Common Core State Standards & Next Generation Science Standards Grades 6 - 8

1. Common Core State Standards & Next Generation Science Standards Grades 6 - 8 Close Reading of Science Texts

2. Questions to Ponder As Common Core State Standards are implemented and eventually the Next Generation Science Standards: • What does an independent learner of science look like? • What does a literate person in science look like?

3. CCSS RST 6-8- Reading Standards Addressed  • RST.6-8.1- Cite specific textual evidence to support analysis of science and technical texts. • RST.6-8.2- Determine central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions • RST.6-8.4- Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in context and relevant to grades 6-8. • RST.6-8.6- Analyze the author's purpose in providing an explanation, describing  a procedure, or discussing an experiment in a text.

4. Next Generation Science Standards Practices and Common Core State Standards How do the expectations of the Next Generation Science Standards (NGSS) for Science & Engineering Practices integrate with the Common Core State Standards for Science Literacy?

5. Next Generation Science Standards Expectations By grade 12, students should be able to: • Use words, tables, diagrams, and graphs (whether in hard copy or electronic), as well as mathematical expressions, to communicate their understanding or to ask questions about a system under study. • Read scientific and engineering text, including tables, diagrams, and graphs, commensurate with their scientific knowledge and explain the key ideas being communicated. • Engage in a critical reading of primary scientific literature (adapted for classroom use) or of media reports of science and discuss the validity and reliability of the data, hypotheses, and conclusions. • Recognize the major features of scientific and engineering writing and speaking and be able to produce written and illustrated text or oral presentations that communicate their own ideas and accomplishments. 

6. What is Reading? “If we understand that reading is not just ‘receiving a message,’ but actively building meaning upon prior knowledge using staged, strategic thinking, then we will teach differently.” Subjects Matter, Daniels & Zemelman –p.31

7. “To Read” • The detective quickly reads the situation and decides upon an appropriate response. • The park ranger is always careful toreadthe skies when escorting hikers into the mountains. • The coach reads the opponents’ defense and immediately adjusts the next play. • The child tries toreadhis mother’s reaction to see if he will be permitted to play with his friends.

9. Close Reading • What does this term mean to you? • Why do students need to read closely?

10. Close Reading is… close sustained reading of grade-level appropriate complex texts to examine their meaning thoroughly and methodically, ultimately arriving at an understanding of the text as a whole.

11. Close Reading is NOT… • Skimming for answers • Surface processing • Reading and forgetting

12. Close Reading in CCSS read closely thorough examination work diligently to understand precisely ability to discern close attention to the text attention to precise detail focusing reading examine them deliberately wide, deep, and thoughtful engagement close, attentive reading careful attention to specific passages “read like a detective” reading closely to draw evidence read purposefully close sustained reading

13. Close Reading • Reading to infer/interpret/draw conclusions • Supporting arguments with evidence • Resolving conflict with views encountered in source documents • Solving complex problems • It asks a reader to: • Get “into” a text • Go “through” a text by annotating, asking questions, and discussing it • Go “beyond” the text to deepen understanding

15. Implementing Close Reading • How does one use close reading?- Implement a routine! • Pre-teach the vocabulary and concepts • Set a purpose for reading • Model close reading • Provide guided practice • Provide independent practice • Organize discussions and debates • Have students write about the text

16. Close Reading Tools • Six tools for Close Reading: • SOAPS- Speaker, Occasion, Audience, Purpose, Subject • Connections- Text-to-Text, Text-to-Self, Text-to-World • Three Levels of Questions • Arguments and Evidence • Appeals- Logic, Ethical, and Emotional • Assumptions

17. Reading Graphs and Charts How does Close Reading apply to reading a chart or graph?

18. Resources Seven Steps for reading comprehension http://www.readingrockets.org/article/3479/ Reading Scientific Papers http://www.lib.purdue.edu/phys/inst/scipaper.html (permission received 11-09-2011) Schmoker, M. (2011). Focus: Evaluating the essentials to radically improve student learning. Alexandria: ASCD Press. Buehl, Doug.  Developing Readers in the Academic Disciplines http://www.lib.purdue.edu/phys/inst/scipaper.html How can people read and understand complex science text?  http://ims.ode.state.oh.us/ODE/IMS/Lessons/Content/CSC_LP_S01_BF_L10_I07_02.pdf A Student’s Guide to Global Climate Change-Grades 6-8 http://www.epa.gov/climatechange/kids/