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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!

Thinking about notebooks share out with your team
THINKING ABOUT NOTEBOOKS… Share out with your team

Ccss ela in content

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.

Explanation framework

CER (a.k.a. "Cl-Ev-R")




Explanation Framework

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

Ccss ela in content



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.