1. Finding Common Ground Through Literacy CCSS and NGSS
Karen Cerwin
Kathy DiRanna
K-12 Alliance/WestEd
NSTA
Boston 2014

2. Ba2(Na)2
HIJKLMNO

3. Session Outcomes
“Experience” a science lesson supported by speaking/listening, writing and reading.
Identify the links between the CCSS-ELA, CCSS ELA Literacy in Science, and the NGSS Science and Engineering Practices
Explore ways to rubric score student work

4. New Opportunities for All Learners
Common Core Standards (ELA and Mathematics)
Next Generation Science Standards
21st Century Skills

5. BIG IDEA for Science
ELA: read, write, and research across the curriculum, including in history and science
Mathematics: learn and apply concepts and mathematics ways of thinking to real world issues and challenges

6. Observation: Notebook Entry
Take independent notes as you observe samples 1 and 2. Use all senses except taste.
#1 is clear; has no smell; stays on finger when touched; doesn’t cling to side of cup
#2 is clear; has smell; cools finger and seems to evaporate; clings to side of cup

7. Phenomenon
What do you observe:
In cup #1? In cup #2?

8. Pause and Write: How can you explain what you observed?
With your group: - Discuss your observations - Draw a picture that explains what you think happened in both cups. - Write a detailed explanation of what you think happened in both cups.

9. Read All About It Use a “talk to the text” strategy to read the text.
How would you modify your drawing/explanation based on the text?

10. Pause--Reflect
After reading, modify your drawing and explanation based on your reading.
In your group, discuss how your thinking changed from your original drawing and explanation.

11. Aligning with CCSS Literacy in Science
Grade 5:
SL 5.1 Participate in collaborative conversations
SL 5.5 Add drawings to clarify ideas
Grades 6-8:
WHST Discipline specific claim with evidence
Grades 9-10:
RST Citing evidence from text

12. ELA Text Type and Purposes: Middle School
Fold the CCSS Example A (7th grade) in half so that the left side is facing up.
Review the ELA standards for text types and purposes:
#1 (argument)
#2 (informative)
#3 (narrative)

13. Content Literacy in Science: Text Type and Purposes
Unfold the paper
Review the Content Literacy in Science Standards in the right column
What do you notice?

14. ELA Text Type and Purposes: What About Elementary School?
K-5 Literacy in Science Standards
are embedded
in the K-5 ELA Standards

15. Words Can Be Confusing Argumentative Writing
Informative/Explanatory Text
Engaging in argument from evidence
Constructing explanations
Obtaining, evaluating, and communicating information

16. Argumentation CCSS NGSS
Argumentative Writing = Argumentative Writing =
Engaging in Argument from Evidence Constructing Explanations +

17. Communication NGSSSEP #7 Argument from evidence NGSS SEP #6
CCSS Text Type 1
Argumentation
Intro
Claim
Evidence
(Counter Claim)
Conclusion
NGSS SEP #6
Constructing Explanations
Reasoning
Communication
NGSSSEP #7

18. Explanation
CCSS
NGSS
Informative/ Explanatory Text = Explanatory Text + Research =
Constructing Explanations Obtaining, evaluating and communicating information

19. Communication Information NGSS SEP #8 CCSS Text Type 2
Information/Explanatory
Scientific procedures/experiments, or
technical processes.
CCSS Research (7-9)
Conduct ….research
projects to answer a question …. or solve a problem
NGSS SEP #8
Obtaining, Evaluating and Communicating Information
Produce scientific
and technical text,
tables, diagrams, interactive displays, equations
Communication

20. Backward-Design for Quality Student Work
What will students learn?
Science and English-language arts
How will students demonstrate their learning?
How will I facilitate their learning?
For #2
What will the learning look/sound like for science?
What will the learning look/sound like for ELA?
What type of written text will reveal student thinking?
What type of reading text will add/challenge student thinking?
Are speaking and listening part of the student work?

21. Example Expected Student Work
Student work will indicate student understanding of the science learning goal: only metals that contain iron, cobalt and nickel are magnetic. Student work will be expressed through the ELA learning goal: Argumentation writing making a claim with evidence from discussion, the science experiment, and reading.

22. Building Student Understanding
Examples of Scaffolds for writing:
Criteria for Writing an Explanation
Developing a Scientific Explanation Tool

23. Scoring Guide Components
High
Medium
Low
Something About Science
Something about literacy
Communicating Information
We should link these back to the CCSS is slide 14

24. If you are given an ELA rubric ….what can you do?

25. Compare the original rubric with modified rubric
Look at the light and dark grey highlights
What do you notice?
Share with a partner

26. Simplified Scoring Guide
Component
High
Medium
Low
Science Understanding
Metals must have Fe, Co or Ni to be magnetic
Metals must have iron
Any metal will work
Text Type Criteria
Stated claim; used evidence from experiment and reading; had a conclusion
Stated claim, use 1-2 pieces of evidence; no or weak conclusion
Series of information, no claim, no conclusion
Use of Academic Language
Attract
Use attract and stick
stick
Communicating Information
Links evidence—metals with Fe, Co or Ni; therefore paper clip must be one of those
List evidence but doesn’t link it
Evidence not supported; claim is not stated

27. Scoring for Learning
How does component scoring help identify the student learning for the science and literacy learning goals? How does component scoring help the teacher’s next interventions?

28. Carpe Diem