Literacy in Science and History

1. Literacy in Science and History Dr. Frank Rodriguez RISE Educational Services

2. Overview • The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help ensure that all students are college and career ready in literacy no later than the end of high school. • It is important to note that the 6–12 literacy standards in history/social studies, science, and technical subjects are not meant to replace content standards in those areas but rather to supplement them. Common Core State Standards: Adopted by the California State Board of Education August 2010Updated March 2013(Prepublication Version)

3. The cross-disciplinary nature of the standards, exemplified by the specific standards for literacy in history/social studies, science, and technical subjects for grades six through twelve and the emphasis on informational texts across grade levels, are unique in the history of standards development. Teachers and school leaders will need to engage in an unprecedented level of collaboration and coordination in order to achieve their intent. ELA/ELD Framework draft May-June 2014

4. Expectations forLiteracy in History/Social Studies, Science, and Technical SubjectsGrades 6-12 - acknowledge unique text structures found in informational text • expect that students will read and write in non-ELA classrooms • expect that students will develop informational/technical writing skills • focus on critical analysis and evidence • focus on discipline-specific vocabulary important to the concept

5. Informational Text 2009 NAEP Reading Assessment: Distribution of literary and informational passages In accord with NAEP’s growing emphasis on informational texts in the higher grades, the Standards demand that a significant amount of reading of informational texts take place in and outside the ELA classroom. http://www.cde.ca.gov/re/cc/documents/ccss6to12lhstcta.ppt

6. Informational Text 2011 NAEP Writing Framework: Distribution of Communicative Purposes Standards for grades 9–12 describe writing in all three forms, but, consistent with NAEP, the overwhelming focus of writing throughout high school should be on arguments and informative/explanatory texts. http://www.cde.ca.gov/re/cc/documents/ccss6to12lhstcta.ppt

7. DOMAIN Get to Know Your Standards STANDARD CLUSTER

8. Get to Know Your Standards • RH-Reading Standards for Literacy in History/Social Studies • RST-Reading Standards for Literacy in Science/ Technical Subjects • RH- Reading Standards for History/Social Studies • WHST-Writing Standards for History/ Social Studies/ Science/ Technical Subjects

10. So now I’m expected to teach reading and writing… But I’m a Science teacher - Where do I start?

11. Declarative Content Lessons Reciprocity is key; content knowledge helps build reading, writing, and language and literacy helps build content knowledge. CC ELA Framework May – June 2014 Chp. 2 pg 50 Procedural Literacy in History or Science Lessons

12. Can I teach my Science and my Literacy lessons together? How is content knowledge best developed? It is the result of many practices, but first and foremost is the place of content instruction within the school schedule. … It is essential they are provided robust, coherent programs based on content standards. CC ELA Framework Chp 2. pg. 50-51

14. 6-8 Reading Standards for Literacy in History/Social Studies 5. Describe how a text presents information (e.g., sequentially, comparatively, causally).

15. Objective Describe how a text presents information

16. Review Expository Text Features - Headings/Subheadings - Key Words - Graphic Organizers

18. Sequentially

19. Causally

20. Comparatively

21. CFU: Whiteboards(G.O. & Organizational Format) • Movement for Social Reform supporters called for…..Temperance reform had a significant effect. • The Texas Revolution, The Alamo and Goliad, Victory at Jacinto, 1830, 1835, 1836 • French and German Immigration, French banker recruited…German company recruited ….

22. Big Idea • Good readers can explain how a text is organized to check their understanding of the text • Good readers apply literacy strategies to other subjects or texts like History/Social Studies

24. Heading: Rise of Political Parties Subheading: • Federalists versus Republicans Key Words: Federalist party was led by… Democrat-Republican party was led…., both, The two parties….. Federalists Republicans

25. This text presents information in a compare and contrast format. I know this because it named two groups and used key words showing the characteristics that both groups shared and characteristics that were different. I would organize this information in a Venn Diagram.

26. Steps • Identify the headings/subheadings • Identify key words • Name how the text is structured • Determine the graphic organizer that visually represents the structure of the text • Justify your description of how the text was presented

27. Steps • Identify the headings/subheadings • Identify key words • Name how the text is structured • Determine the graphic organizer that visually represents the structure of the text • Justify your description of how the text was presented

28. Heading: War of 1812 Subheadings: -The Perils of World Trade -Confrontation in the West -Congress Declares War Key Words: as a result, resolve issues

29. This text presents information in a causal format. I know this because it described what two events led to Congress declaring war. The key words that support the causal format are “as a result” and “resolve issues”. The graphic organizer I would use is a cause and effect map.

30. Identify the headings/subheadings • Identify key words • Name how the text is structured • Determine the graphic organizer that visually represents the structure of the text • Justify your description of how the text was presented

31. This text presents information in a ___________ format. I know this because ________________ _______________________________________.

32. GP 2 • Identify the headings/subheadings • Identify key words • Name how the text is structured • Determine the graphic organizer that visually represents the structure of the text • Justify your description of how the text was presented

33. GP 3 • Identify the headings/subheadings • Identify key words • Name how the text is structured • Determine the graphic organizer that visually represents the structure of the text • Justify your description of how the text was presented

34. Closure • What was our objective? • What organizational tools can you use to describe informational structures of text? • What are the steps to describe the how the text presents information?

35. Independent Practice • Describe how the two texts, “The First President” and “Domestic Difficulties” are presenting information

36. “Integrating the curriculum allows students to make connections across many disciplines and areas of interest and can be powerfully motivating. … In every case, however, curricula should be purposeful and well-planned so that competence in each strand of the language arts is built and apply in meaningful context,” ELA/ELD Framework May-June 2014 Chp. 2, Pg. 17

37. Share with a partner the last argument you had with your parents or a friend. What was your main argument?

38. Objective Establish a claim focused on a science topic or Issue as part of an argumentative essay

39. Review We all know how to argue – it is something we do on a daily basis. An argument is a reason or set of reasons given with the aim of persuading others that an action or idea is right or wrong. It could be as simple as telling your parents you want to go to the mall with your friends, and then giving them all the reasons, or as complex as arguing with a scientist that evolution is how organisms came to exist.

40. Big Idea • A claim is the main idea in your argument. It can be called the thesis statement. Good writers clearly state their claim. • The more you improve your skills in this area, the better you will be at thinking critically, reasoning, making choices, and weighing evidence.

41. Big Idea A claim must present an argument that is convincing – • It must be logical and reasonable • It must have multiple viewpoints • It must have evidence in support • It must be an opinion Your thesis should not be in the form of a question and should always present your view, not someone else’s.

42. Almost four in five people around the world believe that access to the internet is a fundamental right, a poll for the BBC World Service suggests. The survey - of more than 27,000 adults across 26 countries - found strong support for net access on both sides of the digital divide. Countries such as Finland and Estonia have already ruled that access is a human right for their citizens. International bodies such as the UN are also pushing for universal net access.

43. "The right to communicate cannot be ignored," Dr HamadounToure, secretary-general of the International Telecommunication Union (ITU), told BBC News. "The internet is the most powerful potential source of enlightenment ever created. "He said that governments must "regard the internet as basic infrastructure - just like roads, waste and water". "We have entered the knowledge society and everyone must have access to participate. "The survey, conducted by Globe Scan for the BBC, also revealed divisions on the question of government oversight of some aspects of the net. Web users questioned in South Korea and Nigeria felt strongly that governments should never be involved in regulation of the internet. However, a majority of those in China and the many European countries disagreed. In the UK, for example, 55% believed that there was a case for some government regulation of the internet.”

44. Steps Read the article Decide which specific side of the issue you plan to argue or prove the significance (hint: Find a debatable point) Make a list of points to argue (consider why you want to argue this specific side) Choose the strongest arguments Write a one-sentence summary of your subject, your side and the points you plan to argue

45. New dangers from bird flu By Stephen Ornes / January 4, 2012 The viruses that cause “bird flu” spread easily among chickens, ducks and turkeys, often causing serious illness and sometimes death. These viruses don’t usually spread to humans, but it happens. And when it does, the results can be deadly. According to the Centers for Disease Control and Prevention, based in Atlanta, about 6 of every 10 people infected with the bird flu virus called H5N1 have died. If the virus ever did pass easily between people, it would cause widespread harm around the world. Understandably, scientists want to know more about the virus and how it spreads to try to prevent a disaster. In two recent studies, scientists demonstrated how the virus could be changed to pass more easily between mammals, making it more infectious. (In the experiments, the scientists tested the virus on ferrets.)

46. In the hands of a bioterrorist who wants to cause harm on a large scale, such studies might be dangerous. They show how to turn H5N1 into a deadly biological weapon. That’s the concern of a committee organized by the National Institutes of Health (NIH), which is part of the U.S. government and the world’s largest medical research agency. The committee studied the new H5N1 papers and concluded that the virus could be made very dangerous, and that the new papers show how to do it. An NIH statement from December 20, 2011, acknowledges that this kind of research can benefit the public. On the other hand, according to the statement, “Certain information obtained through such studies has the potential to be misused for harmful purposes.” The NIH argues that some of the information in the studies should be kept under lock and key — and only shared with certain scientists on a demonstrated need-to-know basis. If terrorists created an H5N1 virus that spreads easily, they could start a global health threat. The NIH panel has therefore recommended that the scientists and scientific journals publishing the studies release the conclusions of the experiments — but withhold the methods used to make the germ more infectious.

47. The U.S. government agrees with the panel’s recommendation. The government has formally requested, but not demanded, that scientists and journals hold back some of their new bird flu data. The editors of the journals are considering the request. The U.S. government already has rules in place that permit only some people to know secrets about nuclear weapons. Scientists need access to information, but the same information should be kept away from people with the intent to harm. The question is: Who gets to decide which people can see the science, and how much of it? The tricky part of this decision-making process is “drawing the line at which aspects of science are too risky to share,” Janet Raloff wrote in an article for Science News. Shrouding too much scientific research in secrecy may slow the advance of important scientific fields. But if studies like the recent H5N1 experiments always become public knowledge, they could offer terrorists easy access to dangerous new weapons. This back-and-forth between the government and the scientific community over bird-flu data shows that both sides are struggling to find the right answer. It also shows that medical research has moved into sensitive terrain, where there are no easy answers.

48. ARTICLE “A Penny For Your Health?” Sid Perkins. May 30, 2013 www.sciencenewsforkids.org

49. ARTICLE “Delilah’s Legacy” Scientist reroutes shipping lanes in the Bay of Fundy Eric Wagner, March 7, 2013 www.sciencenewsforkids.org

50. Closure • What did we learn in this lesson? • What is a claim? Use this sentence frame: A claim is an ____________. Sometimes it is called a _________ ____________. 3. What is the process you should use to write an effective claim?