Coaching Writing in the Science Classroom Paideia Conference Charlotte, NC October 3, 2014 Kristin Knight Burrus Chattanooga School for the Arts and Sciences 7 th Grade Science teacher, NBCT [email protected]
Jan 03, 2016
Coaching Writing in the Science Classroom
Paideia ConferenceCharlotte, NCOctober 3, 2014
Kristin Knight BurrusChattanooga School for the Arts and Sciences7th Grade Science teacher, [email protected]
What kind of writing do you ask your students to do in science?What helps them be successful?
Socrative Poll
Goals for today
• Scaffolding student writing with graphic organizers.
• Matching writing tasks with texts. – Informational– Narrative– Argumentative
• Creating prompts for writing assignments.
• Assessment strategies
• Reading Symbols and Highlighting - Always give students
a reason for highlighting. (agree/disagree, POV,
claim/counterclaim, imagery, ideas, etc.)
• Summarizing -MVP 5-3-1 / Bulls Eye
• Visualizing & Connecting – Two Column Notes
• FQR (Three columns – Facts – Questions – Response)
• Anticipation Guides
• Cause/Effect (fishbone)
• Compare/Contrast (Venn)
Pre-Seminar Writing Graphic Organizers
Graphic Organizers to get students ready to read science texts.
Reading SymbolsP - PredictionT-S – text to self connectionT-T – text to text connectionT-W – text to world connection? – a question I have about the textQA – question answered* - important detailV – visual image hereI – inferenceS – synthesizing/generalizing statement or theme
Use these symbols when highlighting text.
Say Something Teacher breaks a piece of text into four sections. At the end of each section, the students complete one of the following:• Make a prediction.• Ask a question.• Make a comment.• Make a connection. This can be done with partners and shared/discussed with group.
Paideia Seminars – the fun part!
Step 1• Brainstor
ming• Structuri
ng the composition (graphic organizers)
Step 2• Writing the
1st Draft
Step 3• Revising• Peer Review• Editing
Step 4• Publishing
the final copy
Planning Steps to Post-Seminar Writing
Common Core State Standards
Science and Technical Writing Standards
• Argumentative
o Write arguments focused on discipline-specific
content.
• Informational/Expository
o Write informative/explanatory texts, including
the narration of historical events, scientific
procedures/ experiments, or technical processes.
Claim proposes an answer
to the question
Reasoning connects evidence to the claim
Evidence Evidence
Credible Sources provide
Evidence
Argumentative Essay
Argumentation Graphic
Organizers
Brainstorming for Arguments
Argument Organizers
Informational / Expository Graphic Organizers
Read, Write, Think Essay
Map
Innovation Seminar
Innovation Post-Seminar Writing Student Work
Small Group Planning
• Read the text and plan (if available).
• What kind of writing supports this text? o Narrative, Informational, or
Argumentative
• Create a prompt that fits the type of
writing you want students to do.o Use the “LDC Template Task Collection” to
create prompts.
• What type of graphic organizers
support this prompt?
Break into 5 Groups:1. Death of a Pine2. Human Skeleton3. Newton’s Laws of
Motion4. Sex, Drugs,
Disasters, and the Extinction of the Dinosaurs
5. The Wonderful Mistake
Share Group Ideas
Prompts for Science Texts
HS Biology: “Trash” Seminar
After observing maps, pictures and objects from the TN River , write a report that examines the cause(s) of pollution and its effect on riparian ecosystems. Support your discussion with evidence from the seminar and additional classroom resources.
Prompts for Science Texts
Middle / High School Science:“Experiments and Observations on Air” by Joseph Priestley
After reading and discussing “Experiments and Observations on Air,” write an entry in Priestley's Journal as if he is in 2014 that describes the relationship between photosynthesis and cellular respiration. Support your discussion with at least two quotes from the text.
Prompts for Science Texts
Middle / High School: Bicycle Seminar
After observing the bicycle and reading the text, Pedaling Through the Parts, write an Edmodo blog for our science class, in which you compare the systems of the bicycle with analogous systems of the body in both form and function. Include three systems of the body and support your ideas with evidence from the text and your science book.
(We really will post these for your science class to see!)
Assessing Writing
Category
Criteria A: Exemplar
y5
B:Solid4.5
C: Competent
4
D / F: Insufficient
≤ 3.5
Claim or Thesis
Claim is clearly worded and well defined. Acknowledge and distinguish the claim from alternate or opposing claims
Argument Support and Evidence
Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using at least three credible sources. Use quotes from the text as evidence.
Content
Sentences and paragraphs contain original and interesting ideas with appropriate support Works are cited correctly.
Organization
The introduction, body, and conclusion are organized and presented in such a clear and creative way that the reader moves easily through the text. Provide a concluding statement or section that follows from and supports the argument presented.
Mechanics andConventions
Very few errors exist in spelling, punctuation, capitalization, and usage.
Word Choice andSentence Fluency
Use words, phrases, and clauses to create cohesion and clarify the relationships among claims, counterclaims, reasons, and evidence.
Voice andPresentation
Establish and maintain a formal style/voice Easy to read handwriting OR Double spaced typing with well-defined margins.Use 12 pt. Times New Roman font and double space.
Total Score A = 20 B = 18 C = 16 D = 14 F ≤ 13
Writing checklist - argumentative essay
On-line, Interactive, Argumentative Essay Rubric
Rcampus.com
Post Content 40 % Writings, artwork, and presentations
Mechanics and Conventions 3 pts
Excellent
Post-Writing assignment is complete and effectively demonstrates the student’s growth and thorough understanding of language conventions and mechanics
Good
Post-Writing assignment is complete and effectively demonstrates a proficient level of understanding of language conventions and mechanics
Developing
Post-Writing assignment is complete and demonstrates an average level of understanding of language conventions and mechanics
Needs Improvement
Post-Writing assignment is incomplete
Poor
missing
Ideas 3 pts
Excellent
Post-Writing assignment is complete and effectively demonstrates the student’s growth and thorough understanding of the big ideas—making connections to the seminar and real-life applications. Student followed guidelines for post.
Good
Post-Writing assignment is complete and effectively demonstrates a proficient level of understanding of the big ideas—making connections to the seminar. Student followed guidelines for post.
Developing
Post-Writing assignment is complete and demonstrates an average level of understanding of the big ideas. Student did not follow all guidelines for writing post.
Needs Improvement
Post-Writing assignment is incomplete
Poor
missing
General Writing Rubric
Sources
"English Language Arts Standards » Writing.” Science and
Technical Subjects. Common Core State Standards
Initiative, 2014. Web. 27 Sept. 2014.
<http://www.corestandards.org>.
"Project Write MSU." Graphic Organizers. Wikispaces, 15 June
2009. Web. 28 Sept. 2014.
<https://projectwritemsu.wikispaces.com/file/detail/graphic+
organizers.pdf>.
"Essay Map." Essay Map. ReadWriteThink.org, 2014. Web. 28
Sept. 2014.
Appendix C: LDC Template Task Collection. Paideia Course
Manual. National Paideia Center, 2013. 91-95. Print.