Creating Student-Centered Science Notebooks
|
|
- Myron Snow
- 7 years ago
- Views:
Transcription
1 Creating Student-Centered Science Notebooks Lori Fulton and Brian Campbell Connecting Science and Literacy in the K-8 Classroom September 29 October 2, 2005 St. Louis, MO
2
3 Creating Student-Centered Science Notebooks Lori Fulton and Brian Campbell Agenda Introduction Science Experience Explore pendulums Create plan to investigate length of pendulum Share plans Science Experience Debrief Classroom Application Watch classroom video of science experience Examine student notebooks Closure Goals Consider how science notebooks may be used during a science experience Consider ways in which the teacher can provide structure to enhance studentcentered notebooks Explore what student-centered notebooks may look like in the classroom 1
4 What is meant by studentcentered notebooks? tools for students to grapple with scientific concepts and make sense of their understandings using recording and organizing strategies that are personally meaningful. -Fulton & Campbell, 2004 Science Experience 2
5 Video Video Discussion What was the role of the teacher/students in creating the plan? Why focus on creating a plan? How does science serve as a context for literacy in this lesson? Student Notebooks What do you notice in terms of: the notebook entries in general? the students plans from the beginning of the year through the end of the year? literacy opportunities? 3
6 we believe that teachers need first to carefully select the type of entry to work on with students. Which types of entries are more useful and effective for promoting understanding, scientific inquiry, and improving performance? Second, teachers need to think of options for assisting themselves and helping students move toward self-monitoring. -Ruiz-Primo, Li, & Shavelson, 2002 While the lesson may be student driven, the teacher must still have a goal for students to use their notebooks. This includes: knowing the content goal(s) of the lesson. knowing what elements of the science notebook they want to use to achieve this content goal. knowing how they want to structure the development of those elements. being able to recognize how students are using the elements. being able to recognize students knowledge of the content goal. How do you build studentcentered notebooks? 4
7 When is it appropriate to: ask a question? allow students to fumble a bit? tell students what to do? Key Elements to Consider Align notebook implementation with style. Know curriculum and how the notebook will support the concepts. Recognize what notebook elements on which to focus Recognize where students progress on these elements and scientific concepts. Be purposeful about decisions. Know benefits and drawbacks of chosen approach. Thinking Points What opportunities are there within your curriculum to focus on notebook development? What expectations will you put in place for your students notebooks? How can you structure lessons to guide rather than direct notebook development? 5
8 [If] teachers do not address the ideas students bring to science class, but try to superimpose new information onto a student s way of organizing the world, science class then becomes a foreign culture, rather than a place to discuss, to investigate, and organize the phenomena of the world. -Shapiro, 1996 Questions/Comments Lori Fulton fultola@interact.ccsd.net Brian Campbell - brcampbell@calmail.berkeley.edu 6
9 References on Science Notebooks: Aschbacher, P. & A. Alonzo Using Science Notebooks to Assess Students Conceptual Understanding. Retrieved on 5/4/05 from lonzo_000.pdf Baxter, G., K. Bass, & R. Glasser An Analysis of Notebook Writing in Elementary Science Classrooms. Retrieved on 6/14/05 from Campell, B. & L. Fulton Science Notebooks: Writing About Inquiry. Portsmouth, NH: Heinemann. Elstgeest, J., W. Harlen, & D. Symington Children Communicate. In W. Harlen (Eds.), Primary Science: Taking the Plunge (pp ). Oxford: Heinemann Educational. Fulton, L. & B. Campbell Student-Centered Notebooks: Strategies to Encourage Science Notebooks that Function as Useful, Personalized Tools. Science and Children 42 (3): Hargrove, T. & C. Nesbit Science Notebooks: Tools for Increasing Achievement Across the Curriculum. Retrieved 2/13/05 from Klentschy, M. P. & E. Molina-De La Torre Students Science Notebooks and the Inquiry Process. In E. W. Saul (Eds.), Crossing Borders in Literacy and Science Instruction: Perspectives on Theory and Practice (pp ). Newark, DE: International Reading Association. Miller, R. & R. Calfee Making Thinking Visible: A Method to Encourage Science Writing in Upper Elementary Grades. Science and Children 42 (3): Mintz, E. & J. Calhoun Project Notebook: Science Notebooks Emerge as a Means of Supporting and Enhancing Instruction Across the Curriculum. Science and Children 42 (3): Reid-Griffin, A., C. Nesbit & C. Rogers. Science Notebooks an Inquiry Endeavor? Retrieved 2/13/05 from doc. Ruiz, M., M. Li, & R. Shavelson. Students Science Notebooks and the Information they Provide about Opportunity to Learn and Student Learning. Retrieved on 5/4/05 from Li-Shavelson-.pdf Ruiz, M., M. Li, & R. Shavelson Looking Into Students Science Notebooks: What do Teachers do with Them? Retrieved on 5/4/05 from Shepardson, D. & S. Britsch The Art of Reviewing Science Journals: Questions to Keep in Mind When Planning and Assessing Students Journal Entries. Science and Children 42 (3): Thier, M. & B. Daviss The New Science Literacy: Using Language Skills to Help Students Learn Science. Portsmouth, NH: Heinemann. Worth, K., R. Moriarty, & J. Winokur , Capitalizing on Literacy Connections. Science and Children 41 (5): Pages from a Scientist s Notebooks: Linus Pauling Science Notebooks: C:\Documents and Settings\fultola\My Documents\Notebooks\Index - Linus Pauling Research Notebooks - Special Collections.htm
10
11 StudentCentered Notebooks Strategies to encourage science notebooks that function as useful, personalized tools S cience notebooks are fixtures in many science classrooms, but are students using them to their full potential? Ideally, science notebooks should be tools for students to grapple with scientific concepts and make sense of their understandings using recording and organizing strategies that are personally meaningful. Many times, however, students look to the teacher for what should be recorded in the notebook rather than to their own inquiries and their own experiences with the materials. When looking to the teacher for answers, students are not seeing the notebook as a tool for themselves but rather as an assignment for the teacher. Instead of using the notebook to help them make sense of the content, students are trying to determine what it is they believe the teacher wants them to have in their notebooks. However, if students have personal ownership of their notebooks, they can begin to truly see them as useful tools. In this article, we explore the idea of developing student-centered notebooks based on our classroom observations and experiences. While developing such notebooks takes time and planning to pull together and maintain, the rewards for students and teachers are well worth it. By Lori Fulton and Brian Campbell 26 Science and Children This article originally appeared in Science and Children, November 2004, Copyright National Science Teachers Association.
12 Making Time for Notebooks Careful planning will ensure that students develop meaningful notebook entries. When determining the most appropriate use of notebooks for a specific lesson, it is important to have two complementary goals for each science lesson one focused on content, such as the structure of seeds, and another focused on the recording strategies used in the notebook itself, such as technical drawing. After students have had experiences focused on the seeds, the discussions can then focus on how to represent all of those structures through drawings that can be labeled and referred to later, a notebook goal. Before beginning a science experience, students need time to think about what they are trying to find out and how they will organize this information. Facilitate a discussion by asking, As we look closer at our sprouting seed, how might you record what you notice? Students may benefit from sharing recording strategies (such as using a list, creating a table, or drawing pictures) with one another and thinking about what will be important to record. By setting up this discussion, an environment is created in which students determine their own strategies. During the science activity, plan time for students to record their findings. For some students, this will be a natural part of their work, while others will need specific time to stop and record their thinking. While it is tempting to have students record in a predetermined manner, it is important to let them select their own method of organization. Not only does this allow students to use methods that they fully understand but it also provides the teacher with information about what strategies students are most comfortable with. As students conduct the activity, observe the notebook strategies each student is using and then use this information to guide future instruction. For example, if students are recording using complete sentences, future instruction may include a minilesson on technical drawing or using a list to record information. Students also need time to try out new ideas and to talk specifically about the strategies they are using in their notebooks, just as they need time to discuss the content they are learning. To structure this, ask students to share (with a partner or the whole group) specific ways they are organizing their information or the type of data they are including, such as using different colored pens to record data on different organisms or a t-chart to compare two different environments. This builds in the opportunity for students to talk with one another and learn from one another rather than always relying on the teacher. After the experience, students need opportunities to refer to their notebooks in order to understand how they can better organize and represent the information. This can be done through discussion or a written assignment. Or, ask students to use their notebooks to create a slide show to represent their understandings, such as plant growth over a few weeks time. Students who have not accurately documented the growth of their plants may struggle with this task and realize the importance of using their notebooks during an investigation. Using the notebook in this manner is essential, as students use the information within it and understand the importance of documenting their work. Facilitating Ownership As you conduct lessons, you may begin to notice unique strategies that students are exploring as they work within their notebooks. Some of these strategies may be efficient, while others may appear more random. These different strategies can become important discussion points that lead to more efficient use of the notebook. For example, when observing properties of solids, the teacher may notice that several students are writing descriptions of each one in paragraph form. This technique leaves the students with little space to add new This notebook sample shows a student s recording of what she considers to be important to her investigation. November/December
13 observations and makes it difficult for comparison of the various solids. However, a few students may have chosen to organize the information for each solid using a table. During a group discussion, attention should be called to the table strategy and students should be prompted to consider how a table might be helpful in this situation. It is essential to find a balance between giving students control of their notebooks and maintaining the integrity of the scientific concepts and processes with which they are working. It can be difficult to turn over control of the notebooks to students and disconcerting to see doodles and what appear to be random thoughts. But, with patience, you may be surprised to find students are actually incorporating important elements questions, titles, etc. without prompting and taking risks in the way they organize their thinking and data. Ideally, students will refer to previous experiences in their notebooks and use it in their conversations with one another. As a facilitator, the teacher monitors student progress and provides more assistance or extended opportunities when students are struggling with content or strategies. Over the course of the year, there are times when students need to be introduced to a strategy, such as a line plot, as it is something with which they are unfamiliar. Many times, other students can serve as resources to introduce and explain certain strategies. At other times, minilessons can be used to explore a new technique for recording; however, it is important for students to incorporate the strategy into their notebooks in a way that makes sense rather than be required to use it at that point. As the year progresses, students become more comfortable with their notebooks but may need additional guidance to increase their effectiveness. Students need time to explore, revisit, and modify ideas, whether they come from the teacher or other students and to share them with one another. Beyond time, it is also helpful to prompt students to share how they recorded their information and encourage them to share their thinking with purposeful questioning or prompts, such as: How could you record this information differently? Look back in your notebooks; what strategy did you use the last time we observed an animal? How could you improve your strategy? By prompting students in this way, you are creating opportunities for them to use the notebook in a meaningful manner and to think about how they might improve upon their recording strategies. Figure 1. Student organizational strategies. Technical drawings and diagrams with labels. These are detailed drawings based on close observation of the structure of the object being observed. They may highlight parts of the object that had previously gone unnoticed. Notes and lists. These are fragments of students observations used to record information quickly. They are often useful when observing something that changes rapidly or trying to capture characteristics of an object. Charts, tables, and graphs. These are organizational tools that provide students with different ways to view data. They may include line plots, t- charts, bar graphs, etc. Written observations. These are more detailed accounts of observations frequently containing complete sentences. They may contain information that is difficult to communicate in drawings or lists. 28 Science and Children
14 Assessing Notebooks In order to ensure that students notebooks retell their personal science journey, you may choose not to collect and grade them, so you may need to determine other assessment measures. Before determining how to assess, determine what needs to be assessed: the scientific content or notebook strategies. For example, is the goal to correctly create a two-column list (a notebook strategy) or the goal that students can correctly identify living and nonliving factors (content)? While the two ideas seem simple, the focus for each is different and it is important to separate them for the students during group discussions. Once you have decided what to assess, determine how to assess it. To gain a better understanding of content knowledge, have students do quick writes using their science notebook as a resource. With a quick write, you can specify the purpose and the students know that the teacher is the audience. For example, after working with solutions, the teacher may ask the students to do a quick write on how they would determine the amount of salt that can dissolve in 75 ml of water. Another method is to listen closely when students share with a partner or a small group. This allows you to learn about the varying levels of student understanding. Whole-group discussions provide another means of gathering information to formatively assess the class as a whole. Again, this should focus on what you have decided to assess, the content or the strategies the students are using. When discussing content, listen to see if students are able to explain specific understandings to determine if they need additional experiences. When discussing notebooks, collect information on the organizational strategies students are using for planning of future minilessons. (See Figure 1 for examples of student organizational strategies.) For example, as the students are sharing, you may note that several students are using drawings but not labeling them, or that students are recording questions within their observations rather than separating them out. Using these notes, the teacher may have students look at nonfiction texts that use labels or sidebars to show students alternative methods of organizing information. Finally, students can use their notebooks to create more formal products that they share with others, just as scientists use their notebooks to compile their findings and put together a presentation or a paper. Students can refer to their notebooks as they create slide shows, informational writing, or presentations for class or school science conferences. In using these other sources for evaluation purposes, the emphasis is that the notebooks serve as records of the students science experiences. When the teacher does not grade or write in the notebook, the students focus shifts to what they think is important rather than Connecting to the Standards This article relates to the following National Science Education Standards (NRC 1996): Content Standards Grades K 4 Standard A: Science as Inquiry Abilities necessary to do scientific inquiry Understandings about scientific inquiry Teaching Standards Standard A: Teachers of science guide and facilitate learning. Standard C: Teachers of science engage in ongoing assessment of their teaching and of student learning. worrying about what the teacher wants them to include, thus ensuring that the notebook retells the student s personal science journey. Encourage Notebook Use There are several ways to approach the development of notebooks; teachers need to decide what will best match their approach to teaching science. By releasing control of the notebooks contents, teachers begin to get a better sense of what their students truly understand in terms of both content and organization. While this may not feel natural in the beginning, it will begin to feel more natural with time, as it is better matched to the student-centered approach of many science curriculums. By allowing students to take ownership of what information is included and how it is represented in their notebooks, teachers are helping students see the true value of a science notebook as a tool to assist with their understanding of the concepts and processes of science. n Lori Fulton (fultola@interact.ccsd.net) is a project facilitator with the Mathematics and Science Enhancement project of Clark County School District in Las Vegas, Nevada. Brian Campbell (bcampbell@ interact.ccsd.net) is a fifth-grade teacher at Lummis Elementary School in Las Vegas, Nevada. Resources National Research Council (NRC) National Science Education Standards. Washington, D.C.: National Academy Press. NSTA Connection Science Notebooks: Writing About Inquiry by Brian Campbell and Lori Fulton is reviewed in NSTA Recommends on page 56. November/December
Science Notebooks. a tool for increasing student understanding of inquiry and science content a tool for enhancing literacy skills
Science Notebooks a tool for increasing student understanding of inquiry and science content a tool for enhancing literacy skills s Table of Contents Investigation/Activity Page Advantages of Science Notebooks
More informationWhen you ask What is a model? and
Sizing up the Solar System Students learn about the notion of scale By Heidi Wiebke, Meredith Park Rogers, and Vanashri Nargund-Joshi When you ask What is a model? and your student responds A very attractive
More informationEngaging Middle School Students in the Analysis and Interpretation of Real-World Data
Engaging Middle School Students in the Analysis and Interpretation of Real-World Data by Cheryl A. McLaughlin Copyright 2013, National Science Teachers Association (NSTA). Reprinted with permission from
More informationCompiled By: Pat Elliott, Resource Teacher & Dale Mays, Grade 4 Teacher Simcoe County District School Board Ontario Canada
Compiled By: Pat Elliott, Resource Teacher & Dale Mays, Grade 4 Teacher Simcoe County District School Board Ontario Canada Literacy Circles There is no one right way to conduct literacy circles. The manner
More informationSecond Grade Science Curriculum
Second Grade Science Curriculum Approved July 12, 2004 The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the second grade level.
More informationASSESSING MIDDLE SCHOOL STUDENTS CONTENT KNOWLEDGE AND SCIENTIFIC
ASSESSING MIDDLE SCHOOL STUDENTS CONTENT KNOWLEDGE AND SCIENTIFIC REASONING THROUGH WRITTEN EXPLANATIONS Joseph S. Krajcik and Katherine L. McNeill University of Michigan Modified from McNeill, K. L. &
More informationUsing Science Notebooks
Using Science Notebooks PDI-7 NSTA National Conference, San Antonio, Texas Betty Stennett and Brooke Bourdélat-Parks Science Educators, BSCS BSCS Mission To transform science teaching and learning through
More informationWorkshop 5 Conversations With Student Writers
Workshop 5 Conversations With Student Writers Video 9: Conversations With Student Writers Video 10: Teacher-Student Conferences All teachers understand the value of responding personally to student work.
More informationRefining Informational Writing: Grade 5 Writing Unit 3
Unit Title: Refining Informational Writing Concepts: 1. Writers read mentor texts to study informational writing. 2. Writers generate ideas and experiment with notebook entries. 3. Writers learn strategies
More informationGiffards Primary School
Giffards Primary School Learning Environment and Display Policy Agreed by Governors April 2011 Next Review Date April 2014 1 Giffards primary School Learning Environment and Display Policy This policy
More informationField Observation Reflection Paper. Kelli Jordan. Manchester College. EDUC 111: Introduction to Teaching
Jordan 1 Field Observation Reflection Paper Kelli Jordan Manchester College EDUC 111: Introduction to Teaching Jordan 2 The best way for someone to determine if they really would like to go into a certain
More informationActivity 4: Planning an Extension Lesson on Energy Using the 5E Model
Activity 4: Planning an Extension Lesson on Energy Using the 5E Model 1 Suggested Pre-Planning Questions 1. What is the Big Idea? 2. What are your essential questions? 3. What approach will you use in
More informationDetermining Importance
Determining Importance How do you The modern world is inundated by Facts. Television, the Internet-more information than your grandparents every imagined-is at your fingertips with the click of a button.
More informationWorkshop 6 Conversations Among Writing Peers
Workshop 6 Conversations Among Writing Peers Video 11: Conversations Among Writing Peers Video 12: Peer Conferences How can peer conferences help students in grades 3 5 become better writers? In this workshop,
More informationAn Overview of Conferring
An Overview of Conferring You may have several important questions about writing conferences: ª What are the goals of a writing conference? ª When should I confer with students about their writing? ª What
More informationxxx Lesson 11 1. Comprehend the writing process 2. Respond positively to the writing process
xxx Lesson 11 The Writing Process Overview: This lesson will focus on the writing process and how it relates to communication. Learners will be taught what the writing process is, its parts, and how they
More informationBOILING AND PEELING OF EGGS
Sample Lesson Plan for Teachers under the Ark of Inquiry Project Ark of Inquiry: Inquiry Awards for Youth over Europe is a project on teacher training, oriented towards raising science awareness, particularly
More informationGrade 3: Module 2B: Unit 3: Lesson 8 Revising: Using Simple and Compound Sentences in Writing
Grade 3: Module 2B: Unit 3: Lesson 8 Using Simple and Compound Sentences in Writing This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party
More informationGrade 3: Module 1: Unit 1: Lesson 8 Paragraph Writing Instruction
Grade 3: Module 1: Unit 1: Lesson 8 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
More informationClassroom Management Plan
Classroom Management Plan Through the years, my experiences as both a student and a teacher in the classroom have impacted my current beliefs about education and classroom management. For years I have
More informationThis Performance Standards include four major components. They are
Eighth Grade Science Curriculum Approved July 12, 2004 The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the eighth grade level.
More informationKindergarten Butterfly Lessons
Kindergarten Butterfly Lessons Title: Butterfly Introduction Grade Level: Kindergarten Subject: Language Arts Content Standards: Concepts of Print, Comprehension Strategies, and Self-Monitoring Strategies
More informationBalanced Literacy in Seattle Public Schools
Introduction Balanced Literacy in Seattle Public Schools The goal for literacy instruction in Seattle Public Schools is to ensure that all pre- Kindergarten through twelfth grade students become proficient
More informationCommon Core Writing Standards
Correlation to the Series, Grades K 2 Common Core State Standards, 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. College
More informationSigns of the Seasons: A Maine Phenology Project
Signs of the Seasons: A Maine Phenology Project http://umaine.edu/signs- of- the- seasons/ Mapping and Graphing Your Phenology Observations Authors: Beth Bisson 1, Medea Steinman 2, and Esperanza Stancioff
More informationPlace Value (What is is the Value of of the the Place?)
Place Value (What is is the Value of of the the Place?) Second Grade Formative Assessment Lesson Lesson Designed and revised by Kentucky Department of Education Mathematics Specialists Field-tested by
More informationUtah State Office of Education Elementary STEM Endorsement Course Framework Nature of Science and Engineering
Course Description: Utah State Office of Education Elementary STEM Endorsement Course Framework Nature of Science and Engineering In this course participants will experience introductory explorations of
More informationLesson Effective Communication Skills
Lesson Effective Communication Skills Lesson Overview In this lesson, participants will learn about various types of communication and how important effective communication is in the workplace. Lesson
More informationUnit 1 Title: Reading Grade Level: Second (2 nd ) Timeframe: 5 Weeks
Unit 1 Title: ing Grade Level: Second (2 nd ) Timeframe: 5 Weeks Unit Overview: In Unit 1 students will gain an understanding of the overall structure of a story and its components. also be able to identify
More informationScaffolding Academic Language for English Learners: What, Why, How?
Scaffolding Academic Language for English Learners: What, Why, How? Presenters: Mary Lou McCloskey (mlmcc@mindspring.com) Lydia Stack (lstack@mac.com) Janet Orr (jkorr@tealservices.net) Gabriela Kleckova
More informationComputer Literacy Syllabus Class time: Mondays 5:00 7:00 p.m. Class location: 955 W. Main Street, Mt. Vernon, KY 40456
Computer Literacy Syllabus Class time: Mondays 5:00 7:00 p.m. Class location: 955 W. Main Street, Mt. Vernon, KY 40456 INSTRUCTOR: Jamie A. McFerron OFFICE: 245 Richmond Street Mt. Vernon, KY 40456 PHONE:
More informationBuild a Bridge. Based on the book
Fifth Grade English Design Brief Build a Bridge Based on the book Bridge to Terabithia by Katherine Paterson Background: You have just completed reading the book Bridge to Terabithia. Jess has asked for
More information8 Strategies for Designing Lesson Plans to Meet the CCSS Opinion and Argument Writing Requirements
8 Strategies for Designing Lesson Plans to Meet the CCSS Opinion and Argument Writing Requirements By Lauren Davis Eye On Education 6 Depot Way West Larchmont, NY 10538 www.eyeoneducation.com (888) 299-5350
More informationResearch on Graphic Organizers
Research on Graphic Organizers Graphic Organizers are visual representations of a text or a topic. Organizers provide templates or frames for students or teachers to identify pertinent facts, to organize
More informationReading Strategies by Level. Early Emergent Readers
The charts below were created as a common language for teachers and students in the Wallingford Public Schools in kindergarten through eighth grade. The level of the chart selected for use in the classroom
More informationKey Components of Literacy Instruction
Key Components of Literacy Instruction The longer I write and read, the more I learn; writing and reading are lifelong apprenticeships --Donald M. Murray W e, in MPS, believe that effort creates ability.
More informationCommon Core Standards for Literacy in Science and Technical Subjects
A Correlation of Miller & Levine Biology To the Common Core Standards for Literacy in Science and Technical Subjects INTRODUCTION This document demonstrates how meets the Common Core Standards for Literacy
More informationA Writer s Workshop: Working in the Middle from Jennifer Alex, NNWP Consultant
Structure of a Workshop: A Writer s Workshop: Working in the Middle from Jennifer Alex, NNWP Consultant For the last four years, writing and reading workshops have been the foundation of my classroom practice.
More informationGrade 5: Module 1: Unit 2: Lesson 10 Characters Charging Over Time (Chapter 10: Las Papas/Potatoes )
Grade 5: Module 1: Unit 2: Lesson 10 Characters Charging Over Time This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is
More informationNSTA Position Statement: Early Childhood Science Education
NSTA Position Statement: Early Childhood Science Education Introduction At an early age, all children have the capacity and propensity to observe, explore, and discover the world around them (NRC 2012).
More informationCanada and Africa: A Contrast
Canada and Africa: A Contrast In this lesson, students will examine statistics pertaining to nations in Sub-Saharan Africa to which Canada contributes foreign aid. The students will be expected to summarize
More informationDecomposing Numbers (Operations and Algebraic Thinking)
Decomposing Numbers (Operations and Algebraic Thinking) Kindergarten Formative Assessment Lesson Designed and revised by Kentucky Department of Education Mathematics Specialists Field-tested by Kentucky
More informationPerformance Assessment Task Bikes and Trikes Grade 4. Common Core State Standards Math - Content Standards
Performance Assessment Task Bikes and Trikes Grade 4 The task challenges a student to demonstrate understanding of concepts involved in multiplication. A student must make sense of equal sized groups of
More informationTeaching Children to Read and Comprehend Nonfiction
Teaching Children to Read and Comprehend Nonfiction Presented By Tony Stead Learning to Read (print concepts, working with words, letters and sounds, text features) Pre Emergent Readers Early print concepts
More informationSECTION 1. Why Coaching?
SECTION 1 Why Coaching? CHAPTER 1 What Is Literacy Coaching? What exactly is a literacy coach? How are literacy coaches different from reading specialists and mentors? What is the value of literacy coaching?
More informationMStM Reading/Language Arts Curriculum Lesson Plan Template
Grade Level: 6 th grade Standard 1: Students will use multiple strategies to read a variety of texts. Grade Level Objective: 1. A.6.1: compare/contrast the differences in fiction and non-fiction text.
More informationIn a professional laboratory setting, the laboratory notebook
Useful tools to prepare students for authentic science Christine Roberson and Deanna Lankford In a professional laboratory setting, the laboratory notebook is a fundamental tool that captures questions,
More informationDIFFUSION (HYPERTONIC, HYPOTONIC, & ISOTONIC SOLUTIONS) THE GUMMY BEAR LAB PASS
DIFFUSION (HYPERTONIC, HYPOTONIC, & ISOTONIC SOLUTIONS) THE GUMMY BEAR LAB PASS Have you ever wondered why your fingers have wrinkles after soaking in a bath tub? Your students have probably wondered the
More informationIntegrated Middle School Science (IMSS) Partnership
Next Generation Science Standards Literacy in the Science Classroom Dawn O Connor, Science Director Integrated Middle School Science Alameda County Office of Education Christine Lee, Researcher Integrated
More informationThis chapter introduces the Structure of Process the complement to the
4 The Structure of Process This chapter introduces the Structure of Process the complement to the Structure of Knowledge. The Structure of Process shows the relationship of Processes, Strategies, and Skills
More informationAcademic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8
Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Pennsylvania Department of Education These standards are offered as a voluntary resource
More informationForm: Filled in table. Method: Peer assessment. Tool: Checklist. Form: Completed table. Method: Peer assessment. Tool: Checklist
Lesson Plan English First Additional Language Grade 5 Content in context: Text from other Learning Area - Whether Los and ASs Learning Activities Details of Assessment Barriers to Learning LO 1 Listening
More informationUsing Think-Alouds to Improve Reading Comprehension Lesson Plan
Using Think-Alouds to Improve Reading Comprehension Lesson Plan Estimated Lesson Time: One class period Overview: Studies have shown that the think-aloud strategy improves comprehension on tests. Through
More informationLocal Government and Leaders Grade Three
Ohio Standards Connection: Government Benchmark A Identify the responsibilities of the branches of the U.S. government and explain why they are necessary. Indicator 2 Explain the structure of local governments
More informationStudyGuide. Irene C. Fountas Gay Su Pinnell
Irene C. Fountas Gay Su Pinnell StudyGuide for The Continuum of Literacy Learning, PreK 8: A Guide to Teaching SECOND EDITION 2011 INTRODUCTION..................................................... 2 Orientation
More informationOverview. Essential Questions. Grade 8 Mathematics, Quarter 4, Unit 4.3 Finding Volume of Cones, Cylinders, and Spheres
Cylinders, and Spheres Number of instruction days: 6 8 Overview Content to Be Learned Evaluate the cube root of small perfect cubes. Simplify problems using the formulas for the volumes of cones, cylinders,
More informationDifferentiated Instruction & Understanding By Design Lesson Plan Format
Differentiated Instruction & Understanding By Design Lesson Plan Format Title: Leah s Pony by Elizabeth Friedrich (Scott Foresman) Subject Matter Emphasis and Level: Third, Reading Author: Lorie Kurtenbach
More informationDays. Day 1. Reflection Teacher Responsibilities. Lesson Plans
Days Day 1 Lesson Plans Call the students to the carpet by the number of letters in their names. If your name has less than 5 letters, come to the carpet. If your name has more than 5 letters, come to
More information1. Student Expectations Punctual: Productive: Prepared: 1 folder for each marking period and something to write with (pens/pencils) Polite:
Welcome to Environmental Science Mrs. Emily Robinson Leadership Academy for Young Men Rooms 210, 223, 227 Website: http://www.rcsdk12.org/domain/9785 Email: Emily.Robinson@rcsdk12.org This course is related
More informationVirginia English Standards of Learning Grade 8
A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation
More informationINTERVIEW QUESTIONS FOR TEACHERS
INTERVIEW QUESTIONS FOR TEACHERS The following questions are examples of questions frequently asked by school system recruiters. This list is certainly not all inclusive and should be used as a starting
More informationTime needed. Before the lesson Assessment task:
Formative Assessment Lesson Materials Alpha Version Beads Under the Cloud Mathematical goals This lesson unit is intended to help you assess how well students are able to identify patterns (both linear
More informationINTRODUCING LANGUAGE TEACHER COGNITION
INTRODUCING LANGUAGE TEACHER COGNITION Simon Borg, Centre for Language Education Research, School of Education, University of Leeds The Origins of Teacher Cognition Research Teacher cognition research
More informationWriting Learning Objectives that Engage Future Engineers: Hands-on & Minds-on Learning Activities
Writing Learning Objectives that Engage Future Engineers: Hands-on & Minds-on Learning Activities S. K. Barnes 1 Associate Professor James Madison University Harrisonburg, VA USA barnessk@jmu.edu Keywords:
More informationBest Practices in Teaching Writing Charles Whitaker, Ph.D.
Best Practices in Teaching Writing Charles Whitaker, Ph.D. Following is a list of selected teaching practices that are well recognized in the profession as being effective in helping students develop as
More informationI can not live without books.
Handbook1 Richland Academy School of Excellence Middle School Parent Handbook 2012 2013 School Year I can not live without books. - Thomas Jefferson Handbook2 Language Arts Reading We will work on reading
More informationHeat and Temperature: Teacher s Guide
Heat and Temperature: Teacher s Guide Grade Level: 6-8 Curriculum Focus: Physical Science Lesson Duration: Two class periods Program Description Humans have always been feverish about temperature. But
More informationBasic Computer Skills Module 4. Introduction to Microsoft PowerPoint 2010
Basic Computer Skills Module 4 Introduction to Microsoft PowerPoint 2010 Basic Computer Skills Module 4 Introduction to Microsoft PowerPoint 2010 Summary Goal(s): This unit includes lessons on how to use
More informationWhere is all the freshwater on Earth?
Where is all the freshwater on Earth? Subject/ target grade: Middle School (8 th grade) Earth Science Duration: Three 50 minute period Setting: Classroom and computer lab Materials and Equipment Needed:
More informationMonitoring for Meaning
Monitoring for Meaning Grades 3-5 eeee Wwh Monitoring comprehension is above all engagement. When readers monitor their thinking, they have an inner conversation with the text. They listen to the voice
More informationTEXAS RISING STAR WEBINAR SERIES: CURRICULUM AND EARLY LEARNING GUIDELINES RECORDED OCTOBER 29, 2015 NOTES
TEXAS RISING STAR WEBINAR SERIES: CURRICULUM AND EARLY LEARNING GUIDELINES RECORDED OCTOBER 29, 2015 NOTES The topics that will be addressed during these webinars include: 1. The General Overview: Curriculum
More informationDepth-of-Knowledge Levels for Four Content Areas Norman L. Webb March 28, 2002. Reading (based on Wixson, 1999)
Depth-of-Knowledge Levels for Four Content Areas Norman L. Webb March 28, 2002 Language Arts Levels of Depth of Knowledge Interpreting and assigning depth-of-knowledge levels to both objectives within
More informationINSTRUCTION AT FSU THE FLORIDA STATE UNIVERSITY OFFICE OF DISTANCE LEARNING. A Guide to Teaching and Learning Practices
7th Edition Office of Distance Learning INSTRUCTION AT FSU A Guide to Teaching and Learning Practices Version 12.02.11 ODL/rg THE FLORIDA STATE UNIVERSITY OFFICE OF DISTANCE LEARNING 7th Edition Office
More informationExample headings and what each section might contain: *Reproduced with permission from Ryerson University.
Example headings and what each section might contain: *Reproduced with permission from Ryerson University. The following is a sample structure for online courses. This is by no means a rigid structure.
More informationData-Based Decision Making
Data-Based Decision Making To use data effectively, school leaders must know which questions to ask to find the data they need. By Anastasia Kalamaros Skalski and Montina Romero Anastasia Kalamaros Skalski
More informationMain Idea in Informational Text Grade Three
Ohio Standards Connection Informational, Technical and Persuasive Text Benchmark C Identify the central ideas and supporting details of informational text. Indicator 3 Identify and list the important central
More informationThought for the Day Master Lesson
Welcome and Introductions Lesson 2 LESSON 2 Thought for the Day Master Lesson Thought for the Day Education is not the filling of a pail, but the lighting of a fire. William Butler Yeats Overview: The
More informationManagement Information & KPIs: How and why to use information effectively in the Financial Services sector. Research White Paper
Management Information & KPIs: How and why to use information effectively in the Financial Services sector Research White Paper Index 1 3 4 5 6 7 8 9 10 Introduction The commercial importance of Management
More informationESL RUBRICS. As we learned in the workshop entitled Incorporating Rubrics into Instruction which is part of
ESL RUBRICS As we learned in the workshop entitled Incorporating Rubrics into Instruction which is part of the Student Success ASSESSMENT certificate, rubrics can be used for formative assessment. Formative
More informationLesson Plan for Electric Circuits
Lesson Plan for Electric Circuits Last Updated: 11/6/2009 Updated by: Sci4Kids Electric Circuits Lesson 1 Lesson Summary Lesson name Audience Focus Standards (4 th grade) Fourth Grade AZ standard(s) applied
More informationGrade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27
Grade 1 LA. 1. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 27 Grade 1: Reading Process Concepts of Print Standard: The student demonstrates knowledge
More informationEducational Technology, TPACK, and 21 st Century Learners: An Instructional Technology Philosophy. Callah Stoicoiu
Instructional Technology Philosophy 1 Educational Technology, TPACK, and 21 st Century Learners: An Instructional Technology Philosophy Callah Stoicoiu Introduction to Instructional Technology 5150, Section
More informationLesson 4 What Is a Plant s Life Cycle? The Seasons of a Tree
Lesson 4 What Is a Plant s Life Cycle? The Seasons of a Tree STUDENT SKILLS: predicting, communicating prior observations and knowledge, listening, cooperating, observing, sequencing, communicating, reasoning,
More informationAnalyzing and Interpreting Data: What makes things sink or float?
Analyzing and Interpreting Data: What makes things sink or float? Our work today Goals Deepen understanding of NGSS science practice 4: analyzing and interpreting data Increase understanding of the vision
More informationInquiry, the Learning Cycle, & the 5E Instructional Model From the Guidelines for Lesson Planning from the Electronic Journal of Science Education:
Inquiry, the Learning Cycle, & the 5E From the Guidelines for Lesson Planning from the Electronic Journal of Science Education: The National Science Education Standards (NSES,1996) define inquiry as: Inquiry
More informationGrade 6: Module 1: Unit 2: Lesson 19 Peer Critique and Pronoun Mini-Lesson: Revising Draft Literary Analysis
Grade 6: Module 1: Unit 2: Lesson 19 Revising Draft Literary Analysis This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content
More informationPrevious Letterland at Tweetsie Railroad Motivation and reward Letterland at Tweetsie Curriculum Guides
Previous Letterland at Tweetsie Railroad Each May since 2007, children from all over North Carolina (and Texas and Georgia) have come to Letterland at Tweetsie Railroad, where we have transformed our theme
More informationIntermediate PowerPoint
Intermediate PowerPoint Charts and Templates By: Jim Waddell Last modified: January 2002 Topics to be covered: Creating Charts 2 Creating the chart. 2 Line Charts and Scatter Plots 4 Making a Line Chart.
More informationStrategies for Winning at Math. Student Success Workshop
Strategies for Winning at Math Student Success Workshop Just the Facts Poor performance in math is NOT due to a lack of intelligence. The key to success in math is having the right approach to studying
More informationScience Grade 1 Forces and Motion
Science Grade 1 Forces and Motion Description: The students in this unit will use their inquiry skills to explore pushing, pulling, and gravity. They will also explore the different variables which affect
More informationDifferentiation for Science
What is Differentiated Instruction? for Science Differentiated instruction, also called differentiation, is a process through which teachers enhance learning by matching student characteristics to instruction
More informationNumbers Must Make Sense: A Kindergarten Math Intervention
Numbers Must Make Sense: A Kindergarten Math Intervention Paula Kitchen Metropolitan School District of Pike Township Do you have students who do not recognize their numbers or cannot count to ten? We
More informationCAEA Lesson Plan Format
CAEA Lesson Plan Format LESSON TITLE: Give that Left Brain a Break! Blind Contour, a New Approach Name of Presenter: Mary Ann Davis Grade Level: Elementary, MS, HS, University, Special Needs (all) Background
More informationHow to Plan and Guide In Class Peer Review Sessions
How to Plan and Guide In Class Peer Review Sessions Incorporating peer review into your course can help your students become better writers, readers, and collaborators. However, peer review must be planned
More informationPROJECT DUE: Name: Date: Water Filtration Portfolio Eligible Project
Name: Date: Water Filtration Portfolio Eligible Project PROJECT DUE: Now that you have explored the process of water filtration you are going to use your expertise to individually design and build your
More informationApprenticeship. Have you ever thought how. Teaching Adults to Read. with Reading CTE AND LITERACY BY MICHELE BENJAMIN LESMEISTER
Teaching Adults to Read with Reading Apprenticeship PHOTO BY ISTOCK.COM BY MICHELE BENJAMIN LESMEISTER Have you ever thought how one goes about teaching reading to an adult? The complexity of this task
More informationBAA Course Approval submission: Introduction to Forensic Science 1:
BAA Course Approval submission: Introduction to Forensic Science 1: School District/Independent School Authority Name Chilliwack School District/Independent School Authority Number SD 33 Developed by E-Dynamics\FVDES\G.Porro
More informationKlentschy, M. and Molina-De La Torre, E. (2004). Students science notebooks and the inquiry process. In E.W. Saul (Ed.). Crossing Borders in Literacy
Klentschy, M. and Molina-De La Torre, E. (2004). Students science notebooks and the inquiry process. In E.W. Saul (Ed.). Crossing Borders in Literacy and Science Instruction: Perspectives on Theory and
More informationHow to Improve Reading Comprehension
How to Improve Reading Comprehension Daniel E. Himes, Ph.D. Virtual Learning Environment Solutions, Inc. July, 2007 Your reading comprehension program should implement a multiple-strategy approach using
More informationComponents of a Reading Workshop Mini-Lesson
Components of a Reading Workshop Mini-Lesson Mini-Lesson: The Connection How will you begin the Reading Workshop mini-lesson with a connection in which you tell students what you ll be teaching them &
More information