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Liter racy fo Science: Explo or oring t the Intersect tion of the Next G f N Genera ation S Scienc ce Standa S ards and Co a ommon Cor for E re ELA Standard ds A WORKSH W HOP SUM MMARY Y Holly Rhodes and Michael Fed Rapporte R M der, eurs Steering Committee on Explorin the Overla between “ ng ap “Literacy in Science” an the Practice of nd Obtaining, Evaluating, and Commun O E a nicating Info ormation Board on Science Edu S ucation Division of Behavioral an Social Sc D B nd ciences and E Education ADVAN NCE CO OPY NOT FOR PUBLI RELEAS E BEFORE IC Friday, June 20, 2014 J 9:00 a.m. EST 0 T i Prep publication copy, uncorr c rected proofs s

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THE NATIONAL ACADEMIES PRESS 500 Fifth Street, NW Washington, DC 20001 NOTICE: The project that is the subject of this report was approved by the Governing Board of the National Research Council, whose members are drawn from the councils of the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine. The members of the committee responsible for the report were chosen for their special competences and with regard for appropriate balance. This study was supported by Contract No. 10001820 between the National Academy of Sciences and the Carnegie Foundation. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the views of the organizations or agencies that provided support for the project. International Standard Book Number-13: xxxx International Standard Book Number-10: xxxx Additional copies of this report are available from the National Academies Press, 500 Fifth Street, NW, Keck 360, Washington, DC 20001; (800) 624-6242 or (202) 334-3313; http://www.nap.edu. Copyright 2014 by the National Academy of Sciences. All rights reserved. Printed in the United States of America Cover credits: xxx Suggested citation: National Research Council. (2014). Literacy for Science: Exploring the Intersection of the Next Generation Science Standards and Common Core for ELA Standards, A Workshop Summary, Holly Rhodes and Michael Feder, Rapporteurs, Steering Committee on Exploring the Overlap between “Literacy in Science” and the Practice of Obtaining, Evaluating, and Communicating Information. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press. ii Prepublication copy, uncorrected proofs

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The Nati ional Acade emy of Scien nces is a priv vate, nonpro fit, self-perp petuating soc ciety of distinguished scholar engaged in scientific and engineer rs n a ring research dedicated to the h, furtheran of scienc and techno nce ce ology and to their use fo the genera welfare. U o or al Upon the auth hority of the charter granted to it by the Congress in 1863, the A d e n Academy ha a mandate that require it as es to advise the federal government on scientific and techni matters. Dr. Ralph J Cicerone is e t ical J. s president of the Natio Academ of Scienc t onal my ces. The Natiional Acade emy of Engineering was established in 1964, un s d nder the char of the rter National Academy of Sciences, as a parallel organization of outstand a n ding enginee It is ers. autonomous in its addministration and in the selection of i members, sharing wit the Nation n s its th nal Academy of Sciences the responsibility for advising the federal gove y a ernment. The National e Academy of Enginee y ering also sponsors engin neering proggrams aimed at meeting n d national nee eds, encourag education and researc and recognizes the su ges n ch, uperior achievements of engineers. D C. f Dr. D. Mote Jr. is preside of the Na ent ational Acad demy of Eng gineering. The Instiitute of Meddicine was established in 1970 by th National A e n he Academy of Sciences to f secure th services of eminent members of ap he f m ppropriate professions in the examin n nation of pol licy matters pertaining to the health of the public. The Institu acts under the responsibility given to p o . ute r n the Natio Academ of Science by its con onal my es ngressional ccharter to be an adviser t the federal to governm and, upo its own in ment on nitiative, to id dentify issue of medica care, resea es al arch, and education Dr. Harve V. Fineberg is preside of the Ins n. ey ent stitute of Me edicine. The Nati ional Resear Council was organized by the N rch l National Aca ademy of Sciences in 1916 to associate the broad community of science an technology with the A e o nd y Academy’s p purposes of furthering knowledge and advisin the federa governme Function e ng al ent. ning in accorrdance with general policies deter p rmined by th Academy, the Counci has becom the princip operating he il me pal g agency of both the National Acad o N demy of Scieences and th National A he Academy of Engineering in f g providing services to the governm g o ment, the pu ublic, and the scientific a engineer e and ring commun nities. The Coun is admin ncil nistered join by both Academies a the Instit of Medi ntly A and tute icine. Dr. Ra alph J. Cicerone and C. D. Mote Jr. ar chair and vice chair, r re respectively, of the Natio Researc onal ch Council. www.nation nal-academie es.org iii Prep publication copy, uncorr c rected proofs s

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Steering Committee on Exploring the Overlap between “Literacy in Science” and the Practice of Obtaining, Evaluating, and Communicating Information P. DAVID PEARSON (CHAIR), University of California, Berkeley JUAN-CARLOS AGUILAR, Georgia Department of Education SARAH MICHAELS, Clark University ELIZABETH BIRR MOJE, University of Michigan SUSAN PIMENTEL, Student Achievement Partners HELEN QUINN, Emerita, SLAC National Accelerator Laboratory, Stanford University MICHAEL FEDER, Study Director HEIDI SCHWEINGRUBER, Deputy Director, Board on Science Education REBECCA KRONE, Senior Program Assistant v Prepublication copy, uncorrected proofs

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BOARD ON SCIENCE EDUCATION HELEN QUINN (Chair), Emerita, SLAC National Accelerator Laboratory, Stanford University GEORGE BOGGS, Emeritus, Palomar College and American Association of Community Colleges MELANIE COOPER, Department of Chemistry, Michigan State University RODOLFO DIRZO, Department of Biology, Stanford University JACQUELYNNE ECCLES, Department of Psychology, University of Michigan JOSEPH FRANCISCO, Department of Chemistry, Purdue University MARGARET HONEY, New York Hall of Science, Queens, New York SUSAN W. KIEFFER, Department of Geology, University of Illinois at Urbana—Champaign MATTHEW KREHBIEL, Kansas State Department of Education MICHAEL LACH, Urban Education Institute, University of Chicago LYNN LIBEN, Department of Psychology, The Pennsylvania State University BRIAN REISER, School of Education and Social Policy, Northwestern University SUZANNE WILSON, Department of Teacher Education and Center for the Scholarship of Teaching, Michigan State University MARSHALL “MIKE” SMITH, Carnegie Foundation for the Advancement of Teaching ROBERTA TANNER, Retired Physics Teacher, Thompson School District, Loveland, Colorado YU XIE, Department of Sociology, University of Michigan MARTIN STORKSDIECK, Director (through June 2014) HEIDI A. SCHWEINGRUBER, Deputy Director MICHAEL A. FEDER, Senior Program Officer MARGARET HILTON, Senior Program Officer NATALIE NIELSEN, Senior Program Officer (through February 2014) REBECCA KRONE, Program Associate (through May 2014) KELLY ARRINGTON, Senior Program Assistant JOANNA ROBERTS, Program Assistant vi Prepublication copy, uncorrected proofs

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Preface This summary was prepared by independent rapporteurs. The workshop was designed to explore the intersection between the “Literacy in Science” portions of the Common Core State Standards for English/Language Arts (CCSS for ELA) and the practices in the Next Generation Science Standards (NGSS). The views contained in the report are those of individual workshop participants and do not necessarily represent the views of all workshop participants, the planning committee, or the National Research Council (NRC). The planning committee was responsible only for the quality of the agenda and the selection of participants. Neither the workshop nor this summary is intended as a comprehensive review of what is known about the topic. The presentations and discussions were limited by the time available for the workshop. This workshop summary has been reviewed in draft form by individuals chosen for their diverse perspectives and technical expertise, in accordance with procedures approved by NRC’s Report Review Committee. The purpose of this independent review is to provide candid and critical comments that will assist the institution in making its published report as sound as possible and to ensure that the report meets institutional standards for objectivity, evidence, and responsiveness to the charge. The review comments and draft manuscript remain confidential to protect the integrity of the process. We thank the following individuals for their review of this report: George I. Matsumoto, Senior Education and Research Specialist, Monterey Bay Aquarium Research Institute; P. David Pearson, Language and Literacy and Cognition and Development, Graduate School of Education, University of California, Berkeley; and Sam Shaw, Division of Learning and Instruction, South Dakota Department of Education. Although the reviewers listed above provided many constructive comments and suggestions, they were not asked to endorse the content of the report nor did they see the final draft of the report before its release. The review of this report was overseen by Carlo Parravano, executive director (retired), Merck Institute for Science Education. Appointed by the NRC, he was responsible for making certain that an independent examination of this report was carried out in accordance with institutional procedures and that all review comments were carefully considered. Responsibility for the final content of this report rests entirely with the authors and the institution. vii Prepublication copy, uncorrected proofs

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Table of Contents 1 Introduction 2 Literacy for Science in English Language Arts and Science Standards 3 The Language of Science Text and Talk 4 Weaving Science and Literacy Together across the Grades: Exemplars 5 Preparing Teachers to Effectively Interweave Science and Literacy Instruction 6 Supporting Literacy for Science on a Larger Scale 7 Final Remarks Bibliography Appendixes A: Steering Committee Member and Workshop Speaker Biographical Summaries B: Workshop Agenda C: Registered Workshop Participants ix Prepublication copy, uncorrected proofs

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