APPENDIX M
CONNECTIONS TO THE COMMON CORE STATE STANDARDS FOR LITERACY IN SCIENCE AND TECHNICAL SUBJECTS
Literacy skills are critical to building knowledge in science. To ensure the Common Core State Standards (CCSS) for literacy work in tandem with the specific content demands outlined in the Next Generation Science Standards (NGSS), the NGSS development team worked with the CCSS writing team to identify key literacy connections to the specific content demands outlined in the NGGS. As the CCSS affirms, reading in science requires an appreciation of the norms and conventions of the discipline of science, including understanding the nature of evidence used, an attention to precision and detail, and the capacity to make and assess intricate arguments, synthesize complex information, and follow detailed procedures and accounts of events and concepts. Students also need to be able to gain knowledge from elaborate diagrams and data that convey information and illustrate scientific concepts. Likewise, writing and presenting information orally are key means for students to assert and defend claims in science, demonstrate what they know about a concept, and convey what they have experienced, imagined, thought, and learned.
Every effort has been made to ensure consistency between the CCSS and the NGSS. As is the case with the mathematics standards, the NGSS should always be interpreted and implemented in such a way that they do not outpace or misalign to the grade-by-grade standards in the CCSS for literacy (this includes the development of NGSS-aligned instructional materials and assessments). Below are the NGSS science and engineering practices and the corresponding CCSS Literacy Anchor Standards and portions of the Standards for Science and Technical Subjects.
Connections to the English/language arts (ELA) CCSS are included across all disciplines and grade bands in the final version of the NGSS. However, Appendix M focuses on connections to the Standards for Literacy in Science and Technical Subjects, which only cover grades 6–12. Therefore this appendix likewise only lists connections for grades 6–12. See the Common Core State Standards website for more information about the Literacy Standards, available at: http://www.corestandards.org/ELA-Literacy.
Science and Engineering Practice: Asking Questions and Defining Problems Students at any grade level should be able to ask questions of each other about the texts they read, the features of the phenomena they observe, and the conclusions they draw from their models or scientific investigations. For engineering, they should ask questions to define the problem to be solved and to elicit ideas that lead to the constraints and specifications for its solution (NRC, 2012, p. 56). |
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Supporting CCSS Literacy Anchor Standards and Relevant Portions of the Corresponding Standards for Science and Technical Subjects | Connection to Science and Engineering Practice |
CCR Reading Anchor #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.
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Evidence plays a critical role in the kinds of questions asked, information gathered, and findings reported in science and technical texts. The notion of close reading in Reading Standard 1 emphasizes the use of asking and refining questions in order to answer them with evidence that is either explicitly stated or implied. |
CCR Reading Anchor #7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
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Scientists and engineers present data in a myriad of visual formats in order to reveal meaningful patterns and trends. Reading Standard 7 speaks directly to the importance of asking questions about and evaluating data presented in different formats. |
CCR Reading Anchor #8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
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Challenging or clarifying scientific hypotheses, arguments, experiments, or conclusions—and the evidence and premises that support them—are key to this practice. Reading Standard 8 emphasizes evaluating the validity of arguments and whether the evidence offered backs up the claims logically. |
CCR Writing Anchor #7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
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Generating focused questions and well-honed scientific inquiries is key to conducting investigations and defining problems. The research practices reflected in Writing Standard 7 reflect the skills needed for successful completion of such research-based inquiries. |
CCR Speaking and Listening Anchor #1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
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The ability to pose relevant questions, clarify or elaborate on the ideas of others, or request information from others is crucial to learning and conducting investigations in science class. Speaking and Listening Standard 1 speaks directly to the importance of asking and refining questions to clarify ideas that generate solutions and explanations. |
CCR Speaking and Listening Anchor #3: Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
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Evaluating the soundness of a speaker's reasoning and evidence concerning scientific theories and concepts through a series of inquiries teaches students to be discriminating thinkers. Speaking and Listening Standard 3 directly asserts that students must be able to critique a point of view from the perspective of the evidence provided and reasoning advanced. |
Science and Engineering Practice: Planning and Carrying Out Investigations Students should have opportunities to plan and carry out several different kinds of investigations during their K–12 years. At all levels, they should engage in investigations that range from those structured by the teacher—in order to expose an issue or question that they would be unlikely to explore on their own (e.g., measuring specific properties of materials)—to those that emerge from students' own questions (NRC, 2012, p. 61). |
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Supporting CCSS Literacy Anchor Standards and Relevant Portions of the Corresponding Standards for Science and Technical Subjects | Connection to Science and Engineering Practice |
CCR Reading Anchor #3: Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
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Systematic investigations in the field or laboratory lie at the heart of scientific inquiry. Reading Standard 8 emphasizes the importance of accuracy in carrying out such complex experiments and procedures, in following a course of action that will provide the best evidence to support conclusions. |
CCR Writing Anchor #7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. | Planning and carrying out investigations to test hypotheses or designs is central to scientific and engineering activity. The research practices reflected in Writing Standard 7 reflect the skills needed for successful completion of such research-based inquiries. |
CCR Writing Anchor #8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
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Collecting relevant data across a broad spectrum of sources in a systematic fashion is a key element of this scientific practice. Writing Standard 8 spells out the importance of gathering applicable information from multiple reliable sources to support claims. |
CCR Speaking and Listening Anchor #1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
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Carrying out investigations in collaborative settings is crucial to learning in science class and engineering settings. Speaking and Listening Standard 1 speaks directly to the importance of exchanging theories and evidence cooperatively and collaboratively to carrying out investigations. |
Science and Engineering Practice: Analyzing and Interpreting Data Once collected, data must be presented in a form that can reveal any patterns and relationships and that allows results to be communicated to others. Because raw data as such have little meaning, a major practice of scientists is to organize and interpret data through tabulating, graphing, or statistical analysis. Such analysis can bring out the meaning of data—and their relevance—so that they may be used as evidence. |
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Supporting CCSS Literacy Anchor Standards and Relevant Portions of the Corresponding Standards for Science and Technical Subjects | Connection to Science and Engineering Practice |
CCR Reading Anchor #7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
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Scientists and engineers present data in a myriad of visual formats in order to reveal meaningful patterns and trends. Reading Standard 7 speaks directly to the importance of understanding and presenting information that has been gathered in various formats to reveal patterns and relationships and allow for deeper explanations and analyses. |
CCR Reading Anchor #9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
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Scientists and engineers use technology to allow them to draw on multiple sources of information in order to create data sets. Reading Standard 9 identifies the importance of analyzing multiple sources in order to inform design decisions and create a coherent understanding of a process or concept. |
CCR Speaking and Listening Anchor #2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
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Central to the practice of scientists and engineers is integrating data drawn from multiple sources in order to create a cohesive vision of what the data mean. Speaking and Listening Standard 2 addresses the importance of such synthesizing activities to building knowledge and defining and clarifying problems. This includes evaluating the credibility and accuracy of data and identifying possible sources of error. |
CCR Speaking and Listening Anchor #5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
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Presenting data for the purposes of cross-comparison is essential for identifying the best design solution or scientific explanation. Speaking and Listening Standard 5 stresses the importance of visual displays of data within presentations in order to enhance understanding of the relevance of the evidence. That way others can make critical decisions regarding what is being claimed based on the data. |
Science and Engineering Practice: Constructing Explanations and Designing Solutions Asking students to demonstrate their own understanding of the implications of a scientific idea by developing their own explanations of phenomena, whether based on observations they have made or models they have developed, engages them in an essential part of the process by which conceptual change can occur. |
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Supporting CCSS Literacy Anchor Standards and Relevant Portions of the Corresponding Standards for Science and Technical Subjects | Connection to Science and Engineering Practice |
CCR Reading Anchor #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.
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Evidence plays a critical role in determining a theory in science and a design solution in engineering. The notion of close reading in Reading Standard 1 emphasizes pursuing investigations into well-supported theories and design solutions on the basis of evidence that is either explicitly stated or implied. |
CCR Reading Anchor #2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
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Part of the power of a scientific theory or engineering design is its ability to be cogently explained. That ability to determine and clearly state an idea lies at the heart of Reading Standard 2. |
CCR Reading Anchor #8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
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Constructing theories and designing solutions both require analysis that is rooted in rational argument and in evidence stemming from an understanding of the world. Reading Standard 8 emphasizes evaluating the validity of arguments and whether the evidence offered backs up the claim logically. |
CCR Writing Anchor #2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
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Building a theory or model that explains the natural world requires close attention to how to weave together evidence from multiple sources. With a focus on clearly communicating complex ideas and information by critically choosing, arranging, and analyzing information, Writing Standard 2 requires students to develop theories with the end goal of explanation in mind. |
CCR Writing Anchor #8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
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Collecting relevant data across a broad spectrum of sources in a systematic fashion is a key element of constructing a theory with explanatory power or a design that meets multiple constraints. Writing Standard 8 spells out the importance of gathering applicable information from multiple reliable sources in order to construct well-honed explanations. |
CCR Writing Anchor #9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
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The route toward constructing a rigorous explanatory account centers on garnering the necessary empirical evidence to support a theory or design. That same focus on generating evidence that can be analyzed is at the heart of Writing Standard 9. |
CCR Speaking and Listening Anchor #4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style appropriate to the task, purpose, and audience.
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A theory in science and a design in engineering are a rational explanatory account of how the world works in light of the evidence. Speaking and Listening Standard 4 stresses how the presentation of findings crucially relies on how the evidence is used to illuminate the line of reasoning embedded in the explanation offered. |
Science and Engineering Practice: Engaging in Argument from Evidence The study of science and engineering should produce a sense of the process of argument necessary for advancing and defending a new idea or an explanation of a phenomenon and the norms for conducting such arguments. In that spirit, students should argue for the explanations they construct, defend their interpretations of the associated data, and advocate for the designs they propose (NRC, 2012, p. 73). |
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Supporting CCSS Literacy Anchor Standards and Relevant Portions of the Corresponding Standards for Science and Technical Subjects | Connection to Science and Engineering Practice |
CCR Reading Anchor #6: Assess how point of view or purpose shapes the content and style of a text.
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The central motivation of scientists and engineers is to put forth what they believe is the best explanation for a natural phenomenon or design solution and to verify that representation through well-wrought arguments. Understanding the point of view of scientists and engineers and how that point of view shapes the content of the explanation is what Reading Standard 6 asks students to attune to. |
CCR Reading Anchor #8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
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Formulating the best explanation or solution to a problem or phenomenon stems from advancing an argument whose premises are rational and supported with evidence. Reading Standard 8 emphasizes evaluating the validity of arguments and whether the evidence offered backs up the claim logically. |
CCR Reading Anchor #9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
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Implicit in the practice of identifying the best explanation or design solution is comparing and contrasting competing proposals. Reading Standard 9 identifies the importance of comparing different sources in the process of creating a coherent understanding of a phenomenon, concept, or design solution. |
CCR Writing Anchor #1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
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Central to the process of engaging in scientific thought or engineering practices is the notion that what will emerge is backed up by rigorous argument. Writing Standard 1 places argumentation at the heart of the CCSS for science and technology subjects, stressing the importance of logical reasoning, relevant evidence, and credible sources. |
CCR Speaking and Listening Anchor #1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
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Reasoning and argument require critical listening and collaboration skills in order to identify the best explanation for a natural phenomenon or the best solution to a design problem. Speaking and Listening Standard 1 speaks directly to the importance of comparing and evaluating competing ideas through argument to cooperatively and collaboratively identify the best explanation or solution. |
CCR Speaking and Listening Anchor #3: Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
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Evaluating the reasoning in an argument based on the evidence present is crucial for identifying the best design or scientific explanation. Speaking and Listening Standard 3 directly asserts that students must be able to critique the point of view within an argument presented orally from the perspective of the evidence provided and reasoning advanced by others. |
CCR Speaking and Listening Anchor #4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style appropriate to the task, purpose, and audience.
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The practice of engaging in argument from evidence is a key ingredient in determining the best explanation for a natural phenomenon or the best solution to a design problem. Speaking and Listening Standard 4 stresses how the presentation of findings crucially relies on how the evidence is used to illuminate the line of reasoning embedded in the explanation offered. |
Science and Engineering Practice: Obtaining, Evaluating, and Communicating Information Any education in science and engineering needs to develop students' ability to read and produce domain-specific text. As such, every science or engineering lesson is in part a language lesson, particularly reading and producing the genres of texts that are intrinsic to science and engineering (NRC, 2012, p. 76). |
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Supporting CCSS Literacy Anchor Standards and Relevant Portions of the Corresponding Standards for Science and Technical Subjects | Connection to Science and Engineering Practice |
CCR Reading Anchor #2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
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Part of the power of a scientific theory or engineering design is its ability to be cogently explained. That ability to determine and clearly state or summarize a salient scientific concept or phenomenon lies at the heart of Reading Standard 2. |
CCR Reading Anchor #7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
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A key practice within scientific and engineering communities is communicating about data through the use of tables, diagrams, graphs, and models. Reading Standard 7 speaks directly to the importance of understanding information that has been gathered by investigators in visual formats that reveal deeper explanations and analyses. |
CCR Reading Anchor #9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
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The end goal of these science and engineering practices is to position scientists and engineers to be able to evaluate the merit and validity of claims, methods, and designs. Reading Standard 9 identifies the importance of synthesizing information from a range of sources to the process of creating a coherent understanding of a phenomenon or concept. |
CCR Reading Anchor #10: Read and comprehend complex literary and informational texts independently and proficiently.
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When reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that often make extensive use of elaborate diagrams and data to convey information and illustrate concepts. Reading standard 10 asks students to read complex informational texts in these fields with independence and confidence. |
CCR Writing Anchor #2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
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The demand for precision in expression is an essential requirement of scientists and engineers, and using the multiple means available to them is a crucial part of that expectation. With a focus on clearly communicating complex ideas and information by critically choosing, arranging, and analyzing information—particularly through the use of visual means—Writing Standard 2 requires students to develop their claims with the end goal of explanation in mind. |
CCR Writing Anchor #8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
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Collecting relevant data across a broad spectrum of sources in a systematic fashion is a key element of assessing the validity of claims, methods, and designs. Writing Standard 8 spells out the importance of gathering applicable information from multiple reliable sources so that information can be communicated accurately. |
CCR Speaking and Listening Anchor #1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
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Reasoning and argument require critical listening and collaboration skills in order to evaluate the merit and validity of claims, methods, and designs. Speaking and Listening Standard 1 speaks directly to the importance of comparing and assessing competing ideas through extended discussions grounded in evidence. |
CCR Speaking and Listening Anchor #4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style appropriate to the task, purpose, and audience.
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Central to the professional activity of scientists and engineers alike is communicating their findings clearly and persuasively. Speaking and Listening Standard 4 stresses how the presentation of findings crucially relies on how the evidence is used to illuminate the line of reasoning embedded in the explanation offered. |
CCR Speaking and Listening Anchor #5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
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Presenting data for the purposes of communication is essential for evaluating the merit and validity of claims, methods, and designs. Speaking and Listening Standard 5 stresses the importance of visual or digital displays of data within presentations in order to enhance understanding of the evidence. That way others can make critical decisions regarding what is being claimed based on the data. |