Jigsaw: Claim, Evidence, Reasoning, Rebuttal
  • Time with your materials.
  • Where can you have students make claims, collect evidence, then provide reasoning?
what about the ccss
What about the CCSS?
  • Look at the reading and writing standards for your grade.
    • Are there some standards we worked towards in our instructional model?
    • What is your evidence?
what about the ngss
What about the NGSS?
  • Which Science and Engineering Practices did we begin to address in our instructional model?
what does this look like in the classroom
What does this look like in the classroom?
  • Position driven discussions
    • NGSX
  • What talk-moves did Molly use?


What do you know about energy?

In your notebook!

Learning Target:

4-PS3-2: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

energy stations
Energy Stations
  • Read each station
  • Complete the task
  • Provide evidence that energy can be transferred.
energy stations1
Energy Stations
  • Compare 2 stations
  • What was the same about the energy in the station?
  • What was different about the energy in the station?
the box t chart



Tone Generator Motor

Betsy Rupp Fulwiler

frayer model
Frayer Model
  • In groups:
    • Can we create a Frayer model for Energy?
compare and contrast
Compare and Contrast
  • Use your Box and T to complete at least 2 of the sentence starters in your notebook.

Rupp Fulwiler, Betsy. 2007.

Writing in Science.

Portsmouth, NH: Heinemann.

compare and contrast1
Compare and Contrast
  • Read Writing Standard 2 for your grade level.
  • Where would you go next with your students after they have gathered this information?
what about vocab
What about vocab?
  • What is the difference between tier 1, 2, and 3 vocabulary words?
three tiers of words1
Three tiers of words
  • Tier 3 – Highly specialized, subject-specific; low occurrences in texts; lacking generalization
    • E.g., oligarchy, euphemism, hydraulic, neurotransmitters
  • Tier 2 –Abstract, general academic (across content areas); encountered in written language; high utility across instructional areas
    • E.g., principle, relative, innovation, function, potential, style
  • Tier 1 – Basic, concrete, encountered in conversation/ oral vocabulary; words most student will know at a particular grade level
    • E.g., injury, apologize, education, serious, nation
tier 3 words are often defined in the texts
Tier 3 words are often defined in the texts
  • Plate tectonics (the study of the movement of the sections of Earth’s crust) adds to Earth’s story….
  • The top layers of solid rock are called the crust.
  • Optical telescopes are designed to focus visible light. Non-optical telescopes are designed to detect kinds of electromagnetic radiation that are invisible to the human eye.
informational text
Informational Text:

Re-read the procedure for an energy station

  • Underline Tier 1 words
  • Highlight Tier 2 words
  • Circle Tier 3 words
what are your vocabulary strategies
What are your vocabulary strategies?


  • 2 minutes: How do you help kids with vocabulary?


  • 1 minute per person


  • What strategy do you want to know more about?
hot dog vocabulary
Hot-Dog Vocabulary
  • Fold a sheet of paper at the back of your notebook into a “hot-dog” fold (lengthwise).
  • Open up your sheet, start from the outside of the paper and about 1-2 inches from the top cut half-way into your paper, stopping when you reach the crease you made.
  • Repeat until you have 5 or 6 flaps on your paper.
hot dog vocabulary1
Hot-dog vocabulary
  • On the outside of your top flap, write the word “Academic Vocabulary”
  • On the inside of the flap on the panel closest to the center of the notebook draw something that represents the word “academic vocabulary”.
  • On the last interior panel, write your own definition of “academic vocabulary”.
pocket technique
Pocket Technique
  • Take your next clean 2 pages.
  • Fold your page diagonally from the top right corner to the center of the page.
  • Tape the page around the bottom edges to form a pocket.
  • What do you assess in a content notebook?
  • How do you assess?
what about state assessments
What about State Assessments?
  • Smarter Balanced- ELA
    • Science Content
  • Science MSP
    • Reading and writing skills

Read the writing standards for your grade.

  • Where or how might you address each of these standards in your content areas?



Social Studies

planning for instruction
Planning for Instruction
  • What are 3 key ideas from today?
  • What are 2 things you are committed to implement in the next MONTH?
  • What is 1 question you still have?
evaluation tinyurl com esdevaluation
  • CCSS-ELA Elementary Content
  • Objectives:
    • Learn strategies for writing in elementary content areas
    • Learn the connections between CCSS-ELA, assessment, and effective writing.