Literacy for Science Exploring the Intersection of the Next Generation Science Standards and Common Core for ELA Standards: A Workshop Summary (2014) / Chapter Skim
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2 Literacy for Science in English Language Arts and Science Standards
2 Literacy for Science in English Language Arts and Science Standards
Pages 7-18
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From page 7... ...
, addressed the rationale behind the develop ment of the literacy in science and technical subjects standards aspects of CCSS for English Language Arts (CCSS for ELA)
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For example, she said, the standards call for students to: • attend to evidence with precision and detail; • gather, synthesize, and corroborate complex information; • make and assess arguments orally and in writing; • make accounts of events and ideas; and • integrate, translate, and evaluate prose, graphs, charts, and formulas. Table 2-1 shows how the CCSS for ELA literacy in science standards map onto par ticular NGSS science and engineering practices.
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From page 9... ...
subject under investigation. Practice 6: Constructing Explanations and Designing Solutions CCSS Grades 6-8 Grades 9-10 Grades 11-12 Using Textual Cite specific textual Cite specific textual Cite specific textual evidence Evidence and evidence to support analysis evidence to support to support analysis of science Attending to of science and technical analysis of science and and technical texts, attending Detail texts.
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From page 10... ...
Assessing Distinguish among facts, Assess the extent to Evaluate the hypotheses, data, Arguments reasoned judgment based which the reasoning and analysis, and conclusions in on research findings, and evidence in a text support a science or technical text, speculation in a text. the author's claim or a verifying the data when recommendation for solving possible and corroborating or a scientific or technical challenging conclusions with problem.
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into words. NOTES: CCSS, Common Core State Standards; CCSS for ELA, Common Core State Standards for English Language Arts; NGSS, Next Generation Science Standards.
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He pointed out that in both cases, students posed questions, completed readings and investigations to gather information, engaged in argument to refine explanations, and developed causal accounts through language. Reiser emphasized that in both examples, literacy practices play a critical role in helping students "figure things out." Scientific discourse and social interaction are critical to this process of making meaning and developing explanations, he said.
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From page 13... ...
He shared some of the concerns of both science and language arts educators that he has heard through the course of his work. As he stated, "the first thing I learned when I started working with science educators was that respectable science educators had regarded reading and text as the problem, not the solution to inquiry-based science." For example, he said, round-robin read ing of textbooks often replaces the use of science practices and can promote the idea that science consists of a set of facts to be memorized, rather than science as an endeavor.
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From page 14... ...
He suggested that in order to help students be successful in understanding text and communicating in science, both science and language arts teachers need to be aware of the unique challenges inherent in science communication as well as more general strategies for support ing students' comprehension and expression. At the middle and high school levels, science teachers likely know the sci ence content they want students to extract from reading a science text, but are often unaware of what it is about that text that makes it difficult for students to comprehend, Pearson explained.
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From page 15... ...
Having a purpose for reading, writing, and speaking in science commonly means engaging in scientific investigations, according to planning committee member Elizabeth Birr Moje, University of Michigan. She argued that teaching language and literacy for science means that students need to be engaging with the science practices.
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Learning words in context using repeated experiences and multiple modalities simultaneously builds language skills and conceptual knowledge. An Inquiry-Based Approach to Learning Michaels argued that scientific and literacy goals and practices are well-served when they take place within classroom cultures that support public reasoning.
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From page 17... ...
Science involves using particular language to describe, predict, synthesize, and argue, based on certain norms and conventions that differ from those used in everyday life, according to Pearson and Moje. Therefore, understanding scientific concepts is not only experiential but also of necessity about language, as Moje summarized.
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From page 18... ...
Often students can engage in these practices through access to primary data and text sources, particularly for prob lems that do not lend themselves to first-hand investigation. As students engage in developing explanatory causal models of scientific phenomena, discussion focuses on building consensus around an explanatory model and not on who has the right answer, Reiser and others pointed out.
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