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Implementation of CCSS Literacy Standards for Science

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Jennifer Janzen

on 3 September 2014

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Transcript of Implementation of CCSS Literacy Standards for Science

Welcome!
Reading & Writing In Science
Logistics: Goals, Agenda, Norms
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Implementation of CCSS
Literacy Standards
for Science

Source: www.k12.wa.us/SMARTER
Source: www.k12.wa.us/SMARTER
Writing
ELA CCSS Bookmarks
http://commoncore.tcoe.org
“Rigor is complex thinking about complex topics”

– Sally Hampton, Common Core author

Relevance – Real-world situations
Interdisciplinary
Learning opportunities to reach Quadrant D
Where do the performance tasks fit on the Rigor/Relevance Framework?
Rigor and Relevance Framework
Selected Response
Short Constructed Response
Extended Constructed Response
Technology Enhanced
Performance Tasks
Variety of Question Types
Complexity
: Regular practice with complex text and its academic language

Evidence
: Reading, writing, speaking and listening grounded in evidence from text, literary and informational

Knowledge
: Building knowledge through content rich nonfiction
Key Shifts in the Common Core
Listen attentively and respect the opinions of others
Ask questions when you don’t understand
Draw on one another's strengths
Set-aside judgmentalness
Use technology appropriately
Norms
To learn about how grade level CCSS ELA content standards and Scientific Literacy is woven together
To build bridges between Science Content and the Common Core Standards
To begin conversations and share implementation ideas.
Goals
Facilitator:

Jennifer Janzen – Instructional Consultant Science/STEM Lead
Tulare County Office of Education
jenniferj@ers.tcoe.org
(559) 651-3043
http://commoncore.tcoe.org
www.tcoe.org/ERS/CCSS
Source: ELA CCSS Appendix A; www.corestandards.org
Source: ELA CCSS Appendix A; www.corestandards.org
Three Tiers of Vocabulary Instruction
Source: www.k12.wa.us/SMARTER
Source: www.k12.wa.us/SMARTER
Source: www.smarterbalanced.org
A Closer Look at Assessments
Subject area teachers use writing to ask students to analyze evidence, to advance and support a claim, to summarize and write a scientific and/or historical report, to argue for a historically or empirically situated interpretation, and to create workplace forms and functional writing.
Shared Responsibility for Writing

The Writing Standards are divided into four sections:

Text Types & Purposes (W1-3)
Production & Distribution of Writing (W4-6)
Research to Build & Present Knowledge (W7-9)
Range of Writing (W10)
Writing
Reading Standards (RL, RI, RH & RST)
Summary Jot List
RH and RST Performance Tasks Grades 6-8
Source: ELA CCSS Appendix A; www.corestandards.org
Text Complexity
Source: ELA CCSS Introduction; www.corestandards.org
Reading for Informational Text
Reading Standards for Literature Standard 1 (RL1):

Ask and answer questions about details in a text (K-1st)
+ 5 Ws (2nd)
+ reference the text (3rd)
+draw inferences (4th)
+quote accurately (5th)
+support analysis (6th)
+cite several pieces of textual evidence (7th)
+cite evidence…most strongly supports (8th)
+cite strong & thorough evidence(9-10th)
+determine where the text leaves matters uncertain (11-12th)
Reading Anchor Standard #1:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. (We will compare RL, RI, RH & RST)
The Reading Standards, both Reading for Literature & Reading for Informational Text, are divided into the same four sections:

Key Ideas & Details (R1-3)
Craft & Structure (R4-6)
Integration of Knowledge & Ideas (R7-9)
Range of Reading & Text Complexity (R10)
Reading
Chronological Sequence
Compare and Contrast (Plant & Animal Respiration)
Concept/Definition (Characteristics of igneous rocks)
Description (Instruction on how to measure Acceleration in a Force lab)
Episodic
Generalization (Writing about hypothesis regarding color of light affecting plant growth)
Process/Cause n’ Effect (Food Web Interactions)
Text Structures
Organizational Patterns
Which of the following are text patterns in Science?

Chronological Sequence
Compare and Contrast
Concept/Definition
Description
Episodic
Generalization
Process/Cause and Effect
Text Structures
Organizational Patterns
Reading for Informational Text
By constructing understanding through connecting hands-on/ minds-on experiences to previous learning

Based on an educational theory called
“Constructivism”
How Do Students Learn Science?
The ABC Model of Constructivism
C
onfirm Understandings
evaluate and modify misunderstandings
D
emonstrate Understandings
apply new understandings
make the learning relevant
E
xtend to New Ideas
problem-solving extends to new thoughts
The ABC Model of Constructivism
A
ctivate & Connect
surfacing prior knowledge
connecting with previous learning
opportunities to motivate
B
egin to Explore
hands-on/minds-on
experiential
using cooperative learning groups

“ABC’s of Constructivism”

A
ctivate and Connect
B
egin to Explore
C
onfirm Understandings
D
emonstrate Understandings
E
xtend to New Ideas
Formatted by: Tulare County Office of Education
Source: Sacramento COE
Four
Strands
Introduction to Standards/CCR Anchor Standards
Made up of three separate sets of standards
K-5 ELA (Literacy in content areas embedded)
6-12 ELA (Literature, Informational Text)
6-12 Literacy Standards for History, Science, and Technical Subjects
Appendices
A- Research Supporting Key Elements of the Standards & Glossary of Key Terms
B- Text Exemplars & Sample Performance Tasks
C- Samples of Student Writing
A Closer Look at the Standards: Organization
Implications for Instruction
Depth of Knowledge (DOK)
Source: www.k12.wa.us/SMARTER
SBAC – Constructed Response
The Smarter Balance Assessment Consortium (SBAC)
http://www.smarterbalanced.org/
Assessment
Standards prioritize evidence across the various domains of the CCSS:
Focus on students rigorously citing evidence from texts to support claims/inferences (Reading 1)

Require writing to sources rather than writing to de-contextualized expository prompts (Writing 9)

Require purposeful academic talk (Speaking & Listening 1)
Key Shift 2: Evidence
Standards include a staircase of increasing text complexity from elementary through high school (what students can read, in terms of complexity is greatest predictor of success in college)

Standards reward careful, close reading rather than racing through texts

Standards focus on the words that matter most—not obscure vocabulary but the academic language that pervades complex texts
Key Shift 1:

Complexity

The Shifts Build Toward College and Career Readiness for All Students
Writing Standard 6 (W6) Progression
+ Use technology (keyboarding) to produce & publish writing(3rd)
+Use the internet; type a minimum of one page in a single sitting(4th)
+ Type a minimum of two pages in a single sitting (5th)
+ Type a minimum of three pages in a single sitting (6th)
+Link & cite sources (7-8th)
+Shared writing products; display information flexibly & dynamically (9-12th)
Writing Anchor Standard #6:
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Writing: Production & Distribution of Writing
Source: ELA CCSS Introduction; www.corestandards.org
The Standards cultivate three mutually reinforcing writing capacities:
Arguments and Opinions (W1)
Informative & Explanatory (W2)
Narratives (W3)
Writing: Text Types
Informational Texts: English Language Arts (6-8)
Performance Tasks: ELA 6-8
Students analyze in detail how the early years of Harriet Tubman (as related by author Ann Petry) contributed to her later becoming a conductor on the Underground Railroad, attending to how the author introduces, illustrates, and elaborates upon the events in Tubman’s life. [RI.6.3]
Students trace the line of argument in Winston Churchill’s “Blood, Toil, Tears and Sweat” address to Parliament and evaluate his specific claims and opinions in the text, distinguishing which claims are supported by facts, reasons, and evidence, and which are not. [RI.6.8]
Students determine the figurative and connotative meanings of words such as wayfaring, laconic, and taciturnity as well as of phrases such as hold his peace in John Steinbeck’s Travels with Charley: In Search of America. They analyze how Steinbeck’s specific word choices and diction impact the meaning and tone of his writing and the characterization of the individuals and places he describes. [RI.7.4]
Students determine the point of view of John Adams in his “Letter on Thomas Jefferson” and analyze how he distinguishes his position from an alternative approach articulated by Thomas Jefferson. [RI.7.6]
Students provide an objective summary of Frederick Douglass’s Narrative. They analyze how the central idea regarding the evils of slavery is conveyed through supporting ideas and developed over the course of the text.[RI.8.2]
Source: ELA CCSS Appendix A; www.corestandards.org
Measurement of Text Variables
(Attentive Human Reader)

Levels of meaning (literacy text) or purpose (informational text): single level vs. multiple levels (as in satire)

Structure: time manipulation, foreshadowing

Language: archaic forms or figurative language (idioms)

Knowledge Demands: background knowledge
Text Complexity: Qualitative Factors
Source: ELA CCSS Appendix A; www.corestandards.org
Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read
Reading Standard 10 defines a grade-by-grade “staircase” of increasing text complexity that rises from beginning reading to the college and career readiness level
Text Complexity
Learning is:
Goal-oriented
The linking of new information to prior knowledge
The organization of information
The acquisition of cognitive & metacognitive structures
Nonlinear, yet occurring in phases
Influenced by cognitive development
6 Assumptions About Learning
Source: ELA CCSS; www.corestandards.org
Subject area teachers are not responsible to teach reading and writing, rather they are responsible for teaching the content areas and incorporating reading and writing.
Shared Responsibility for Literacy
Source: ELA CCSS; www.corestandards.org
CCR Anchor Standards
Source: www.k12.wa.us/SMARTER
SBAC – Extended Performance Event
Source: www.k12.wa.us/SMARTER
SBAC – Selected Response
http://www.cde.ca.gov/ta/tg/sa/smarterbalanced.asp
SMARTER Balanced Assessment Consortium Presentation
Presentation to the University of Southern California in January 2012
Benefits of Computer Adaptive Testing:
Faster turnaround – weeks compared to months
Item difficulty is adjusted based on student responses
Provides information about student growth over time
Common, comparable scores across SBAC states
Computer Adaptive Testing
Tulare County Office of Education

Test will be for grades 3-8 and one in high school - probably grade 11
Additionally, California currently requires testing in grade 2
Grades 9 and 10 will also have performance tasks, because there will be “up to 6” performance tasks by the end of 11th grade

Administered via computer
Paper-and-pencil will be offered for three years
Assess full range of CCSS in English language arts and mathematics

Includes Summative Assessment and Optional Interim Assessments
Results of Summative are expected within two weeks

Show current achievement and growth across time

Comparable from state-to-state
SMARTER Balanced Assessment Consortium
Source: www.k12.wa.us/SMARTER
Assessment
Grade Level by Year
CCSS does not just pertain to ELA but literacy across the disciplines of science, social studies, and technical subjects too.

Standards require certain percentages of literature and informational texts (modeled on NAEP)

Standards call for regular short research projects
Key Shift 3: Knowledge

Intentional Design Limitations: Note what the Standards DO and DO NOT cover
Take Off/Touch Down
Stand up if the phrase stated to you is applicable to your life. After looking around at others standing you may seat back down.
We will do this for a variety of statements.
Source: ELA CCSS Appendix A; www.corestandards.org
Consideration of Specific Variables
of
Particular Readers & Particular Tasks
(Teacher)

Reader’s Motivation
Reader’s Knowledge
Reader’s Experience
Purpose of the Task
Complexity of the Task
Questions Posed


Such assessments are best made by teachers employing their professional judgment, experience, and knowledge of their students and the subject.
It is not always a linear process.
Text Complexity: Reader and Task Considerations
Source: ELA CCSS Appendix A; www.corestandards.org
Measurement of Text Variables
(Computer)

Word Length

Word Frequency

Sentence Length

Text Cohesion

Factors difficult or impossible for a human reader to evaluate efficiently, especially in long texts
Text Complexity: Quantitative Factors
Source: ELA CCSS Appendix A; www.corestandards.org
Anchor Standard 10:
Read & comprehend complex literary and informational text independently and proficiently.
The Progression of Reading Standard 10
The Reading for Literacy Standards are divided into two sets :
RH for Reading in History/Social Studies & RST for Reading in Science & Technical Subjects.
How do the standards differ?
Literacy in History/SS, Science, Mathematics, and Technical Subjects 6-12
A Few Placement Shifts

Similar to Old California Standards
California Adopted them August 2, 2010
These are our current standards
www.smarterbalanced.org
46 States and DC have adopted the Common Core State Standards
Source for the NGSS Portion: NextGenScience.org
Source for the CSSS Portion: CDE “CCSS: Development of an Implementation Plan”
History & Timeline
http://www.corestandards.org – in the upper right hand corner of the website, click on the “The Standards” tab.
http://www.cde.ca.gov/ci/cc/
Source: ELA CCSS Appendix A; www.corestandards.org
similar
compare
analyze
summarize
inference
General Academic Words
Are far more likely to appear in written form than in speech
They appear in all sorts of texts: informational, technical, and literary
Often represent subtle or precise to say relatively simple things (saunter instead of walk)
They are highly generalizable
Tier Two
Source: ELA CCSS Appendix A; www.corestandards.org
Plate tectonics
stalactite
isotope
molecule
Domain-specific words specific to a domain or field of study
Are key to understanding a new concept within text
Are specific
Have close ties to content knowledge
Are far more common in in informational text than in literary text
Recognized as new and hard words
Are explicitly defined by the author, repeatedly used, and heavily scaffolded (e.g., made a part of a glossary)
Tier Three
Source: ELA CCSS Appendix A; www.corestandards.org
food
school
house
dog
These words are the words of everyday speech

While important they are not the focus

Usually not considered a challenge, but English Learners will need to attend to them
Tier One
Question Predict Summarize Clarify
from which fundamental patterns of the world are constructed

conveys ideas through social interchange


concepts of similarities and differences


patterns of sequence


patterns of groups and classes

principles concerning interactions


ideas that are remote in time and space

use knowledge
Observing

Communicating

Comparing

Ordering

Categorizing

Relating

Inferring

Applying
Thinking Processes
4
3
2
1
0
Scale: FIST TO FIVE


0
-- This must have something to do with apples, right?

1
-- Isn’t that those new Science standards? I’ve heard something
about those…didn’t we adopt them in California?

2
-- I’ve heard some about them and I’ve at least scanned through
the standards document.

3
-- I’ve thoroughly read through the documents and I could use the
terminology but I don't know how to implement.

4
-- I know the standards backwards and forwards; transitioning to
these new standards will be a breeze!

5
-- I am already ROCKING these standards!!!
Rate your NGSS Knowledge
Source: ELA CCSS Appendix A; www.corestandards.org
Teacher
Considers the Reader
Computer
Attentive Human
Measures Text
Measures Text
Text Complexity
Research/Inquiry
Students can engage research/inquiry to investigate topics, and to analyze, integrate and present information
Speaking/Listening
Writing
Reading
Students can read closely and critically to comprehend a range of increasingly complex literary and informational texts.
The 4 SBAC
Assessment Claims for Literacy
Students can employ effective speaking and listening skills for a range of purposes and audiences.
Students can produce effective and well-grounded writing for a range of purposes and audiences
Audience
Appropriateness
Text Coherence
Text Structure
Teaching Reading in Science
by Mary Lee Barton & Deborah L. Jordan
Reflective
Writing
Discussion
Reflective
Conversation
Reflective
Questioning
Six Assumptions
About Learning
Strategic Teaching
Strategies
Informational
Narrative
Text
Style
Vocabulary
Text
Features
Climate
Reader
Three Interactive Elements of Reading
Independent
Teacher Responsibility
Guided
Instruction
Focus Lesson
You Do It
We Do It
I Do It
Student Responsibility
Fisher-Frey Gradual Release of Responsibility Lesson Design
(also known as the 3 Phase Model of Instruction
Reading is important in Science!
ESSENTIAL STANDARDS!
Sneaking literacy in to increase student writing can be easy.
Sneak

writing

literacy in with quick and easy "write to learn" activities.
Sneak

reading

literacy in with simple, researched-based

vocabulary

activities.
Sneak

advanced-writing

activities in with argumentative essays.
Sneak in more

independent reading

with scaffolded instruction.
Students recall no more than 30% of what theyread, hear, and see. When they then write and talk about it, they can recall up to 90% of it!
Write to Learn Writing Break
1. Stop every 20 minutes.
2. Provide a writing prompt such as
"What piece of information stands out
and seems really important? Why?"
3. Circulate as students write for two minutes.
4. Students turn to partner and talk about it.
How to do it:
How easy is that?
(some are saying 'Research' instead of 'Relationships')
How to do it:

1. Stop five minutes before the final bell.
2. Offer students a prompt like "What was the most
difficult or confusing idea we learned today and
why?"
3. Students write the whole time until the bell rings.
4. Students hand cards to you as they leave.
5. The next day read one or two and clear up their
confusion.
Write to Learn Exit Slip
How to do it:

1. Create a prompt--either open-ended or subject-
specific--to give to students for homework.
Example: How would the United States have
been different if Jonas Salk did not develop the
Polio vacinine when he did?
2. As students enter the room the next day, they
must have a complete answer on the admit slip
to enter.
3. The teacher reads two or three aloud and invites
discussion.
Admit Slip
http://bitly.com/bundles/jenniferjanzen1/2
Scan the QR Code on the screen or the QR Code in your binder with your smartphone or tablet for link to the presentation and all resources.
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SCAN




QR Code
Reader
Survey, Question, Read, Recite, Review (SQ3R)
Learning Logs
Question - Answer Relationship (QAR)
Semantic Feature Analysis
CRAFT (Context, Role, Audience, Format, Topic)
Discussion Web
Study Guides
Entry Slips/ Exits Slips
Predict, Locate, Add, Note (PLAN)
Pairs Read
Socratic Seminar
Round Robin
Fishbowl & Scored Discussion
As content teachers, we are responsible for instructing students how to capitalize on these strategies in order to understand the content material.
This includes: developing academic literacy, developing critical thinking, and encouraging the development of metacognitive habits.
Of course, Common Core literacy requires more than just quick writes like these. Argumentative writing is heavily featured.
Argumentative Writing
Many different ways to organize argumentative writing exist. The skeleton-essay activity can help you understand one way to organize an argumentative essay.
Skeleton Essay Organizer for Argumentative Essay

Introduction Background with no pros or cons

Thesis Statement:

Paragraph One: Con

Paragraph Two: Con/Pro to Counteract

Paragraph Three: Con/Pro to Counteract

Paragraph Four: Pro

Paragraph Five: Strongest Pro
Restated thesis; summarized pros; tieback with keyword from thesis
The 3 phase model of instruction influences the 3 R's which lead to the 4 C's and beyond to the 5 E model. All in the hope to impart the 5 F's.

The above phrase makes absolutely no sense until you know the context...and that's easy to know as 1, 2, 3...
1, 2, 3
5
California is actively participating in NGSS development.
NGSS Lead States
Lead Partners
ASSESSMENT
The decision of what assessment to use or develop will be up to each state choosing to adopt NGSS.

NEW ADDITIONS
A thorough discussion of equity and diversity issues has been included in NGSS (Appendix D).
A draft of middle and high school course models has been added
CCSS connections underwent additional reviews by the writers of CCSS, and additional quantitative expectations were added.
Visuals were created to show progressions of ideas through time (Appendix E).
CHANGES: Draft 1  Draft 2
This is an example of the connection between inquiry and Habits of Mind

Each science standard is correlated to the cognitive demands of both English Language Arts standards and mathematics standards.
Specific correlation of the Common Core standards are noted in the architecture of each individual science standard.
Alignment to Common Core
Code for the standard name
How to Read the Standards Map
SCIENCE & ENGINEERING PRACTICES (Inquiry)- cont.
More engineering practices (ETS2) were specified and incorporated into performance expectations at every grade level.
Due to their crosscutting nature, ETS2 (Links among Engineering, Technology, Science, and Society) core ideas have been integrated throughout the standards in a manner similar to that of crosscutting concepts.

CROSSCUTTING CONCEPTS- Appendix G
A separate chapter describing the use of crosscutting concepts in each grade band has been added as an organizing framework to help students make sense of and connect to core ideas.

NATURE OF SCIENCE- Appendix H
Nature of Science connections were made more explicit and stated in the appropriate foundation boxes. upper-level science courses.
CHANGES: Draft 1  Draft 2
PERFORMANCE EXPECTATIONS (Standards)- continued
Standards have undergone extensive review to ensure that all content is both necessary and sufficient for student success after high school in the 21st Century, and can be supplemented with further in-depth study in particular upper-level science courses.
Each performance expectation was reviewed for grade level appropriateness, clarity and assessability to ensure student expectations require increased proficiency in each practice over time.
Specific expectations was added to the connections boxes to clarify the connections between standards and topics.
The arrangement and naming of performance expectations is now provided in two different groupings: (1) by topic, and (2) by disciplinary core ideas.
CHANGES: Draft 1  Draft 2
Performance expectations should bring together scientific ideas (core ideas, cross cutting ideas) with scientific and engineering practices.
Curriculum materials need to do more than present and assess content.
Curriculum materials need to involve learners in practices that develop, use, and refine the scientific ideas.
Shifts in the Teaching and
Learning of Science (cont.)
Blue font designates a science and engineering practice concept
Stem: Each standard is written in the form of one sentence, with a stem statement describing the overall core idea that is important for student understanding of science, followed by several performance expectations that describe how students will demonstrate that understanding.
Component statements/Student Performance Expectations: Component statements are lettered with lowercase letters, and each combines Practices, Disciplinary Core Ideas, and Crosscutting Concepts into a performance expectation.
Performance Expectations = Standard
The Essential Questions are designed to show an aspect of the world that will be explained as a student gains understanding of the disciplinary core ideas as defined by the Framework. In most cases, these questions were taken directly from the NRC Framework.
Essential Question
SCIENCE & ENGINEERING PRACTICES (Inquiry)- Appendix F
A full chapter explaining the inclusion of engineering in the NGSS has been included.
The concept and practice of “inquiry” has not been omitted from NGSS—instead, it is now specified in the eight practices throughout every performance expectation.
To help clarify the meaning of each practice, a separate chapter on “practices” was added (Appendix I).
The writers integrated Engineering Design core ideas (ETS1) into other disciplines, resulting in the reduction of the total number of performance expectations.
There are two different ways to view these same performance expectations: (1) listed within the traditional disciplines (2) listed in separate Engineering Design standards.
CHANGES: Draft 1  Draft 2
PERFORMANCE EXPECTATIONS (Standards)
In response to a general misunderstanding of the role of NGSS, Achieve indicated that the NGSS are a set of goals, performance expectations for the end of instruction; they are NOT a curriculum. More detailed explanation of the nature of performance expectations has been included in the front matter of NGSS.
95% of the performance expectations have been rewritten with more specific and consistent language, relevance to student interests, and can be met in multiple ways.
No new core ideas were added to the standards.
More context and examples demonstrating potential connections to ocean and computer sciences were added.
The structure of NGSS and pedagogical vision of the NRC Framework received high praise.
CHANGES: Draft 1  Draft 2
It does NOT define “the process”
Curriculum/instructional strategies that the teacher utilizes to achieve
the outcome.
Performance expectations represent “the product” which defines what each student should know and be able to do.
Product Not The Process
Organize around limited number of core ideas. Favor depth and coherence over breadth of coverage.

Core ideas need to be revisited in increasing depth, and sophistication across years. Focus needs to be on connections:
Careful construction of a storyline – helping learners build sophisticated ideas from simpler explanations, using evidence.
Connections between scientific disciplines, using powerful ideas (nature of matter, energy) across life, physical, and environmental sciences.
Shifts in the Teaching and
Learning of Science
Engineering Design

Links Among Engineering, Technology, Science and Society
Earth and Space Sciences
Engineering, Technology and
Applications of Sciences
Earth’s Place in the Universe

Earth Systems

Earth and Human Activity
From Molecules to Organisms: Structures and Processes

Ecosystems: Interactions, Energy, and Dynamics

Heredity: Inheritance and Variation of Traits

Biological Evolution: Unity and Diversity
Life Sciences
Matter and Its Interactions

Motion and Stability

Energy

Waves and Their Applications
Physical Sciences
Figure 2
1. Draw a model that shows what is happening in this experiment.
2. Explain in writing what is happening in your model.
Figure 1
Shayna had a small bottle of Bromine gas. The bottle was closed with a cork. She tied a string to the cork, and then placed the bottle inside a larger bottle. She sealed the large bottle shut (Figure 1). Next, Shayna opened the small bottle by pulling the string connected to the cork. Figure 2 shows what happened after the cork of the small bottle was opened.
Performance Expectations Guide
Summative Assessment
MATH
Standards for Mathematical Practice
ELA
College and Career Readiness Anchor Standards
SCIENCE
Science and Engineering Practices
Habits of Mind
Core Ideas
Practices
Cross Cutting Concepts
Strengthening Scientific Thinking
Lengthening Scientific Thinking
Develop Flexible Scientific Thinking
Making Connections within Scientific Thinking
What is the Value of Weaving the Three Dimensions of the Framework Together?
Next Generation Of Science Standards Architecture
Integration of 3 Dimensions:

Practices
Crosscutting Concepts
Core Ideas
Lots of work completed,
underway, and left to do
Instruction and
Assessment
Professional Development
SBE Adoption
of NGSS
State Framework
Development
California’s Next Steps
Lead Partners
Each science standard is correlated to the cognitive demands of both English Language Arts standards and Mathematics standards.

Specific correlation of the Common Core standards are noted in the architecture of each individual science standard.
California Internal Review Team
K-12 Teachers
County Offices of Education
College and University Faculty
Practicing Scientists
Leaders in Business and Industry
Formal and Informal Science programs
California Science Teachers Association
California Mathematics and Science Projects
California Department of Education
California is actively participating in NGSS development.
NGSS Lead States
Fewer, clearer, higher
“Many existing national, state, and local standards and assessments, as well as the typical curricula in use in the US, contain too many disconnected topics given equal priority.” (NRC, 2009)
Standards and curriculum materials should be focused on a limited number of core ideas.
Allows learners to develop understanding that can be used to solve problems and explain phenomena.
Next Generation Of Science Standards Architecture
Integration of 3 Dimensions:

Practices
Crosscutting Concepts
Core Ideas
Builds on Existing National Science Education Efforts
Vision for Science Education
A Framework for Science Education: Practices, Crosscutting Concepts, and Core Ideas
Vision
Science for ALL Students
Coherent Learning
Realizing the Vision
Integrating the Three Dimensions
Equity and Diversity
Guidance for Standards Development
Looking Toward the Future: Research to
Inform K-12 Science Education Standards
Three Dimensions
Scientific and Engineering Practices
Crosscutting Concepts
Core Ideas
Disciplinary Core Ideas = Defines Content Knowledge
Disciplinary Significance
Has broad importance across multiple science or engineering disciplines, a key organizing concept of a single discipline
Explanatory Power
Can be used to explain a host of phenomena
Generative
Provides a key tool for understanding or investigating more complex ideas and solving problems
Relevant to Peoples’ Lives
Relates to the interests and life experiences of students, connected to societal or personal concerns
Usable from K to 12
Is teachable and learnable over multiple grades at increasing levels of depth and sophistication
Dimension 3
Disciplinary Core Idea
Crosscutting Concepts = Disciplinary Connective Tissue
Patterns
Cause and effect
Scale, proportion, and quantity
Systems and system models
Energy and matter
Structure and function
Stability and change

Dimension 2
Crosscutting Concepts
“Standards should be organized as progressions that support students’ learning over multiple grades. They should take into account how students’ command of the concepts, core ideas, and practices becomes more sophisticated over time with appropriate instructional experiences.” (NRC 2011, Rec 7)
Organized According to Learning Progressions
Inquiry = Practices
Dimension 1
Scientific and Engineering Practices
For each, the Framework includes a description of the practice, the culminating 12th grade learning goals, and what we know about progression over time.
Using mathematics and computational thinking
Constructing explanations (science) and designing solutions (engineering)
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
Asking questions (science) and defining problems (engineering)
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Dimension 1
Scientific and Engineering Practices
Core Ideas
Practices
Cross Cutting Concepts
Strengthening Scientific Thinking
Lengthening Scientific Thinking
Develop Flexible Scientific Thinking
Making Connections within Scientific Thinking
What is the Value of Weaving the Three Dimensions of the Framework Together?
The Guiding Principles of the Framework are Research-Based and Include. . .
http://www.nextgenscience.org/
Two-Step Process
Organized Around Core Ideas
Alignment to Common Core
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