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

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common core state standards institute summer 2013

Common Core State Standards InstituteSummer 2013

Comprehension Instructional Sequence (C.I.S.)

Elementary K-5 Science

why shift now
Why 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/
fdoe vision
FDOE Vision

Florida will have an efficient world-class education system that engages and prepares all students to be globally competitive for college and careers.

Guiding Principles

  • Florida 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.
florida s ccss implementation plan
Florida’s CCSS Implementation Plan
  • Phase 1 (2011-2012)
  • Phase 2 (2012-2013)
  • Full 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-12
  • Phase 3 (2013-2014)
  • Full 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-12
  • Phase 4 (2014-2015)
  • Full 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-12
  • Full Implementation Grades K-12
  • PARCC Assessments Aligned to CCSS
3 shifts in mathematics
3 Shifts in Mathematics
  • Focus strongly where the Standards focus.
  • Coherence: Think across grades, and link to major topics within grades.
  • Rigor: Require fluency, application, and deep understanding.
3 shifts in literacy
3 Shifts in Literacy
  • Building 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.
why comprehension instructional sequence cis
Why 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”
integrating science into ela using the comprehension instructional sequence cis
Integrating Science into ELA Using the Comprehension Instructional Sequence (CIS)
  • Series of 3 “close readings” of a complex informational text

wrapped around an Essential Question

  • Content is science-based, but focus is comprehending text and writing in response to text
  • Each reading has its own purpose and tool
  • Each reading uses a gradual release process, followed by discussion
    • I Do: Teacher reads first 2-4 paragraphs aloud and models use of tool in a “think aloud” process
    • We Do: Student and a partner reads next 2-4 paragraphs aloud and supports student use of tool
    • You Do: Students use tool independently
benchmark focus
Benchmark Focus
  • SC.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 object’s 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 Integration

  • LACC.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.
hook question
Hook Question

How much impact do force and motion have on your life?

A. A great deal

B. Some impact

C. Very little impact

Three Corners Activity

cis force and motion

CIS Force and Motion

Essential Question:

How do force and motion impact your life?

cis reading 2 text coding developing codes for text markin g
CIS Reading #2 Text CodingDeveloping Codes for Text Marking

Unchallenging Coding

Complex Coding

Promotes higher-level thinking

Cause and Effect reading

C = Cause

E = Effect

Problem and Solution

P = Problem

S = Solution

N = Neutral

Others:

H = Hypothesis O = Observation

FI = Finding FA = Fact

  • Promotes lower-level thinking and can be used less complex text for independent student reading.
  • N= New information
  • I = I know this
  • A = Agree
  • D = Disagree
  • ? = Don’t understand
  • C = Connection
slide16
1

Fo

2

Fo

3

G

slide18
Reading # 2 Text Codes and

Directed Note-Taking

• Teacher explains Directed Note-Taking

  • Teacher 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.
cis reading 2 gather evidence
CIS Reading #2—Gather Evidence
  • Using 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 don’t have to agree on notes taken.
  • Discussion
  • Draft Written Response to Essential Question
  • Differentiation: 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.
slide20
1

Fo

2

Fo

3

G

slide21
Reading # 2: Partner Reads

Directed Note-taking

writing in response to text
Writing 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.
slide25
CIS Reading #3 Individual Reading

Question 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
cis reading 3 metacognition
CIS Reading #3—Metacognition
  • 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 thinking
  • Discussion at end leads into science content
  • Written Response to Essential Question
cis reading 3 individual reading generating questions
CIS Reading # 3 Individual ReadingGenerating Questions
  • “Can 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 don’t know the category, make sure you present it in our discussion at the end of the reading so your teammates can offer suggestions.

cis reading 3 individual reading using the questions
CIS Reading # 3 Individual ReadingUsing the Questions
  • In 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 table’s idea.

slide30
Final Written Response to

Complex Text-Based Question

Journal Writing Reflection

slide31
Final Written Response to

Complex Text-Based Question

remember
REMEMBER…….

It isn’t necessary to do a complete CIS all the time—these 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.

slide35
Extension Activity

Claim, Evidence and Reasoning (CER)

CER Framework

Adapted 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 principles

claim evidence and reasoning cer
Claim, 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.

slide37
15

Fr

16

Fr

12

  • F

Fr

13

Fr

14

Fr

slide38
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.
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