Learning in Physical Science ( LeaPs ) ADMINISTRATOR’S WebEx

1. Learning in Physical Science (LeaPs)ADMINISTRATOR’SWebEx March 18, 2011 Funding Provided by KDE through a Math and Science Partnership Grant from USDOE Facilitated by the P-12 Math and Science Outreach Unit of PIMSER

2. Facilitators • Kim Zeidler-Watters, Director P-12 MSOU of PIMSER at UK • kzeidle@uky.edu • 859-257-4915 (office) • 859-576-4286 (cell) • Diane Johnson, P-12 MSOU Regional Teacher Partner • Diane.johnson@lewis.kyschools.us • 606-541-6106 (cell)

3. Logistics • Raise your hand to ask questions throughout WebEx and we will call on you or type in question using the Q and A section. • Question and Answer section • Feedback on pacing • Session is recorded and available for 3 months.

4. LeaPs Project Update • Force and Motion Kit and relationship to new standards • Expectation • Transformation of Matter Kit update • Training on this kit for your teachers will take place on July 11-15, 2011 • Location: Morehead

5. Focus of This Webex • Examine reading standards for literacy in science and technical areas 6-12 (plus related standards in K-5) • Apply standards to a text sample • Provide suggestions for supporting science teachers in understanding the reading standards and utilizing them to teach science

6. Order of Handouts • CCR Anchor Standards for Writing K-5 & 6-12 • Writing Standards – grade bands relevant to your position • WinS Data Analysis Frame • Before and After Student Samples • Text Structure Frames

7. Why new standards? Why Career and College Readiness (CCR)? • http://www.msnbc.msn.com/id/41857506/ns/business-consumer_news/ • Note: To start the video on your end, you will need to press the forward arrow on your screen.

8. Building the Case • “…reading is not separate from content learning, but is intimately connected.” (pg. xiv) • “Content reading that supports content learning provides opportunities for students to develop their understanding. The texts that are selected and the lessons that are designed to incorporate those texts work in support of learning about and interacting with the core concepts of the discipline….content reading for content learning opens opportunities for students to build conceptual understanding through critical analysis and application.” (pg. xix) • Reading for Learning, Heather Lattimer, 2010

9. Building the Case • “…the clearest differentiator was students’ ability to answer questions associated with complex texts.” • “The most important implication of this study was that a pedagogy focused only on “higher-order” or “critical” thinking was insufficient to ensure that students were ready for college and careers: what students could read, in terms of complexity, was at least as important as what they could do with what they read.” • KCAS, Appendix A, pg. 2

10. Building the Case • “High quality science instruction requires that students learn to read and write like a scientist. The discipline of science, and reading and writing in science, is different from history, English, mathematics, art, or nutrition. Science teachers guide their apprentices, students, in this discipline through reading and writing. That’s not to say that science teachers should become reading teachers. In fact, we argue that not all teachers are teachers of reading. Instead, we understand that humans learn through language. As such, we have to ensure that students in our classrooms have opportunities to read, write, speak, listen, and view….The science teacher has to provide students with opportunities to use language for learning content.” (pgs. 2-3) • Reading and Writing in Science, Grant and Fisher, 2010

11. 22 Tests Typical Semester 3,674 Pages of Reading 2 Oral Presentations 20 Quizzes 13 Formal Papers 1st Semester Freshman Course Load (15 hrs)

12. Reading in Science • “When reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that often make extensive use of elaborate diagrams and data to convey information and illustrate concepts. • Students must be able to read complex informational texts in these fields with independence and confidence because the vast majority of reading in college and workforce training programs will be sophisticated nonfiction.” • KCAS, pg. 60

13. Examining the Standards • 4 Strands • Key Ideas and Details • Craft and Structure • Integration of Knowledge and Ideas • Range of Reading and Level of Text Complexity • Text Exemplars and Performance Tasks in Appendix B

14. Examining the Standards and Applying to Text • Key Ideas and Details • Cite specific textual evidence to support conclusions drawn from text • Determine central ideas or conclusions of a text • Provide accurate objective summary • Follow multi-step procedure • Applying to text • Examine excerpt from The Story of Science, “A Number-One Law, Thermodynamically Speaking.” • Obvious – 1st Law of Thermodynamics • More subtle – Nature of Science

15. Examining the Standards and Applying to Text • I can provide asummary of the text. • This means I can provide a recap of the original text that highlights the main points without unnecessary examples, descriptions, or digressions and contains only the facts not opinions.

16. Examining the Standards and Applying to Text • Craft and Structure • Domain-specific vocabulary as well as symbols • Analyze text structure and apply to help with comprehension • Analyze author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. • Applying to the text • Vocabulary boxes (pgs. 397, 398) • Why mention Einstein on pg. 394? • Why tell von Mayer’s story?

17. Questions? • We’ll pause for a few minutes to address any questions. • Please take your phone off mute if you have a question during this time.

36. Examining the Standards and Applying to Text • Text Structure of example • How might using text structure help with understanding?

37. Examining the Standards and Applying to Text • Integration of Knowledge and Ideas • Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). • Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. • Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. • Applying to the text • Could use a flow chart of energy transfer and transformation in a system after reading to further cement understanding. • Locate author’s opinion vs. factual information; example page 398 “He has come to an astonishing conclusion – and he knows it. But no one pays attention.” • Had experience and gathered data, then used text to help understand the need for more careful observations.

38. Text Complexity and the Common Core State Standards

39. Examining the Standards and Applying to Text • Range of Reading and Level of Text Complexity • Independently and proficiently by the end of 5th, 8th, 10th, and 12th • How and when will you assess? • How will you determine needs of students?

40. Reading in Science • Read the grade band sample. • “Why Study Photosynthesis?” – Middle School • Note the following: • Main idea of reading • What you would want students to take away from reading with respect to the standard(s) you are addressing • What background knowledge would need to be activated or cultivated • What might be difficult for students in the reading • Possible strategies to help students access information in the reading

41. Ways to Support • Expect copy needs • Work with media specialist to acquire supportive materials • Provide expectations and timelines – with support • Divide and conquer • Anticipate PD needs and address

42. Focus of This Webex • Examine reading standards for literacy in science and technical areas 6-12 (plus related standards in K-5) • Apply standards to a text sample • Provide suggestions for supporting science teachers in understanding the reading standards and utilizing them to teach science

43. Questions? • We’ll pause for a few minutes to address any questions before we wrap up. • Please take your phone off mute if you have a question during this time.

44. Wrap-up • Next LeaPs Administrator’s and Teacher’s Meeting – May 12 • Summer LeaPs Session for Teachers -July 11-15, 2011 Focus: Transformation of Matter Kit Training Grant Pays $100/day stipend • Survey concerning Webex • Respond to questions, if time remaining