Science Literacy
Guide
PUHSD
2014
http://chalkiechat.wordpress.com/2012/08/19/critical-literacy-forensic-science-applied-to-literacy/
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Table of Contents
Reading Standards
5
Close Reading & Text Dependent Questions
9
GIST
10
SQ3R
11
Marking the Text
13
AVID Marking the Text Science
15
Summary Analysis Paragraph
16
Anticipation Guides
17
Foldables
19
Thinking Maps
21
Concept maps
25
Say Something
22
Frayer Model
27
4-square vocabulary
30
Word walls
35
Compare and contrast charts
37
Tiered Vocabulary
38
Venn Diagrams
40
Concept Definition Mapping
41
VDFQ (Visualization, Definition, Fact, Quiz Question)
44
Socratic Seminar
45
Formal lab report
46
Claim, evidence, reasoning
47
Modeling
50
Whiteboarding
48
Socratic Questioning
50
Sticky Notes
51
Cornell Notes
55
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Reciprocal Reading
58
Jigsaw
60
Think-Aloud & Read-Aloud
61
Gallery Walk
62
Writing Standards
67
RAFT writing
74
Type writing
76
Position paper
79
Double Entry Journals
80
Peer editing
83
Research Projects/Presentations
84
Blogging
85
Key Idea- Supporting Detail
88
Project-based learning
89
Inquiry-based labs
90
Costa Level Questions
91
Philosophical Chairs
92
Quick Writes
93
Interactive Notebook
94
Student Self-Assessment
97
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Science Literacy Guide
Arizona’s Common Core Standards
English Language Arts and Literacy in Science and Technical Subjects
Introduction to Reading Standards
Reading is critical to building knowledge in science. College and career ready reading in all
scientific fields requires an appreciation of the norms and conventions of each discipline, such as
the kinds of evidence used in science; an understanding of domain-specific words and phrases; an
attention to precise details; and the capacity to evaluate intricate arguments, synthesize complex
information, and follow detailed descriptions of events and concepts. In science, for example,
students need to be able to analyze and evaluate information from multiple sources. 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. Students must be able to read complex informational texts in these fields with
independence and confidence because the vast majority of reading in college and workforce
training programs will be sophisticated nonfiction. It is important to note that these Reading
Standards are meant to complement the specific content demands of the disciplines, not replace
them.
The explanations and examples are intended to be used as a guide to provide possible strategies
for incorporating the reading and writing standards within a science and technical subjects
classroom; they are not classroom requirements nor do they represent the only approaches to
teaching these standards.
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Reading Standards for Science & Technical Subjects
Key Ideas and Details
Grade 9-10
Grade 11-12
Literacy Strategies
RST.1. Cite specific textual evidence
to support analysis of science and
technical texts, attending to the
precise details of explanations or
descriptions.
RST.1. Cite specific textual evidence
to support analysis of science and
technical texts, attending to important
distinctions the author makes and to
any gaps or inconsistencies in the
account.
RST.2. Determine the central ideas or
conclusions of a text; summarize
complex concepts, processes, or
information presented in a text by
paraphrasing them in simpler but still
accurate terms.
RST.3. Follow precisely a complex
multistep procedure when carrying out
experiments, taking measurements, or
performing technical tasks; analyze the
specific results based on explanations
in the text.

RST.2. Determine the central ideas or
conclusions of a text; trace the text’s
explanation or depiction of a complex
process, phenomenon, or concept;
provide an accurate summary of the
text.
RST.3. Follow precisely a complex
multistep procedure when carrying out
experiments, taking measurements, or
performing technical tasks, attending
to special cases or exceptions defined
in the text.
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Close Reading & Text Dependent
Questions
GIST
SQ3R
Additional Graphic Organizers
Marking the Text
AVID Marking the Text Science
Summary Analysis Paragraph
Anticipation Guides
Foldables
Thinking Maps
Say Something
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Craft and Structure
Grade 9-10
Grade 11-12
Literacy Strategies
RST.4. Determine the meaning of
symbols, key terms, and other
domain-specific words and phrases as
they are used in a specific scientific or
technical context relevant to grades 9–
10 texts and topics.
RST.5. Analyze the structure of the
relationships among concepts in a
text, including relationships among key
terms (e.g., force, friction, reaction
force, and energy).
RST.6. Analyze the author’s purpose
in providing an explanation, describing
a procedure, or discussing an
experiment in a text, defining the
question the author seeks to address.
RST.4. Determine the meaning of
symbols, key terms, and other domainspecific words and phrases as they
are used in a specific scientific or
technical context relevant to grades
11–12 texts and topics.
RST.5. Analyze how the text
structures information or ideas into
categories or hierarchies,
demonstrating understanding of the
information or ideas.
RST.6. Analyze the author’s purpose
in providing an explanation, describing
a procedure, or discussing an
experiment in a text, identifying
important issues that remain
unresolved.
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Concept maps
Foldables
Additional Graphic organizers
Frayer Model
4-square vocabulary
Word walls
Compare and contrast charts
Thinking Maps
Tiered Vocabulary
Venn Diagrams
Concept Definition Mapping
VDFQ (Visualization, Definition,
Fact, Quiz Question)
Socratic Seminar
Say something
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Integration of Knowledge and Ideas
Grade 9-10
Grade 11-12
Literacy Strategies
RST.7. Integrate quantitative or
technical information expressed in
words in a text into visual form (e.g., a
table or chart) and translate
information expressed visually or
mathematically (e.g., in an equation)
into words.
RST.8. Assess the extent to which the
reasoning and evidence in a text
support the author’s claim or a
recommendation for solving a scientific
or technical problem.
RST.7. Integrate and evaluate multiple
sources of information presented in
diverse formats and media (e.g.,
quantitative data, video, multimedia) in
order to address a question or solve a
problem.

RST.9. Compare and contrast findings
presented in a text to those from other
sources (including their own
experiments), noting when the findings
support or contradict previous
explanations or accounts.
RST.8. Evaluate the hypotheses, data,
analysis, and conclusions in a science
or technical text, verifying the data
when possible and corroborating or
challenging conclusions with other
sources of information.
RST.9. Synthesize information from a
range of sources (e.g., texts,
experiments, and simulations) into a
coherent understanding of a process,
phenomenon, or concept, resolving
conflicting information when possible.
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Formal lab report (one example
linked,
other
examples
on
SharePoint)
Whiteboarding
Socratic Questioning
Socratic Seminar
Compare and contrast charts
Thinking maps
Claim, evidence, reasoning
Foldables
Close Reading
AVID Marking the Text Science
Sticky Notes
Say Something
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Range of Reading and Level of Text Complexity
Grade 9-10
Grade 11-12
Literacy Strategies
RST.10. By the end of grade 10 read
and comprehend science/technical
texts in the grades 9–10 text
complexity band independently and
proficiently.
RST.10. By the end of grade 12 read
and comprehend science/technical
texts in the grades 11–CCR text
complexity band independently and
proficiently.
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Cornell Notes
Reciprocal Reading
Jigsaw
Think-Aloud & Read-Aloud
Gallery Walk
Say Something
*** Additional literacy strategies***
Jump to Writing Strategies
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What Is Close Reading?
Close reading is a purposeful, critical analysis of a text that focuses on significant details or
patterns in order to develop a deep, precise understanding of the text’s form, craft, and
meanings. It is a key requirement of the Common Core State Standards and directs the
reader’s attention to the text itself.
Close reading includes:
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Using short passages and excerpts
Diving right into the text
Focusing on the text itself
Rereading deliberately
Reading with a pencil
Noticing things that are confusing
Discussing the text with others
o Think-Write-Pair-Share, Talk with Your Neighbor, or Pivot A-B
o Small groups and whole class
Responding to Text Dependent Questions
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GIST
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Active Reading Strategies (SQ3R)
Description:
Active reading strategies are those strategies that actively engage the reader with the text. Active
reading strategies are really a combination of interactive skills. They include: connecting with the text,
predicting, questioning, clarify and evaluating. One of the most familiar implementations of active
reading is SQ3R.
Procedure:
1. S = Survey
Survey the piece of writing to establish its purpose (what is it trying to get across to the reader?) and
to get the main ideas. Look at:
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2
Titles
Pictures
Introduction and conclusion
Bold or italicized print
Questions
First and last sentences in paragraphs
Footnotes
Q = Question
As you are surveying the piece, a good way to decide what you will be reading for when you do read
is to question as you survey. Writing down questions keeps you alert and focused on your work.


Divide a sheet of paper in half lengthwise.
On the left half, write questions as you are surveying the piece. For example:
o
The title may be "Skydiving in Five Easy Lessons". The question that you might write
down is "What are the five lessons that a person must go through to learn how to
skydive?"
o
know how to fall?" or "What are the specific ways that a person must fall when
learning how an introductory sentence states that "a parachute is essential in
learning to skydive." The question you would write down might be "Why is having a
parachute
really important when you're learning how to skydive?"
o
A heading for a section could state "How to Fall"; the question might be "Why is it
important to skydive?"
o
In addition to forming your own questions, look at any questions that may be posed
by the author in sidebars or at the end of a section.
o It is important that you write these questions in your own words, not simply the words of
the author. This will help you process the information more deeply (i.e., you will be able to
recall it with more ease).
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3. R1 = Read
As you read, read to answer your questions, both in your mind and in writing on the right side of
your "Question and Answer" paper. Since you have already selected the material (through your
questions) that you know is important, you should be able to read selectively and separate out the
"fluff" that is not as important.
Answer the question in your own words, not in the words of the author. This will enable you to
understand and comprehend more fully because you will, in essence, be forcing yourself to
"translate" the "gobbledygook" that you frequently encounter in writing, especially in textbooks.
4. R2 = Recite
After you have read and answered all of your questions, it is helpful to recite the questions and your
answers. To do this, you should:
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Recite each question out loud (one at a time).
Answer each question verbally according to the answer you have written down on the
side of the page.
5.
right
R3 = Review
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Using your notes, mentally go over the material within 24 hours of covering it.
Review again after one week.
Review approximately once a month until your exam.
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Marking the Text (Teacher Guide)
Purpose
Rationale
Procedure
To actively engage students to make meaning from their text.
Marking the Text is an active reading strategy that asks students to identify information in the
text that is relevant to the reading purpose. When students mark texts purposefully, they are
actively engaged in meaning making. To mark texts effectively, students must evaluate an
entire passage and begin to recognize and isolate the key information. Once the text is marked,
students will be able to quickly reference information that pertains to the reading purpose.
Students might also use their markings to assist in summary writing, to connect ideas
presented within the text, or to investigate claims, evidence, or rhetorical devices. Numbering
paragraphs is also essential for class discussions. Once paragraphs are numbered, students can
easily direct others to those places where they have found relevant information.
Read the text before giving it to your students to read. If it is a text they cannot write in,
make a copy for each student.
Front Load Tiered 2 Words
Step 1  Prior to giving students a reading, read it to identify Tiered 2 Words (general academic
words) that are found across many types of text and are highly generalizable. [Examples of
Informational text Tier 2: relative, specificity, vary; Examples of Technical text Tier 2:
calibrate, itemize, periphery; Examples of Literary text Tier 2: dignified, faltered,
unabashedly.]
 Teach/share these words and the definition of how each word is used in the reading with
your students prior to having students read using Marking the Text.
Step 2
Step 3
Number the Paragraphs
 Before you read, take a moment and number the paragraphs in the section you are
planning to read. Start with the number one and continue numbering sequentially until you
reach the end of the text or reading assignment. Write the number near the paragraph
indention and circle the number; write it small enough so that you have room to write in
the margin.
 Similar to page numbers, paragraph numbers will act as a reference so you can easily refer
to specific sections of the text.
Circle Key Terms, Names of People, Names of Places, & or Dates
To help identify a key term, consider if the word or phrase is…
…repeated
…used in an original (unique) way
…defined by the author
…a central concept or idea
…used to explain or represent an idea
…relevant to one’s reading purpose
Step 4 Highlight or Box the Vocabulary Terms or Phrase You Do Not Know
and Replace the term/phrase with a synonym
Step 5
Underline an Author’s Claims and Key Points
A claim is an arguable statement or assertion made by the author. The main idea or
key points an author is stating. Data, facts, or other backing should support an
author’s assertion.
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Consider the following information when looking for author’s claims:
 A claim may appear anywhere in the text (beginning, middle, or end)
A claim may not appear explicitly in the argument, so the reader must infer it
from the evidence presented in the text
 Often, an author will make several claims throughout her or his argument
 An author may signal his or her claim, letting you know that this is his or her
position
Step 6 Double Underline Relevant Information
While reading informational texts (i.e., textbooks, reference books, etc.) read
carefully to identify information that is important to the reading task. Relevant
information might include:
 A process
 Data/Statistics
 Definitions
 Descriptions
 Evidence
 Explanations
Step 7 Jot Down Notes As You Read
In the Left Margin, jot down notes to answer: What is the author SAYING? What does the
author want me to walk away with knowing?
In the Right Margin, jot down notes to answer: What is the author DOING? Use verbs to
describe what the author is doing with the
text.
Tips… Scaffold the strategy. During the first three to four times you have students “Marking the
Text,” scaffold your instruction. Break the reading into thirds. Use Direct Instruction, the
Guided Practice and finally Independent Practice to help student grasp the steps. Common
instructional strategies that do this are called: Whole: Pair: Solo or I Do, We Do, You Do.
Using Whole: Pair: Solo
In the 1st paragraph or chuck, “Whole” read. You model your thinking and walk through the
steps of numbering paragraphs, underlining the author’s claim/key points and underlining
important information to the reading task. Students mimic numbering and underlining
based on your modeling.
In the 2nd paragraph or chunk, “Pair” read. Have students pair up to numbering paragraphs,
underlining the author’s claim/key points and underlining important information to the
reading task.. As pairs work through each paragraph, walk around to see if they are
getting it. Randomly call upon a pair or two to share. Ask students about their thinking.
Ask why they chose to underline a particular claim or relevant piece of information.
These verbal response(s) will help struggling students hear correct response(s).
In the 3rd third paragraph or chunk, “Solo” read. Individually students read and Mark Up the
Text. As they work through each paragraph, walk around to see if they are getting it.
Randomly call upon two students to share. Ask students about their thinking. Ask
students about their thinking. Ask why they chose to underline a particular claim or
relevant piece of information.
Have student use two different color writing utensils.
Variation
The first color for circling and the second color for underlining.
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AVID
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SAP
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Anticipation Guides
Background
An Anticipation Guide is a strategy that is used before reading to activate students' prior
knowledge and build curiosity about a new topic. Before reading a selection, students respond to
several statements that challenge or support their preconceived ideas about key concepts in the
text. Using this strategy stimulates students' interest in a topic and sets a purpose for reading.
Anticipation guides can be revisited after reading to evaluate how well students understood the
material and to correct any misconceptions.
Benefits
Anticipation Guides are loved by teachers because of their ability to engage all students in the
exploration of new information by challenging them to critically think about what they know or
think they know about a topic. In doing so, anticipation guides set a purpose to the reading, even
for those students who initially may not be engaged by the topic.
Create the strategy
There are several ways to construct an anticipation guide for middle and high school students.
Most include the following steps (Duffelmeyer, 1994):
1.
2.
3.
4.
Identify the major ideas presented in the reading.
Consider what beliefs your students are likely to have about the topic.
Write general statements that challenge your students' beliefs.
Require students to respond to the statements with either a positive or negative response.
Use the strategy
1. Have students complete the anticipation guide before reading. They may work by
themselves, in pairs or small groups. Remind students that they should be prepared to
discuss and debate their reactions to the statements on the anticipation guide after they
have completed it.
2. After students have finished the guide, encourage a class discussion of students' reactions
to the statements. Remember, you want to activate their critical thinking about the topic,
so dig deeper than students' answers and get to their justifications.
3. Have students read the text with their anticipation guide responses fresh in their minds so
they can react to the text as they read. Encourage students to mark or write down where
the text supports their initial reaction to statements, or causes them to rethink those
reactions.
4. Have a class discussion after reading. Ask students if any of them changed their position
on any of the statements. Encourage students to share how they reacted to the text, given
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their initial responses captured in the anticipation guide. Make sure students share
examples from the text where their initial responses were either supported or challenged.
References
Duffelmeyer, F. (1994). Effective Anticipation Guide statements for learning from expository
prose. Journal of Reading, 37, 452-455.
McKenna, M.C. (2002). Help for struggling readers: Strategies for grades 3-8. New York:
Guilford.
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Foldables
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Thinking Maps
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Say Something
Purpose
Procedure
Often students struggle to understand what they are reading, and they desperately hope
the teacher doesn't call on them. Say Something is an instructional strategy that addresses
these issues in any classroom by engaging students in the reading process through peer
interaction. Students focus on predicting, questioning, clarifying, connecting, commenting,
which, with enough practice, allows them to internalize the strategy just as “good” readers
do. When it's time to bring the class together for a class discussion, students have had time
to ask questions, think about what they read, and rehearse comments they might make in a
class discussion.
 Explain the “Say Something” protocol and discuss what A-E prompts would sound like.
 Place students into partner pairs
 As partners, have students…
1. Decide who will “Say Something” first.
2. Take turns reading the selection aloud (stop about every two or three paragraphs)
3. Pause to “say something” about what was read.
4. When you say something, do one or more of the following prompts:
a.
b.
c.
d.
e.
Make a prediction
Ask a question
Clarify something you had misunderstood
Make a comment
Make a connection
5. If students can’t answer one or more A-E prompts, they will need to reread.
6. The student who is listening offers a response to what was said.
Variation
 Scaffold by making index cards with sentence starters to have students practice.
 Scaffold by creating a “cube” with each prompt. Readers roll the cube and respond.
 Differentiate by asking readers to evaluate, synthesize or make arguments. You could
also use sentence starters for these categories. For instance,
Of course _______________, but __________________________.
Tips
Groups of 4 work well! Pair Squared.
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Name _____________________________________
Period _____ Date ________________
Say Something Sentence Starters
Predict Something
I predict that…
I bet that…
I think that…
Since this happened (fill in detail) then I bet the
next thing that is going to happen is…
Reading this part makes me think that this (fill
in detail) is about to happen…
I wonder if…
Clarify Something
Oh, I get it…
Now I understand…
This makes sense now…
No, I think it means…
I agree with you, This means…
At first I thought ________, but now I
think…
This part is really saying…
Question Something
Why did…
What’s this part about…
How is this ________ like this ________
What would happen if…
Why…
Who is…
What does this section ________ mean…
Do you think that …
I don’t get this part here…
Comment on Something
This is good because…
This is hard because…
This is confusing because…
I like the part where…
I don’t like this part because…
My favorite part so far is…
I think that…
Connect Something
This reminds me of …
This part is like…
The character (name) is like (name) because…
This is similar to…
The difference is…
I also (name something in the text that has also
happened to you)…
I never (name something in the text that has never
happened to you)…
This character makes me think of…
This setting reminds me of…
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Rules for Say Something Reading Strategy
1. With your partner, decide who will “Say Something” first.
2. Take turns reading the selection aloud (stop about every two or three paragraphs)
3. Pause to say something about what was read.
4. When you say something, do one or more of the following:
a. Make a prediction
b. Ask a question
c. Clarify something you had misunderstood
d. Make a comment
e. Make a connection
5. If you can’t do one of those five things, then you need to reread.
6. Your partner offers a response to what was said.
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Concept Maps
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Frayer Model
Description:
The Frayer Model is a strategy that helps students to activate prior knowledge of a topic, organize
knowledge into categories, and apply their new knowledge to the text.
Procedure:
1.
2.
3.
4.
5.
Pass out the blank copy of the Frayer Model.
Brainstorm a list of ideas related to the topic of the reading selection.
Ask students to complete the four squares with as many ideas as they can. They may work in
pairs or small groups.
As they read the selection, they can add new words and terms.
When they have shared with the other students, ask them to write a short summary paragraph
of what they have learned about the topic of the reading.
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Frayer Model
Definition
Characteristics
A member of a class of higher ▪ warm-blooded
▪ produce milk
vertebrates
▪ have fur
Term: Mammal
Examples
human
rabbit
squirrel
dog
bat
Non-examples
whale
horse
pig
zebra
camel
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chicken
snake
turtle
butterfly
spider
lizard
shark
frog
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Frayer Model
Name _______________________________________ Date ____________
Definition
Period _______
Characteristics (descriptive words)
1.
2.
3
Vocab word:
Examples
Non-examples
1.
1.
2.
2.
3.
3.
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Four Square Vocab
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Teaching Science Vocabulary with Word Walls
Sarah Ratelis
Photosynthesis, sodium bicarbonate, velocity, and metamorphic rocks; Science has a lot of
vocabulary and to students it can feel like learning a foreign language. Understanding and
properly using science vocabulary is important for demonstrating content mastery and often is a
stumbling block for students on standardized tests. One traditional method to teaching
vocabulary is to have students copy definitions from the glossary or pages of their textbook.
However I have found that many students inattentively copy definitions from the glossary rather
than reading the definition for understanding and committing it to memory. I have found several
different approaches to introducing and reviewing science terms that I feel are more effective
such as word walls.
Word Walls
A word wall is a display of vocabulary words on large cards attached to a designated area of the
classroom. This could be a wall, bulletin board or even the door. I was familiar with the use of
word walls in the primary grades and was a bit skeptical about their effectiveness for upper
grades. However I have found that with a few modifications, the word wall has become a great
tool for increasing my students’ use of science terminology.
One modification I do when setting up my word wall is that my students are assigned the task of
creating the word strips for the wall for each unit. I give the students card stock and have them
pick from a master list of vocabulary words. My requirements are the strips should have the
vocabulary word written in large letters that can be seen from a distance, a student friendly
definition of the word and a visual related to the word. Some students will search the wed for
images and others will draw by hand (See figure 1).
Figure 1: Sample word strip for science word wall
The word wall is a reminder of science vocabulary related to the unit we are studying and I
encourage my students to use the words when writing in science class. Sometimes I have my
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students reflect on what they have learned in science that week, and I will point to the word wall
to remind them to incorporate our science terminology into their written reflections. After I
began using word walls, I have seen an increase in the usage of science vocabulary in my
students’ writing.
The word strips can also be used in vocabulary review activities. For example for my parts of the
cell unit I have students sort the word strips into categories such as parts found in plant cells,
animal cells or both. I have also challenged my students to place the names of the cell parts in
order from smallest to largest.
Figure 2: Completed Interactive Word Wall
Another activity I do is called an Interactive Word Wall (IWW) where groups of students are
challenged in a brainstorming session to arrange a group of vocabulary word strips that result in
a semantic map (See figure 2). The card for the main idea can be placed in the center of the table
(this could also be done on an interactive white board) and associated concepts are connected as
branches from the main idea. The students add arrows and captions to explain their connections.
Sometimes I have students use cards with images in addition to the word strips.
As an extension I pick one member of the group to stay at the table with the IWW while the rest
of the group switches. The student who stayed then has to explain to the new group members the
IWW they had originally created. After the presentations both groups write a summary of their
observations: what were similar connections between the groups, what were different
connections the groups made, and if there are any connections about anything they disagreed
with. I always find it interesting to see what associations students make between the words.
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Compare contrast organizer
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Tiered Vocabulary
Cool Tools for 21st Century
Learners
Ideas for efficient and effective tech integration,
created by Susan Oxnevad
Common Core Connections:
Unpacking Academic Vocabulary
Are you wondering where to begin to adopt the
Common Core Vocabulary Standards? While there are
many specific vocabulary standards clearly listed in
the K-12 Language strand, it's helpful and important
to look at Academic Vocabulary from the big picture view known as Shift 6. Let's unpack it.
Shift 6: Academic Vocabulary
Overview: Three Tiers of Vocabulary



Tier 1:
Words acquired through every day speech, usually learned in the early grades
Tier 2:
Academic words that appear across all types of text. These are often precise words that are used by
the author in place of common words. (i.e. gallop instead of run). They change meaning with use.
Tier 3:
Domain specific words" that are specifically tied to content. (i.e. Constitution, lava) These are
typically the types of vocabulary words that are included in glossaries, highlighted in textbooks and
address by teachers. They are considered difficult words important to understanding content.
The Common Core suggests that it's important to target specific instruction on Tier 2 and Tier 3
vocabulary words to help students develop deep understanding that cannot be acquired through
independent reading. Since Tier 3 words are typically targeted in content specific instruction, it's
particularly important and challenging to identify and target Tier 2 words, since they appear across all
disciplines. The task at hand, then, appears to be identifying the Tier 2 words and finding effective
instructional strategies to support acquisition of those words.
It's clear that identifying the Tier 2 Vocabulary words in a passage can be both challenging and timeconsuming for teachers. While it is important for the teacher to be the decision-makers about
identifying Tier 2 Vocabulary, and it's understood that a digital tool is no substitute for human decisionmaking, it's helpful to have a tool to jump start the process and provide a starting point. Wordle, a
simple word cloud generator can be a handy tool for this task.
Digital Tools to Help Identify Tier 2 Words
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38 | P a g e
Wordle
Included in the collection of Common Core resources from EngageNY is a high school level exemplar
lesson that devotes three days of instruction to carefully examining and interacting with the first three
paragraphs of Lincoln's Gettysburg Address. The focus of vocabulary instruction in this lesson centers
around one important word, dedicated. I decided to pop the of text of The Gettysburg Address into
Wordle to see if the tool would identify this important Tier 2 word and the results were consistent with
the findings of EngageNY. The word dedicated jumped off the page along with some other significant
words.
The Find Tool
Taking this one step further, I returned to the original text and used the Find Tool (control + f) to find
occurrences of the word, dedicated. This was helpful for jump starting the process of examining the
important word and how it is used in context.
I performed similar experiments on other significant documents, including Martin Luther King's I Have a
Dream speech. The tool does appear to be helpful as a starting point for identifying significant words,
but again, it is no substitute for human decision-making.
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Concept Definition Mapping
Vocabulary
Description:
Concept Definition Mapping is an activity in which students discuss what they already know
about a key concept.
Procedure:
1. Choose a key term from a small section of text.
2. Ask the class to suggest definitions for the key word. When a definition is given, ask the
student
to tell also how they think they know the word. For example, “Magma is rock that is
so hot it’s a
liquid. We saw it at the Hawaii Volcanic National Park.”
3. Using the Concept Map Graphic Organizer as an overhead transparency, fill in the center
with the key term and an agreed upon definition it the What is it? Square.
square
4. Move to the Properties square next and have students suggest characteristics of the key term.
If students are unable to, then have students fill out the graphic as a During Reading Activity.
5. Move to the Examples section and the Comparisons section last.
6. At the end of the chapter/section, pass out copies of the graphic and have students fill out the
graphic as a review and as a study aid for the final test.
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Concept Definition Mapping
Template
Name ___________________________________
Date _______________ Period ______
What is it?
Comparisons
Properties
What are some examples?
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Concept Definition Mapping
Example
What is it?
Disease-causing, non-living particles replicating inside living cells
Comparisons
Properties
Protein Coat
Bacteria
Viruses
DNA or RNA
Sporozoans
Reproduces in
host cell
Influenza
Rabies
Chickenpox
What are some examples?
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Visualization, Definition, Fact, Quiz Question
VDFQ
NAME: _________________________________
PERIOD: _____
DATE: _______
Directions: Using the textbook and notes, fill in each of the areas with the according to the column
header.
Visualization
Definition
Fact
Quiz Question
Draw what the vocab
word looks like.
Write the definitions of the
vocab word.
Write one fact about the vocab
word.
Write a quiz question that has
one definite answer. Include the
answer.
1.
2.
1.
2.
1.
2.
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Socratic seminars in science class
July 20, 2010 |
I love Socratic seminars. I have done several in the past few years and, every time I do one, I
say, “I need to do more of these!” The students learn so much from these rich discussions, both
about the topic and about civil discourse. Socratic seminars help to set up a positive culture in
the classroom, as well as fostering Habits of Mind (Thinking and Communicating with Clarity
and Precision, Listening With Understanding and Empathy).
What is a Socratic seminar?
A Socratic seminar is an informal group discussion where the teacher acts as a facilitator (ideally
by only asking questions – and the less, the better) while the students have a discussion. The
discussion can center around a piece of reading, a current news issue, an idea or ideal, or just an
engaging question. The key, though, really is the engagement. The topic has to be one that
students want to talk about – preferably argue about.
How do you do a Socratic seminar?
From the teacher side of things, I like to plan a few key questions to ask about the topic of
discussion (I may or may not ask all of them). The students will have some background
knowledge prior to the seminar – could be from a text that they read, a video that they watched, a
lab, whatever. I like to have the students bring their chairs into a large circle (you might have to
clear space for this – or do it outside; outdoor Socratic seminars rock!). You then set the ground
rules for the discussion (no interrupting, be respectful, no side conversations, etc.) and ask the
BIG QUESTION – the main topic of the discussion.
What is it like?
When it’s working, the students are arguing respectfully, agreeing and disagreeing, building on
each other’s points, and referring to prior knowledge or creating new knowledge
collectively. Once in a while, I remind students of protocols or norms if they get too fired
up. Occasionally, I throw out another question to keep the conversation going or steer it back on
task. I do my best to resist the urge to state my knowledge or opinions on a matter – even if they
are begging for it. It’s not about me!
Okay, I get it. But, in SCIENCE class???
What better way to help students to understand the process of science than to get them
arguing? The key is to teach them to challenge each other’s claims respectfully (How do you
know that? What is your evidence? Where did your evidence come from? Is it dependable
evidence?)
How do I start?
You start by doing three of them. With the same class. Relatively close together. Not one or
two.
Yes, three. One for you to screw up and for them to be confused. A second one for you to
facilitate better and for them to still be confused. A third to get a decent feel for how this should
really go.
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45 | P a g e
Lab Report Rubric (just one example)
Bio Lab Report Rubric/Checklist (adapted from PC BIO160)
THIS SHEET MUST BE FULLY COMPLETED AND ATTACHED TO THE FIRST
PAGE OF THE LAB BEFORE ANY CREDIT CAN BE EARNED
TITLE PAGE
All
X
Self
Some
/
Peer
None
0
Self2
Comments
TITLE: Includes group member name(s), and date(s)
RESEARCH QUESTION: Is it a scientific question with no simple answer?
HYPOTHESIS: Answers the research question. Is clear and specific.
Relates dependent & independent variables.
OBSERVATIONAL PROTOCOL
VARIABLE TABLE: Includes descriptions and/or names, symbols, units,
and I/D/C. Is complete.
APPARATUS: Neat drawing that clearly illustrates all equipment and
how each variable was measured.
PROCEDURE: This section should allow someone to completely recreate the investigation. Steps are numbered and logical.
DATA:
Organized (table if appropriate) with all units
Includes observations, descriptive data, and controlled values
Drawings (if applicable) are neat, clear and labeled appropriately
ANALYSIS:
Lab questions (if present) are answered appropriately
Graphs (if present) have title, axes labeled w/units, scaled, points not
connected, best fit lines w/equations, and appropriate legend
CONCLUSION:
PART1-Claim answers the Research Question
PART1-Claim is clear and specific
PART1-Claim is concise (1-2 sentences)
PART2-Evidence supporting the claim is clearly presented
PART2-Evidence supporting the claim is logical
PART3-Reasoning - "What is going on here?" Physiological reasons of
the processes observed are clearly explained.
PART3-Reasoning - Your explanation relates to what we have studied in
class and biological principles are clear and accurate.
PART3-Reasoning - Your explanations are appropriately supported with
references and citations.
PART3-Reasoning - Reasoning is at least two full paragraphs long and
clearly and completely explains concepts in your own words.
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46 | P a g e
CERR Model for Science Writing
C
The claim is a testable statement or conclusion that answers the original
question. This is what the scientist is making an argument for.
E
The evidence is the scientific evidence that supports the claim. Evidence
must be both appropriate and sufficient to support the claim.
 Appropriate evidence – evidence must directly connect to the claim.
 Sufficient evidence – there must be enough evidence to draw a valid
conclusion about whether the claim is supported or not supported.
(Does the evidence – the data—you present support the claim you are
making?)
R
Reasoning is a justification that shows why the data counts as evidence to
support the claim and includes appropriate scientific principles. You explain
exactly how and why your evidence supports your claim.
When explaining phenomena, there can be more than one possible claim or
explanation. Often the same data can be used to more than one claim. You
should learn to recognize alternative explanations.
R
A good answer takes different possible explanations into consideration and
offers a rebuttal to why a different explanation is not appropriate. In other
words, the rebuttal explains why a different claim is not appropriate. It also
gives you another chance to explain your reasoning and lets the reader know
that you know what you’re talking about!
As you develop as a scientist, your ability to make claims, cite evidence, use reasoning and
offer rebuttals will get much stronger and more sophisticated.
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WHITEBOARDING: a learning process
by Don Yost, Modeling Workshop leader
[email protected]
June 2003
On casual observation, whiteboarding may seem to be little more than a student giving a report
from an erasable hand-held whiteboard, punctuated occasionally by teacher or peer interruptions
to question. Whiteboarding and reporting actually have different purposes. The report is a
presentation intended to demonstrate competence and is usually graded. Whiteboarding, on the
other hand, is an active learning process in which evaluation is ongoing and serves to guide the
learning process. Whiteboarding is a teacher directed process designed to probe a student's prior
understanding, and to construct strategies to bring the student to a more complete
comprehension. Students can and are encouraged to participate in the discussions, but it is still
teacher directed. That direction may be so subtle as to be invisible, but it is, nevertheless, a key
ingredient in the process.
The whiteboard should contain just enough information to demonstrate understanding. Typically,
in a kinematics lab, the whiteboard would include a motion map, a sketch of the graph shape
with labels, and the mathematical model along with a conclusion. Notice that data tables, axis
numbers, and calculations are not included, as they add no information on concept attainment.
Students show the class their whiteboards as they explain their lab results or problem solution.
The teacher may occasionally interrupt the student to ask questions, probing the student's
understanding and directing the student's learning process. Often a teacher will ask for
clarification or expansion of a correct answer, realizing that while the answer may be right, the
reason may be in error, or simply wishing to emphasize a particular point. Some common
questions might be "how do you know?", "did you mean ...?", "how does your result compare to
the first group?", and "Why did you answer that way?" This aspect of whiteboarding
distinguishes it from a report. A report is given uninterrupted, and then critiqued by the audience.
Whiteboarding is an active process in which the teacher guides the student toward understanding
during the student's explanation.
In addition to the benefits of guiding the learning process as it takes place, the whiteboard allows
students to clarify and define their understanding through verbalization. Putting concepts into
words is a powerful means of checking true understanding, as students often do not even realize
they do not understand something until they try to explain it.
When done correctly, whiteboarding is often an exhausting process for the teacher, leaving no
time for evaluating "art work". You must listen to what the student says, interpret what he
actually means, anticipate common misconceptions, design a learning strategy, and construct a
series of questions to achieve that learning goal. The process of listening, interpreting, and
constructing a strategy all at the same time is a highly demanding skill for a teacher.
The question of grading whiteboards often comes up. Whiteboarding is much like any process of
learning a skill. If you are teaching a child to ride a bike, you know that they are going to have
difficulty with balance. You design a strategy that probably involves walking along, and when
they start to fall, offer suggestions or guide them toward skill mastery. It would make little sense
to grade them on how well they are learning, since error is a natural part of the learning process
and is expected. Your goal is not how well they accomplish the learning process, but first, that
they try, and finally, that they succeed. If you test, you evaluate how well they ride the bike after
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48 | P a g e
the instruction process. Whiteboarding is much the same. You may grade participation or final
understanding, but not the process of learning.
There has been some misunderstanding in the role of the teacher in whiteboarding. If students are
whiteboarding a pendulum lab, there is little need for teacher directed inquiry. Student directed
questions are appropriate since the only surprise is the independence of mass on period, and that
is easily observed. At this stage, we are not explaining it, just observing. On the other hand,
when we are whiteboarding Newton's first or third law or the idea that an object can push back,
the teacher's role is critical in organizing the dialogue in a way to provide the necessary bridges
for the student. I, as an experienced teacher, already know that most students will not understand
these concepts. They will give the correct answer, easily accepted by their peers, so that it will
require careful inquiry by the teacher to actually probe their alternate conceptions. This will not
occur with only peers asking questions because they share the same alternate conceptions.
Whiteboarding may be done in front of the class, but presenting in a round table format where all
students can see all other whiteboards has proven less stressful for most students. In this "circle
whiteboarding" format, the teacher often circulates behind the students and provides suggestions
to individual groups.
WHITEBOARDING DO's AND DON'Ts:
Do:
 ask for clarification.
 draw simple diagrams..
 draw simple graph shapes.
 include multiple representations.
 be involved
 consider whiteboarding as a learning process.
Don't:
 grade the learning process.
 badger the student.
 include raw data or intricate graphs
 criticize answers.
 expect students to provide all questioning.
 consider whiteboarding as a presentation or report.
For more information on whiteboarding, visit <http://modeling.asu.edu/listserv.html>
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Six types of Socratic questions (also go to http://modelinginstruction.org/ for more info on
Socratic questions & modeling)
1. Questions for clarification:



Why do you say that?
How does this relate to our discussion?
"Are you going to include diffusion in your mole
balance equations?"
2. Questions that probe
assumptions:


What could we assume instead?
How can you verify or disapprove that
assumption?
"Why are neglecting radial diffusion and
including only axial diffusion?"

3. Questions that probe reasons
and evidence:




What would be an example?
What is....analogous to?
What do you think causes to happen...? Why:?
"Do you think that diffusion is responsible for the
lower conversion?"
4. Questions about Viewpoints
and Perspectives:



What would be an alternative?
What is another way to look at it?
Would you explain why it is necessary or
beneficial, and who benefits?
Why is the best?
What are the strengths and weaknesses of...?
How are...and ...similar?
What is a counterargument for...?
"With all the bends in the pipe, from an
industrial/practical standpoint, do you think
diffusion will affect the conversion?"





5. Questions that probe
implications and consequences:






What generalizations can you make?
What are the consequences of that assumption?
What are you implying?
How does...affect...?
How does...tie in with what we learned before?
"How would our results be affected if neglected
diffusion?"
6. Questions about the
question:





What was the point of this question?
Why do you think I asked this question?
What does...mean?
How does...apply to everyday life?
"Why do you think diffusion is important?"
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Sticky-note discussions
Sticky-notes discussions are fun, add variety to reading, and allow students to
respond to the written text immediately. They are easy to implement in all content
areas. Sticky-note discussions are effective when used individually, in a small or
large group, or a combination of settings.
By Kim Rector
Learning outcomes
Sticky-Note discussions are powerful tools that:




help students organize and better understand different reading selections.
provide an outlet that allows the student to stop, think, and respond to the
written text.
provide guidelines and goals for comprehending each text.
decrease the chances of boredom by targeting specific skills.
It is easy to target those students with comprehension difficulties while also
allowing them to validate their responses along with the others.
Teacher planning
Materials/resources


Selected reading passage
Small sized Post-it notes (color and shape may vary. If smaller Post-it notes
are not available, you can purchase larger ones and cut to size preference.)
Pre-activities


Depending on the reading selection, a set of guidelines or rules will need to
be established for students to follow.
The teacher should model this activity first by reading a selected passage
aloud, sticky-noting selected “targeted” items, and providing an explanation
why these items were selected. For example, a teacher might sticky note all
major events in a story as the class reads together.
Activities
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1. As a student or group reads or completes a selection, have them stop and
periodically place sticky-notes to highlight items they want to discuss
following given guidelines.
2. The students will place the sticky-notes in close proximity to the written
text and quickly jot a short note, summary, or picture to explain why the
item has been sticky-noted.
3. Upon completion of the reading selection, the teacher will begin the
discussion by having students talk about the places they have marked. They
need to explain and elaborate on why they marked specific places.
4. The class can discuss the given topic by easily referring back to stickynoted passages.
5. Written assignments can be given which require students to use the stickynoted information. See Additional Comments for other class follow-ups to a
sticky-note discussion.
Assessment



The teacher can look at the students’ books to check accuracy of marked
items.
The students will discuss noted items and justify or explain. The teacher will
assess students’ verbal responses, and the use of sticky-noted passages in
any written assignments.
It is remarkable to watch students grow over a year’s time. Reluctant
readers and lower level students jump at the chance to share their notes.
Supplemental information
For more info on using sticky notes to code texts, see Strategies that Work by
Stephanie Harvey.
Sample Teacher Guidelines for Sticky-Note Discussions about Fiction
Ask students to find and mark:





questions about the topic
something you liked and enjoyed
something you disliked
funny parts
sad parts
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











appeals to other emotions
an event that happened to you or someone you know that is similar to a story
event
literary elements: character traits, setting, theme, moods of the character
and author, conflicts, or point of view
descriptive words of phrases that paint a mental picture that you can
illustrate
symbols
predictions
main ideas
problems/solutions
comparisons/contrasts
oddities (strange and different items)
parts of speech
figurative language (simile, metaphor, personification, hyperbole, idiom, or
alliteration)
Sample Teacher Guidelines for Sticky-Note Discussions about Non-Fiction
Ask students to find and mark:
















factual information (i.e. birth dates, death information, life
accomplishments, personal problems, career choices, etc.…)
key words that tie into the topic that you know
key words that tie into the topic that you do not know
examples
habitats/settings
symbols
cause and effect relationship (i.e.…snowball effect)
descriptive words or phrases that draw a mental picture that you could
illustrate
problem/solution
opinions
hypothesis/proof
comparison/contrast
physical features
behaviors(normal or abnormal)
sequence
steps in a process
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
parts of speech
Comments
Sticky-note discussions allow a lot of flexibility in the following ways:
1. They can be moved around and aligned on a blank piece of paper to provide a
simple outline for a student written response to the reading text.
2. They can be placed in and used with any textbook. Students are less likely to
lose a sticky-note discussion stuck to the pages of their textbook as
opposed to an individual sheet.
3. Sticky-notes are a great device for reviewing. Allow students to leave their
sticky-notes on materials covered. At the end of each section, chapter, or
unit, the students can review their sticky-notes. I have students who hate to
take notes, but they love sticky-note discussions.
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NOTE TAKING
Cornell Notes
To help me organize notes.
Divide the paper into three sections.


Draw a dark horizontal line about 5 or 6 lines from the bottom. Use a heavy magic
marker so that it is clear.
Draw a dark vertical line about 2 inches from the left side of the paper from the top to
the horizontal line.
Document

Write course name, date and topic at the top of each page
Write Notes



The large box to the right is for writing notes.
Skip a line between ideas and topics
Don't use complete sentences. Use abbreviations, whenever possible. Develop
shorthand of your own, such as using & for the word "and".
Review and clarify


Review the notes as soon as possible after class.
Pull out main ideas, key points, dates, and people, and write them in the left
column.
Summarize

Write a summary of the main ideas in the bottom section.
Study your notes


Reread your notes in the right column.
Spend most of your time studying the ideas in the left column and the summary at
the bottom. These are the most important ideas and will probably include most of the
information that will be tested.
This strategy is based on a strategy presented in Pauk, W. (1997). How to study in college (6th ed). Boston: Houghton Mifflin.
Learning Toolbox. Steppingstone Technology Grant, James Madison University, MSC 1903, Harrisonburg, VA 22807.
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Example of Cornell Notes format – more info can be found on SharePoint.
Students can just use plain notebook paper as well.
Cornell Notes
Topic/Objective:
Name:
Class/Period:
Date:
Essential Question:
Questions:
Notes:
Summary:
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Questions:
Notes:
Summary:
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Reciprocal Reading
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JIGSAW
Jigsaw is a cooperative learning strategy that enables each student of a “home”
group to specialize in one aspect of a topic (for example, one group studies
habitats of rainforest animals, another group studies predators of rainforest
animals). Students meet with members from other groups who are assigned the
same aspect, and after mastering the material, return to the “home” group and
teach the material to their group members. With this strategy, each student in
the “home” group serves as a piece of the topic’s puzzle and when they work
together as a whole, they create the complete jigsaw puzzle.
How To Use Jigsaw:
1. Introduce the strategy and the topic to be studied.
2. Assign each student to a "home group" of 3-5 students who reflect a range
of reading abilities.
3. Determine a set of reading selections and assign one selection to each
student.
4. Create "expert groups" that consist of students across "home groups" who
will read the same selection.
5. Give all students a framework for managing their time on the various parts
of the jigsaw task.
6. Provide key questions to help the "expert groups" gather information in
their particular area.
7. Provide materials and resources necessary for all students to learn about
their topics and become "experts."
Note: It is important that the reading material assigned is at appropriate
instructional levels (90–95% reading accuracy).
8. Discuss the rules for reconvening into "home groups" and provide guidelines
as each "expert" reports the information learned.
9. Prepare a summary chart or graphic organizer for each "home group" as a
guide for organizing the experts' information report.
10. Remind students that "home group" members are responsible to learn all
content from one another.
Source: WETA: Reading Rockets. http://www.readingrockets.org/strategies/jigsaw
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Template based on activity in Schoenbach, R., Greenleaf, C. L., Cziko, C., Hurwitz, L. (2000). Reading for
Understanding: A Guide to Improving Reading in Middle and High School Classrooms. San Francisco, CA: JosseyBass, 78. Adapted by CAST http://www.cast.org
Think Aloud Checklist
Make a tally mark every
time you hear one of the
following: Strategy Think
Aloud
Predicting
Tally Mark For Each
Time Strategy Used
Cue Words
I predict…
In the next part I think…
I think this is…
Questioning
Why did…
What did…
How did…
Where was…
Should there…
Visualizing
I see…
I picture…
Personal Response
I feel…
My favorite part…
I liked/disliked…
Clarifying
I got confused when…
I’m not sure of…
I didn’t expect…
Summarizing
I think this is mainly about…
The most important idea is…
Reflecting
I think I’ll… next time.
Maybe I’ll need to… next time.
I realized that…
Making Connections
personal connections
text-to-text connections
I wonder if…
This is like…
This reminds me of…
This is similar to…
If it were me…
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Gallery Walks
What is Gallery Walk?
Gallery Walk is a discussion technique that gets students out of their chairs and into a mode of active
engagement. The advantage of the method is its flexibility and the variety of benefits for students and
instructor alike. A Gallery Walk can be conducted with computers (a "Computer Run"), with pieces of
paper on tables, or with posted chart paper. It can be scheduled for fifteen minutes (a "Gallery Run") or
for several class periods. For students it's a chance to share thoughts in a more intimate, supportive
setting rather than a larger, anonymous class. For instructors, it's a chance to gauge the depth of
student understanding of particular concepts and to challenge misconceptions. Below is a short
summary on how to conduct a Gallery Walk.
Quick Summary of Format
1. The instructor prepares several discussion questions. Student teams in a Gallery Walk
typically number three to five. So, for a class of twenty write four to five questions. For
larger classes either write more questions or repeat the same set of four to five questions,
posting the same question set in different sections of the class. Questions can gauge
knowledge and comprehension or can tap higher order thinking skills involving analysis,
synthesis, and evaluation.
2. Questions are posted on different "stations" on classroom walls, placed on pieces of paper
on desks in different locations around class, or typed on different computers. Plan on
sufficient space for groups to congregate and discuss questions.
3. At each posted question a student team reviews what previous groups have written and
adds new content. After a short period of time, say three to five minutes but the exact
time will depend upon the nature of the question, say "rotate." The group then rotates,
clockwise, to the next station. The rotation continues until all posted questions are
addressed.
4. As students discuss questions, the instructor can circulate around the classroom,
clarifying questions, gauging student understanding, and addressing misconceptions.
Write down any misconceptions or lapses in student understanding and address these
problems before the end of the exercise. In such a way, Gallery Walk becomes a valuable
tool for informal assessment.
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5. When the group returns to the station where it started, the group synthesizes comments
and makes an oral report, the "reports out" phase of Gallery Walk," to the class. This
stage of the Gallery Walk is a great chance for involving the entire class in discussion and
to address misconceptions. Group or individual written reports can be completed in lieu
of oral reports.
Developing Questions for Gallery Walk to Engage Higher Order
Thinking
This section introduces Bloom's Taxonomy of Educational Objectives as an aid in writing questions for
Gallery Walk (Bloom, 1964). Questions using the analysis, synthesis, and evaluation categories seem to
work best with Gallery Walk. Questions involving knowledge, comprehension, and application work best
with the "Gallery Run" format.
Gallery Walk involves preparing questions based around a lecture's central concept, issue, or
debate. The wording of the question depends on the desired learning skill or level of abstraction.
A variety of questions can be used but the technique seems to work best with higher order
questions relating to analysis, evaluation, and synthesis.
Below are Bloom Hierarchy key words (taken verbatim from the resource above) that can be
used to frame questions. A couple of examples of questions follow.
Examples of "Knowledge" level questions - recall of facts
Image Source: Douglas College
Key Words: what, when, where, define, spell, list, match, name.
1. List the earth's major tectonic plates.
2. What molecule in the stratosphere protects against ultraviolet radiation?
Examples of "Comprehension" level questions - understanding and stating key
concepts or main ideas
Key Words: summarize, rephrase, explain, interpret, compare, contrast, outline, and translate.
1. What is the difference between weathering and erosion?
2. Draw a several diagrams outlining the development of an oxbow lake.
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Examples of "Application" level questions - applying knowledge in new ways
and in novel situations
Key Words: apply, solve, model, make use of, organize, experiment with, use.
1. If the top of this test page represents north, use an arrow to indicate a southwest wind.
2. Use Darcy's Law to calculate groundwater flow rates (m/s) in location A and in location B.
Examples of "Analysis" level questions - breaking down information into key
components, finding evidence
Key Words: analyze, find evidence for, examine, inference, assumption, categorize, conclusion,
classify, compare, contrast, discover, dissect, inspect, simplify, relationships.
1. What inference can you make about the geomorphic history of this region based on the location
and form of terraces?
2. What evidence exists in this soil profile that this soil should be classified as an entisol rather than
an inceptisol?
Examples of "Synthesis" level questions - combining elements in a novel way,
proposing alternate solutions
Key Words: combine, create, design, develop, build, compile, compose, construct, formulate,
imagine, invent, make up, originate, plan, predict, propose, change, improve, adapt, improve, and
change.
1. Make recommendations for the current coastal zoning plan in order to better protect property
from hurricane damage.
2. Create a field check list for identifying outcrops prone to mass wasting.
Examples of "Evaluation" level questions - making judgments based on
accepted standards
Key Words: criticize, defend, dispute, evaluate, judge, justify, recommend, rule on, agree,
appraise, assess.
1. Criticize arguments made in a creationist web site based on the laws and theories of science.
2. Defend, using sound scientific evidence, the use of Yucca Mountain as a nuclear waste
repository.
Assessing Gallery Walk
Gallery Walk can be assessed informally and through more formal evaluation involving oral and written
presentations. This section has sample rubrics that can be used for evaluating different aspects of the
Gallery Walk, ranging from group participation to the quality of oral and written reports. Feel free to
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modify these rubrics for the context of your own Gallery Walk.
Informal Evaluation
Informal evaluation does not count for a grade and can be as simple as rotating between groups
and making sure each group is on task. There is further opportunity to observe and assess student
learning during the report out phase and during ensuing class discussion relating to the report
out. Regardless of the context, make a special attempt to involve disengaged students. Examples
of questions that can be asked during a Gallery Walk include:
1. "Your group seems to think ..... about this issue. How would you rephrase or summarize what
has been discussed so far?"
2. "What is your group doing now and where do you feel the discussion will progress?"
3. "What similarities and differences do you see between the responses you are giving at this
station and what was summarized at the last station?"
4. "Your group seems to think...about this issue. Why do you say about that?"
5. "How would you explain this issue to someone who has little or no background with this
material?"
6. Look at a particular response, either from the current group or a previous group, "This group
said....is this correct?”
Formal Evaluation
Not every Gallery Walk needs to have assigned grades. Some students are more forthcoming and
spontaneous without the pressure of formal evaluation. Still, there are situations in which formal
evaluation is desirable, especially when the time and effort going into a Gallery Walk need to be
justified. In the section below, find rubrics for grading the quality of group participation, oral
presentations, and written work relating to the Gallery Walk. Another way to improve the quality
of Gallery Walk is to have students assess instructor use of the technique.
Reference
Bloom,B. Mesia, B. and Krathwohl, D. 1964. Taxonomy of Educational Objectives (two vols:
The Affective Domain & The Cognitive Domain). New York. David McKay.
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Introduction to Writing Standards
For students, writing is a key means of asserting and defending claims, showing what they know
about a subject, and conveying what they have experienced, imagined, thought, and felt. To be
college and career ready writers, students must take task, purpose, and audience into careful
consideration, choosing words, information, structures, and formats deliberately. They need to be
able to use technology strategically when creating, refining, and collaborating on writing. They
have to become adept at gathering information, evaluating sources, and citing material accurately,
reporting findings from their research and analysis of sources in a clear and cogent manner. They
must have the flexibility, concentration, and fluency to produce high-quality first draft text under
a tight deadline and the capacity to revisit and make improvements to a piece of writing over
multiple drafts when circumstances encourage or require it. To meet these goals, students must
devote significant time and effort to writing, producing numerous pieces over short and long time
frames throughout the year.
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Writing Standards for Career & Technical Subjects
Text Types and Purposes
Grade 9-10
Grade 11-12
WHST.1. Write arguments focused on
discipline-specific content.
WHST.1. Write arguments focused on 
discipline-specific content.




a) Introduce precise, knowledgeable 
claim(s), establish the significance 
of the claim(s), distinguish the

claim(s) from alternate or

opposing claims, and create an
organization that logically
sequences the claim(s),
counterclaims, reasons, and
evidence.
b) Develop claim(s) and
counterclaims fairly and
thoroughly, supplying the most
relevant data and evidence for
each while pointing out the
strengths and limitations of both
claim(s) and counterclaims in a
discipline-appropriate form that
anticipates the audience’s
knowledge level, concerns,
values, and possible biases.
c) Use words, phrases, and clauses
as well as varied syntax to link the
major sections of the text, create
cohesion, and clarify the
a) Introduce precise claim(s),
distinguish the claim(s) from
alternate or opposing claims, and
create an organization that
establishes clear relationships
among the claim(s),
counterclaims, reasons, and
evidence.
b) Develop claim(s) and
counterclaims fairly, supplying
data and evidence for each while
pointing out the strengths and
limitations of both claim(s) and
counterclaims in a disciplineappropriate form and in a manner
that anticipates the audience’s
knowledge level and concerns.
c) Use words, phrases, and clauses
to link the major sections of the
text, create cohesion, and clarify
the relationships between claim(s)
and reasons, between reasons
and evidence, and between
claim(s) and counterclaims.
Literacy Strategies
Claim, evidence, reasoning
Formal Lab report
Concept map
RAFT writing
Type writing
White-boarding
Modeling
Position paper
Gallery Walk
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d) Establish and maintain a formal
style and objective tone while
attending to the norms and
conventions of the discipline in
which they are writing.
e) Provide a concluding statement or
section that follows from or
supports the argument presented.
relationships between claim(s)
and reasons, between reasons
and evidence, and between
claim(s) and counterclaims.
d) Establish and maintain a formal
style and objective tone while
attending to the norms and
conventions of the discipline in
which they are writing.
e) Provide a concluding statement or
section that follows from or
supports the argument presented.
WHST.2. Write
WHST.2. Write
informative/explanatory texts,
informative/explanatory texts,
including the narration of historical
including the narration of historical
events, scientific
events, scientific
procedures/experiments, or technical procedures/experiments, or technical
processes.
processes.
a) Introduce a topic; organize
a) Introduce a topic; organize
complex ideas, concepts, and
complex ideas, concepts, and
information to make important
information so that each new
connections and distinctions;
element builds on that which
include formatting (e.g., headings),
precedes it to create a unified
graphics (e.g., figures, tables), and
whole; include formatting (e.g.,
multimedia when useful to aiding
headings), graphics (e.g., figures,
comprehension.
tables), and multimedia when
b) Develop the topic with welluseful to aiding comprehension.
chosen, relevant, and sufficient
b) Develop the topic thoroughly by
facts, extended definitions,
selecting the most significant and
concrete details, quotations, or
relevant facts, extended
other information and examples
definitions, concrete details,
appropriate to the audience’s
quotations, or other information
knowledge of the topic.
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c) Use appropriate and varied
transitions to link the major
sections of the text, create
cohesion, and clarify the
relationships among complex
ideas and concepts.
d) Use precise language and
domain-specific vocabulary to
manage the complexity of the
topic.
e) Establish and maintain a formal
style and objective tone while
attending to the norms and
conventions of the discipline in
which they are writing.
f) Provide a concluding statement or
section that follows from and
supports the information or
explanation presented (e.g.,
articulating implications or the
significance of the topic).
WHST.3. Students write step-by-step
procedures for their experiments that
are detailed enough that others would
be able to replicate their experiments
exactly and achieve the same results.
a) Engage and orient the reader by
setting out a problem, situation, or
observation, establishing one or
multiple point(s) of view, and
and examples appropriate to the
audience’s knowledge of the topic.
c) Use appropriate and varied
transitions and syntax to link the
major sections of the text, create
cohesion, and clarify the
relationships among complex
ideas and concepts.
d) Use precise language, domainspecific vocabulary, and
techniques such as metaphor,
simile, and analogy to manage the
complexity of the topic.
e) Establish and maintain a formal
style and objective tone while
attending to the norms and
conventions of the discipline in
which they are writing.
f) Provide a concluding statement or
section that follows from and
supports the information or
explanation presented (e.g.,
articulating implications or the
significance of the topic).
WHST.3. Students write step-by-step
procedures for their experiments that
are detailed enough that others would
be able to replicate their experiments
exactly and achieve the same results.
a) Engage and orient the reader by
setting out a problem, situation, or
observation and its significance,
establishing one or multiple
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b)
c)
d)
e)
introducing a narrator and/or
point(s) of view, and introducing a
characters; create a smooth
narrator and/or characters; create
progression of experiences or
a smooth progression of
events.
experiences or events.
Use narrative techniques, such as b) Use narrative techniques, such as
dialogue, pacing, description,
dialogue, pacing, description,
reflection, and multiple plot lines,
reflection, and multiple plot lines,
to develop experiences, events,
to develop experiences, events,
and/or characters.
and/or characters.
Use a variety of techniques to
c) Use a variety of techniques to
sequence events so that they build
sequence events so that they
on one another to create a
build on one another to create a
coherent whole.
coherent whole and build toward a
Use precise words and phrases,
particular tone and outcome (e.g.,
telling details, and sensory
a sense of mystery, suspense,
language to convey a vivid picture
growth, or resolution).
of the experiences, events, setting, d) Use precise words and phrases,
and/or characters.
telling details, and sensory
Provide a conclusion that follows
language to convey a vivid picture
from and reflects on what is
of the experiences, events,
experienced, observed, or
setting, and/or characters.
resolved over the course of the
e) Provide a conclusion that follows
narrative.
from and reflects on what is
experienced, observed, or
resolved over the course of the
narrative.
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Production and Distribution of Writing
Grade 9-10
Grade 11-12
Literacy Strategies
WHST.4. Produce clear and coherent
writing in which the development,
organization, and style are appropriate
to task, purpose, and audience.
WHST.4. Produce clear and coherent
writing in which the development,
organization, and style are
appropriate to task, purpose, and
audience.





WHST.5. Develop and strengthen
writing as needed by planning,
revising, editing, rewriting, or trying a
new approach, focusing on addressing
what is most significant for a specific
purpose and audience.
WHST.6. Use technology, including
the Internet, to produce, publish, and
update individual or shared writing
products, taking advantage of
technology’s capacity to link to other
information and to display information
flexibly and dynamically.
WHST.5. Develop and strengthen

writing as needed by planning,

revising, editing, rewriting, or trying a
new approach, focusing on
addressing what is most significant for
a specific purpose and audience.
WHST.6. Use technology, including
the Internet, to produce, publish, and
update individual or shared writing
products in response to ongoing
feedback, including new arguments or
information.
Double Entry Journals
Socratic Seminar
Cornell Notes
Peer editing
Student research
project/presentation
Blogging
Key Idea- Supporting Detail
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Research to Build and Present Knowledge
Grade 9-10
Grade 11-12
Literacy Strategies
WHST.7. Conduct short as well as
more sustained research projects to
answer a question (including a selfgenerated question) or solve a
problem; narrow or broaden the
inquiry when appropriate; synthesize
multiple sources on the subject,
demonstrating understanding of the
subject under investigation.
WHST.8. Gather relevant information
from multiple authoritative print and
digital sources, using advanced
searches effectively; assess the
usefulness of each source in
answering the research question;
integrate information into the text
selectively to maintain the flow of
ideas, avoiding plagiarism and
following a standard format for
citation.
WHST.7. Conduct short as well as
more sustained research projects to
answer a question (including a selfgenerated question) or solve a
problem; narrow or broaden the
inquiry when appropriate; synthesize
multiple sources on the subject,
demonstrating understanding of the
subject under investigation.
WHST.8. Gather relevant information
from multiple authoritative print and
digital sources, using advanced
searches effectively; assess the
strengths and limitations of each
source in terms of the specific task,
purpose, and audience; integrate
information into the text selectively to
maintain the flow of ideas, avoiding
plagiarism and overreliance on any
one source and following a standard
format for citation.
WHST.9. Draw evidence from
informational texts to support analysis,
reflection, and research.







WHST.9. Draw evidence from
informational texts to support analysis,
reflection, and research.
Project-based learning
Research Projects/Presentations
Inquiry-based labs
Costa Level Questions
Socratic Seminar
Philosophical Chairs
Position papers
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Range of Writing
Grade 9-10
Grade 11-12
Literacy Strategies
WHST.10. Write routinely over
extended time frames (time for
reflection and revision) and shorter
time frames (a single sitting or a day or
two) for a range of discipline-specific
tasks, purposes, and audiences.
WHST.10. Write routinely over
extended time frames (time for
reflection and revision) and shorter
time frames (a single sitting or a day
or two) for a range of disciplinespecific tasks, purposes, and
audiences.



Quick Writes
Interactive Notebook
Student Self-Assessment
*** Additional literacy strategies***
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Writing Across the Curriculum: R.A.F.T. Prompts for Science Class building a writing
prompt that challenges students to think deeply about science
(from http://www.writingfix.com/wac/Writing_Across_Curriculum_RAFTS_Science.htm)
Classroom writing assignments can feel very unauthentic to our students. Think about it.
Students generally feel as though they--a single voice--are writing down their words to hand to
an audience of one--the teacher--for evaluation. And let's face it. Usually the writing turned in to
the teacher would register pretty low on Bloom's Taxonomy; like it or not, most student writing
assignments ask learners to do little more than regurgitate information from notes or research. In
the real world, no one writes like this, and thus, school writing assignments can feel very
contrived. And our students are much more aware of this than we give them credit for.
Enter the RAFT writing assignment. Its sole purpose is to make writing feel more authentic in
two ways: 1) students are asked to think and write from a real world person's perspective, and
they are asked to shape their ideas to appeal to an audience outside the classroom; 2) because
they are considering perspective as they go through the writing process, students are being asked
to think at a much deeper level of Bloom's Taxonomy. It's no wonder R.A.F.T. writing
assignment have become very popular in the last decade, especially with content area teachers
who are looking for ways to use more writing across the curriculum in their classrooms.
What is a RAFT Writing Assignment? R.A.F.T. writing prompts challenge students to
assume a Role before writing, to write for an imaginary Audience, to write using a given
Format, to write about a certain Topic. This is a simple but powerful technique that will
inspire more thoughtful writing from yourself or your students.
A Bonus Letter! Sometimes you might also assign your students a Strong Verb to keep
in mind as he/she writes, transforming the R.A.F.T. prompt into a R.A.F.T.S. prompt. If
you assign strong verbs like convince, encourage, assure, or sway, then you have just
transformed the prompt into a persuasive writing activity, which registers even higher on
Bloom's Taxonomy.
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This document comes from The Writing Across the Curriculum Page at http://writingfix.com. Classroom teachers may make multiple
copies of this resource. All others must write the website for permission.
R.A.F.T.S. Assignment:
Teacher Name: _____________________________________Student Name:
_____________________________
Criteria:
4 – Amazing
job
3 – Pretty
good
2 – Needs
work
1 – Not yet
Role: How well did you
sound like the person
whose voice you were
writing in?
Audience: How well did
you acknowledge the
group or person the
writing was intended for?
Format: How well did the
writing take the shape of
what was originally
expected?
Topic: How well did you
prove you’ve learned the
content expected by the
assignment?
Strong verb: How well
did you utilize the verb
that was originally
expected?
Other: Optional
This copyrighted document comes from The Writing Across the Curriculum Guide, published by the Northern Nevada Writing Project.
Information on ordering this guide can be located at WritingFix’s Writing Across the Curriculum Page. http://writingfix.com
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Type Three Writing
Description:
Type Three writing is writing that has substantive content and meets up to three specific standards
called focus correction areas. Writers of Type Three assignments must create a draft, read it out loud,
and review it to see if the draft meets the following criteria: completes the assignment, is easy to read,
and avoids problems in the focus correction areas. Revising and editing are done on the draft. Type
Three writing is the most versatile of all the types because it is efficient to assign, defines the standards
that students need to meet to be successful, and is easy to evaluate and grade. Type Three writing
assignments move students from merely producing and recording ideas to refining the way they present
ideas.
Procedure:
1.
2.
3.
4.
Create a prompt or topic and up to three focus correction areas.
Ask students to write the FCAs on the left-hand side of the top of their paper.
Assign point values to each of the FCAs and ask students to include those in the heading.
When determining FCAs, keep these guidelines in mind:
a. The less mature the writer, the more specific the FCAs should be.
b. If possible, FCAs should encourage better writing rather than simply require the students
to avoid errors.
c. FCAs are best when mixed for style, organization, content, and mechanics.
d. The right combination of FCAs becomes a set of criteria much larger than the individual focus
correction areas, guiding students through a very careful reading of their drafts.
5. Ask students to write the title or topic statement under the FCAs on the top line of the paper.
6. Ask student to write their draft remembering to skip every other line of their paper.
7. Type Three writing can take any form, from essay to letter to story to memoire. Look at
RAFT
for ideas.
8. Ask students to read their papers out loud in 12” voices, listening for and asking themselves three
things:
a. Did I complete the assignment?
b. Does the composition sound right? Is it easy to read?
c. Do I have problems with the focus correction areas?
9. Collect papers and grade. The teacher evaluates the first two questions from #8 and answers
“yes” or “no”. If the answer to the first two questions is no, the paper is returned to the
student
marked as a failure or incomplete until he/she has completed the assignment and/or
the
composition is easy to read. Then the teacher grades the FCAs.
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Sample assignments/FCAs
Science: You are a protein. Describe your journey through the alimentary canal
and what happens to you in the digestive process.
FCAs
1. Correct spelling of content vocabulary
25 points
2. Description of organs involved in process
25 points
3. Description of digestive process in order that it occurs 50 points
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Back to Writing Standards
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Position Paper at a glance. More information on SharePoint
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What Are Double-Entry Journals?
How Are They Implemented in the Classroom?
The double-entry journal is a writing-to-learn strategy that can be used in every academic
discipline. The strategy is easy to implement but should be used frequently to be
effective. Students keep an ongoing record in a notebook or loose-leaf binder of learning
as it occurs. Students write in their own language about what they are learning. For
teachers and students, entries influence learning by revealing problems, questions,
connections, and concerns. Although it is a strategy most commonly found in language arts,
social studies, science, reading, and math, students in elective classes such as “Family and
Consumer Science,” “Shop,” and art can benefit as well. Double-entry journals serve a
variety of purposes. Students record their thoughts and feelings or reactions to text
excerpts or features, teacher- provided prompts, and/or to their own questions and areas
of interest relating to the text.
To create a two-column format for the double-entry journal, have students divide sheets
of paper in half, length-wise. For younger writers who may need more room to write their
entries, it may be easier to use the entire left-hand page of a notebook as the
Source/Prompt column and the right- hand page as the Response column. In the left
column of the double-entry journal, students may be prompted to select words, short
quotations, or other passages from or features of the text that interest them or that
elicit a strong response. They record the word, quotation or brief passage, either verbatim
or in paraphrased form. In the right-hand column, students record their reactions,
interpretations, or other responses to the text segments/features they have selected.
How does the double-entry journal help students? Some examples:
o to react to a writer’s main idea, topic development, argument, etc.
o to keep track of their learning during question and answer sessions
o to look at specific lines and passages for clarity of meaning
o to interpret a line of poetry or to decide how they feel about a character (words,
actions, etc.)
o to explore a topic or idea. (By being asked to explain what specific words or phrases
mean, students will be able to reference reasons and evidence to support their
views, their understandings.)
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A Sample Double-Entry Journal
Text Source: “Who Cares About Population Anyway?” (page two)
From The Source (text) . . .
“The way people respond to scarcity also
causes problems. We work the
environment even harder to obtain
resources, and do even more damage.
Sometimes we refuse to share with those
of a different race, religion, class, or
gender. (In some cultures, when food is
scarce, males are fed and females go
hungry.) When scarcity is acute, people
may be forced to migrate in search of
food, farmland, employment, or whatever
resources they need. In some situations,
they may revolt against the government,
begin ‘ethnic cleansing’, or go to war
against their neighbors to obtain additional
resources.”
Sample Responses . . .
Questions . . .
My Predictions . . .
Comparisons . . .
Images . . .
Reflections . . .
-from Facing the Future / People and the
Planet
www.popinfo.org
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Back to Writing Standards
The Double-Entry Journal: A Myriad of Options!
On The Left: The Source
Notes from the text
On The Right: The Response
Summaries/Comments
Drawings/Images
Observations
Interpretations
Headings/Subheadings
Questions
Facts
Questions, Quick Responses
Key words or phrases
Observations/Questions
Definitions
Concepts & Ideas
Explanations/Questions
Author’s Predictions (based upon a text
portion, excerpt)
Reflections
Facts, details, statements
My Predictions/Questions
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Peer Editing Checklist--Research
Editor’s Name:___________________________Author of paper:______________________________
Directions: Read your partner’s paper from beginning to end. Then go back through the paper and place a check in the
blank next to each item listed below if you find that it needs no improvement. If the item on this list is not present or needs
work, place an X in the blank and offer constructive comments to help your partner correct this item. Avoid negative
criticism. Show respect for your partner’s ideas.
Introduction
 The paragraph gives a thorough overview of the issues to be discussed in paper.______
Comments:________________________________________________________________

The paragraph contains a clear thesis statement that answers “Who”, “What”, and “Why” about the issue.______
Comments:________________________________________________________________
Body

Each body paragraph has a clear topic sentence ______
Comments:________________________________________________________________

The paragraphs give detailed information to support the thesis statement.______
Comments:________________________________________________________________
 The paragraphs include relevant quotes to support ideas.______
Comments:________________________________________________________________
Conclusion
 The paragraph adequately restates the ideas from the thesis statement._____
Comments:________________________________________________________________
 The paragraph wraps up/summarizes main points from the body of paper.______
Comments:________________________________________________________________
Research
 All sources are appropriately documented and cited. Parenthetical documentation, works cited page, and quoted
material in correct MLA format ______
Comments:________________________________________________________________
Style, Grammar, Format, and Conventions
_____The paper uses 3rd person point of view, refraining from the use of personal references (I, me, you, etc.)
_____Paraphrasing is believable. The composition accurately reflects the style of a high school student.
_____The paper is free of run-ons, comma splices, and sentence fragments.
_____The format of the paper follows the guidelines in Mr. Hasty’s handout (double-spacing, header, title, font size, etc.)
_____The paper contains no spelling, capitalization, or punctuation errors.
Other suggestions for improvement (Use back if necessary):
_________________________________________________________________________________________________
_________________________________________________________________________________________________
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Science Research Project guidelines. The entire PDF is on SharePoint.
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Using Blogs to Integrate Technology in the Classroom
As the Internet becomes an increasingly pervasive and persistent influence in people's lives, the
phenomenon of the blog stands out as a fine example of the way in which the Web enables
individual participation in the marketplace of ideas.
Teachers have picked up on the creative use of this Internet technology and put the blog to work
in the classroom. The education blog can be a powerful and effective technology tool for
students and teachers alike.
What is a blog?
A blog (sometimes referred to as a weblog) is a Web publishing tool that allows authors to
quickly and easily self-publish text, artwork, links to other blogs or Web sites, and a whole array
of other content.
Blogs are set-up like conventional Web sites, with navigation links, and other standard Web site
features. Blogs have one standard characteristic, however: the posting. Blog postings are text
entries, similar to a diary or journal, which include a posting date and may include comments by
people other than the author, photos, links, or other digital media.
Postings are often short and frequently updated. They appear in reverse chronological order and
can include archived entries.
Although blogs have been around for years, they have recently gained in popularity and
consequently have received more media coverage.
Blog Talk
Blogs work well for students because they can Blogger: any contributor to a blog
be worked on at virtually any time, in any place Blogging: the processes of creating or maintaining a
blog
with an Internet-enabled computer or smart
multi-Blog: an online "conversation" taking place
phone. Hence, they can be used by computer
between several blogs
savvy teachers to create a classroom that
extends beyond the boundaries of the school yard.
User-Friendly Technology
Fortunately for teachers, blogs are surprisingly easy to use. They require minimum technical
knowledge and are quickly and easily created and maintained. Unlike many traditional Web
sites, they are flexible in design and can be changed relatively easily. Best of all, students will
find them convenient and accessible via home or library computers.
Educational Benefits of Blogs
In addition to providing teachers with an excellent tool for communicating with students, there
are numerous educational benefits of blogs. Blogs are:


Highly motivating to students, especially those who otherwise might not become
participants in classrooms.
Excellent opportunities for students to read and write.
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

Effective forums for collaboration and discussion.
Powerful tools to enable scaffolding in learning or mentoring to occur.
Using the Blog in the Classroom
As an educational tool, blogs may be integrated in a multi-faceted manner to accommodate all
learners. Blogs can serve at least four basic functions.
1. Classroom Management
Class blogs can serve as a portal to foster a community of learners. As they are easy to
create and update efficiently, they can be used to inform students of class requirements,
post handouts, notices, and homework assignments, or act as a question and answer
board.
2. Collaboration
Blogs provide a space where teachers and students can work to further develop writing or
other skills with the advantage of an instant audience. Teachers can offer instructional
tips, and students can practice and benefit from peer review. They also make online
mentoring possible. For example, a class of older students can help a class of younger
students develop more confidence in their writing skills. Students can also participate in
cooperative learning activities that require them to relay research findings, ideas, or
suggestions.
3. Discussions
A class blog opens the opportunity for students to discuss topics outside of the classroom.
With a blog, every person has an equal opportunity to share their thoughts and opinions.
Students have time to be reactive to one another and reflective. Teachers can also bring
together a group of knowledgeable individuals for a given unit of study for students to
network and conference with on a blog.
4. Student Portfolios
Blogs present, organize, and protect student work as digital portfolios. As older entries
are archived, developing skills and progress may be analyzed more conveniently.
Additionally, as students realize their efforts will be published, they are typically more
motivated to produce better writing. Teachers and peers may conference with a student
individually on a developing work, and expert or peer mentoring advice can be easily
kept for future reference.
Blog Risks to Consider
School districts have guidelines and acceptable use policies (AUP) regarding the use of school
and division-wide computer networks and the Internet. These terms and conditions identify
acceptable online behavior and access privileges. Policies regarding the displaying of any student
work must be adhered to strictly. Take the necessary steps to secure parental permission before
using the blog in a participatory manner.
Blogs may be viewed publicly, as any other Web site. Students must be trained on issues
regarding access, privacy, security, and free expression. As blogs have no publisher, producer, or
editor, students must carefully consider the content of postings to avoid anything defamatory,
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libelous, or an infringement upon the rights of others.
Blogs are created by individuals for various and assorted purposes. Content should be recognized
as the opinion of the blogger, and, therefore, may not necessarily be factual.
Preparing Students for Blogging






Determine that all students' AUPs are in place and up to date.
Inform parents of procedures and secure parental permission.
Teach students safe, acceptable, and sensible behavior as online authors and readers.
Review policies and guidelines pertaining to student access.
Teach the non-posting rules of no complete names, e-mail accounts, or references to
reveal location.
Set clear expectations regarding tone, respect, and consequences.
Steps for Getting Started on Blogs
There are a number of free blogging tools available.
1. Go to one of the available free blogging sites (Blogger at www.blogger.com is a very
popular one).
2. Provide the necessary information requested. (user name, password)
3. Create a title for your blog.
4. Accept terms and select a template.
5. Publish!
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What is Project Based Learning (PBL)?
For more information go to www.bie.org or http://www.edutopia.org/project-based-learning
Project Based Learning is a teaching method in which students gain knowledge and skills by
working for an extended period of time to investigate and respond to a complex question, problem,
or challenge. Essential Elements of PBL include:

Significant Content - At its core, the project is focused on teaching students important
knowledge and skills, derived from standards and key concepts at the heart of academic
subjects.

21st century competencies - Students build competencies valuable for today’s world, such as
critical thinking/problem solving, collaboration, and communication, and creativity/ innovation,
which are taught and assessed.

In-Depth Inquiry - Students are engaged in a rigorous, extended process of asking questions,
using resources, and developing answers.

Driving Question - Project work is focused by an open-ended question that students
understand and find intriguing, which captures their task or frames their exploration.

Need to Know - Students see the need to gain knowledge, understand concepts, and apply
skills in order to answer the Driving Question and create project products, beginning with an
Entry Event that generates interest and curiosity.

Voice and Choice - Students are allowed to make some choices about the products to be
created, how they work, and how they use their time, guided by the teacher and depending on
age level and PBL experience.

Revision and Reflection - The project includes processes for students to use feedback to
consider additions and changes that lead to high-quality products, and think about what and how
they are learning.

Public Audience - Students present their work to other people, beyond their classmates and
teacher.
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When students are doing inquiry based science, an observer will see that:
Students View Themselves as Scientists in the Process of Learning.
1. They look forward to doing science.
2. They demonstrate a desire to learn more.
3. They seek to collaborate and work cooperatively with their peers.
4. They are confident in doing science; they demonstrate a willingness to modify ideas, take
risks, and display healthy skepticism.
Students Accept an "Invitation to Learn" and Readily Engage in The Exploration Process.
1. Students exhibit curiosity and ponder observations.
2. They move around selecting and using the materials they need.
3. They take the opportunity and the time to "try out" their own ideas.
Students Plan and Carry Out Investigations.
1. Students design a way to try out their ideas, not expecting to be told what to do.
2. They plan ways to verify, extend or discard ideas.
3. They carry out investigations by: handling materials, observing, measuring, and
recording data.
Students Communicate Using a Variety of Methods.
1. Students express ideas in a variety of ways: journals, reporting out, drawing, graphing,
charting, etc.
2. They listen, speak and write about science with parents, teachers and peers.
3. They use the language of the processes of science.
4. They communicate their level of understanding of concepts that they have developed to
date.
Students Propose Explanations and Solutions and Build a Store of Concepts.
1. Students offer explanations from a "store" of previous knowledge. (Alternative
Frameworks, Gut Dynamics).
2. They use investigations to satisfy their own questions.
3. They sort out information and decide what is important.
4. They are willing to revise explanations as they gain new knowledge.
Students Raise Questions
1. Students ask questions (verbally or through actions).
2. They use questions to lead them to investigations that generate further questions or ideas.
3. Students value and enjoy asking questions as an important part of science.
Students Use Observation.
1. Students observe, as opposed to just looking.
2. They see details, they detect sequences and events; they notice change, similarities and
differences, etc.
3. They make connections to previously held ideas.
Students Critique Their Science Practices.
1. They use indicators to assess their own work
2. They report their strengths and weaknesses.
3. They reflect with their peers.
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Costa’s Levels of Inquiry
Level one – basic input, gathering information, right there information
 define
 recite
Examples






complete
observe
describe
name
identify
measure






note
list
state
draw
label
count
 Complete the chart.
 Define cell division.
 Draw a human red blood cell and label
it.
 List the steps of the scientific method.
 Measure the length of the cat’s small
intestine.
Level two – processing information, putting information together
 analyze
 sequence
Examples







group
synthesize
compare/contrast
infer
outline
describe
sort / classify







calculate
construct
distinguish
estimate
annotate
determine
explain why
 Compare and contrast mitosis with
meiosis.
 Distinguish between insects and
spiders.
 Compare the small intestine of the cat
to the small intestine of the rabbit.
Which is longer?
 Put the stages of cell division in the
correct order.
Level three – creating your own ideas using many source of information
 evaluate
 analyze
Examples







judge
apply a principle
speculate
imagine
hypothesize
deduce
if/then
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






(interpret data to
form conclusion)
comment
discuss
explain how
imagine
predict
design
generalize
 Predict how a change in temperature
will affect the survival of the fish.
 Based on the length of the cat intestine,
what does the cat eat? Explain how
you got this answer.
 Apply the principle of osmosis to
explain why salt water is dangerous to
drink.
 Diagram the stages of cell division and
predict how long each takes.
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More information is on SharePoint for Philosophical Chairs
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Quickwriting
Rules:
 Write continuously for the designated amount of time, never stopping or pausing.
Purpose:
 Helps students explore ideas
 Helps students focus thought
 Reduces anxiety
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Interactive Notebook Basics (from sciencenotebooks.org)
Notebook Features
As teachers involve students in inquiry-based science investigations, the need to communicate
science learning in new ways has become evident. If students are encouraged to communicate
their understanding of concepts through science notebook writings, these notebooks can be an
effective strategy to help students learn science. Research has shown that science notebook
writing may also be a way for students to strengthen their language skills as they develop an
understanding of the world around them. Science notebooks allow teachers to assess students'
understanding and provide the feedback students need for improving their performance.
Science notebooks contain information about the students' classroom experiences and are
encouraged to use them as scientists would, before, during, and after all investigations. They
are a place where students formulate and record their questions, make predictions, record data,
procedures, and results, compose reflections, and communicate findings. Most importantly,
notebooks provide a place for students to record new concepts they have learned.
Notebook Organization
Students use the organizational elements to streamline access to the contents of their
notebook over time to support their learning. As teachers consider what elements of a
science notebook are most appropriate to meet their student learning goals in science, they
will need to exercise their own professional judgment as to which organizational elements
support those goals.
Formats for each organizational element vary depending on grade level and purpose, but
can include some of the following components:
Title Page or Notebook Cover
Recording this information enhances student understanding of common text features that
support the development of literacy skills. Common elements on a title page or notebook
cover may include:




Student name
School
Teacher name
Class
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Table of Contents:
A table of contents allows a student to easily retrieve work from previous lessons within the
unit.
Teachers can create a template for students to fill in (e.g. blank template or transparency,
list of activities with place to enter page number and date). Alternatively students can create
the table of contents themselves. Common elements of a table of contents may include:



Date
Title of activity
Page number
Organizational features
These features allow students to organize their work and more efficiently access learning
from prior activities or lessons. These features also assist the teachers in assessing student
understanding. Common organizational features include:






Page numbers
Date
Activity title
Headings (e.g. focus question, hypothesis, observations, results, conclusions)
Time (e.g. time observations made, elapsed time for activity)
Appendix (e.g. equations, formulas)
Glossary
Vocabulary words acquired while engaged in a hands-on lesson contribute to the
development of scientific literacy. A glossary is one approach to building understanding of
scientific terminology, while also advancing learning of text features. Recording and
highlighting new vocabulary as the words are encountered in the unit is an alternative to the
use of a glossary. Some strategies for constructing glossaries include:



Teachers creates a “word wall” with the class; students add these words to a
glossary in their notebooks
Teachers provide a preprinted list of glossary words; students insert the list in their
notebook; students highlight the words when encountered within the unit
Students generate a definition and/or picture for new vocabulary words
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Index of Strategies
Strategy
Page #
4-square vocabulary
30-34
Anticipation Guides
17-18
AVID Marking the Text Science
15
Blogging
85-87
Claim, evidence, reasoning
47
Close Reading & Text Dependent Questions
7
Compare and contrast charts
37
Concept Definition Mapping
41-43
Concept maps
25-26
Cornell Notes
55-57
Costa Level Questions
91
Double Entry Journals
80-82
Foldables
19-20
Formal lab report
46
Frayer Model
27-29
Gallery Walk
62-65
GIST
8
Inquiry-based labs
90
Interactive Notebook
94-96
Jigsaw
60
Key Idea- Supporting Detail
88
Marking the Text
13-14
Modeling
50
Peer editing
83
Philosophical Chairs
92
Position paper
79
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Project-based learning
89
Quick Writes
93
RAFT writing
74-75
Reciprocal Reading
58-59
Research Projects/Presentations
84
Say Something
22-24
Socratic Questioning
50
Socratic Seminar
45
SQ3R
9-10
Sticky Notes
51-54
Student Self Assessment
97
Summary Analysis Paragraph
14
Think-Aloud & Read-Aloud
61
Thinking Maps
21
Tiered Vocabulary
38-39
Type writing
76-78
VDFQ (Visualization, Definition, Fact, Quiz Question)
44
Venn Diagrams
40
Whiteboarding
48-49
Word walls
35-36
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