What Quality Science Instruction Has To Do With Raising Achievement Scores K-8

1. What Quality Science Instruction Has To Do With Raising Achievement Scores K-8 Anne Grall Reichel, Ed.D. annegrallreichel@comcast.net

2. Session Goals • To explore the relationship between inquiry-based science instruction and the integration of reading and writing on student achievement. • To gain practical strategies that you can use to readily advocate for quality science instruction in your district. Anne Grall Reichel, Ed.D

3. The Imperative “We in this country, stand at the intersection… of educational history. The field of American education is changing in ways that are more dramatic and far-reaching than anything any of us could have imagined. If we are going to take a role in shaping the future, then we need to see hope and opportunity….We need to see what is good about the Common Core Standards and roll up our sleeves and work to make those standards into a force that lifts our teaching and our schools.” Pathways to the Common Core Calkins, Ehrenworth & Lehman Anne Grall Reichel, Ed.D

4. The Essential Question So what does quality science instruction have to do with raising achievement scores K-8? Anne Grall Reichel, Ed.D

5. EVERYTHING!!!! Anne Grall Reichel, Ed.D

6. How do you define “quality” science instruction? Anne Grall Reichel, Ed.D

7. Quality Science Instruction • Practices of Science • Engaging in argumentation from evidence • Obtaining, evaluating and communicating information • Cross Cutting Concepts • Making connections • Core Disciplinary Ideas • Thinking deeply and critically • Applying concepts in new contexts Anne Grall Reichel, Ed.D

8. Success Stories • Oak Lawn School District (49% free and reduced lunch) • Before we logically integrated common core reading and writing prompts with science and social studies – 2 schools met AYP • After integration – 6 of 7 schools made AYP one year after implementation Anne Grall Reichel, Ed.D

9. Success Stories • Wilmette District 39 • Claims/Evidence Charts • Differentiated Informational Text • Reader Responses Connected to Common Core Reading Standards for Informational Text • Summative Assessment Writing Prompts in Science • Student Notebooks • Teacher Training on the Integrated Approach & Science Content Anne Grall Reichel, Ed.D

10. Success StoriesWilmette 39: Inquiry Scores on State Science Test Anne Grall Reichel, Ed.D

11. Reeves 90/90/90 Study • Writingand reading in the informational genre makes a difference in student achievement Anne Grall Reichel, Ed.D

12. Practical Strategies: Become An Advocate for Science Emphasize: • Writing as a way of processing information in science • Writing as a way of thinking • Writing to argue: “The argument writing standard ask that students are able to support their claims in an analysis of substantive topics or texts and those claims are strengthened by valid reasoning and relevant and sufficient evidence.” (Calkins, Ehrenworth & Lehman, 2012) Anne Grall Reichel, Ed.D

13. Construct an Understanding of the Nature of Science “Science is a body of knowledge rooted in evidence” (A Framework for k-12 Science Education, p.26) • Create a classroom community where students engage in argumentation • Help students learn how to analyze data to find evidence to support their claims. • Use claim and evidence charts in the classroom. (Example to follow)) • Use ICE charts in students notebooks. (Example to follow) Anne Grall Reichel, Ed.D

14. Sample “Claim & Evidence” Chart Anne Grall Reichel, Ed.D

15. Use ICE Charts To Focus Writing in Student Notebooks Support the writing process in notebooks by using an ICE chart. • Ideas • Claims • Evidence Anne Grall Reichel, Ed.D

16. Practice: What claim can you make about the relationship between force and the speed of the vehicle? Anne Grall Reichel, Ed.D

17. Practice:Can you find evidence to support or negate the following claim? (Lesson 4 – Motion & Design) Anne Grall Reichel, Ed.D

18. Use the reciprocal process of building claims and evidence to move towards writing arguments Anne Grall Reichel, Ed.D

19. Use Writing Prompts to Integrate Informational Text and Science Prompt: After reading What’s the Best Blub? Make a recommendation on which type of light bulb to purchase. Support your recommendation with evidence from the text. Anne Grall Reichel, Ed.D

20. Sample Expository Writing Prompts • How to wire a four room box • How to plant a Wisconsin Fast Plant • How to read a technical drawing • How to build a scale model • How to test soil samples for their capacity to retain water • Explain the effects of slope on stream formation. Anne Grall Reichel, Ed.D

21. Sample Narrative Prompts • Prompt: Write a narrative from the perspective of Edison as he struggled to find the ideal filament for a light bulb. • Prompt: Write a narrative as a Wright Brother or as one of the pioneer female pilots, tell about your thought process and or motivation to fly. Anne Grall Reichel, Ed.D

22. Sample Prompts:Write to Argue Prompt: A friend has the misconception that our supply of water is unlimited. Convince your friend that it is important to conserve water. Support your position with evidence from your readings and research. Prompt: After creating a cost efficient vehicle design, develop an advertising campaign for your design. Support with evidence from the data you collected on the efficiency of your vehicle. Prompt: Argue the placement of an element on the periodic table based upon the element’s properties. Anne Grall Reichel, Ed.D

23. Practical Strategies: Become An Advocate for Science Explain that literacy plays a critical role in all disciplines including science, social studies, and mathematics. Use a calendar approach where expository, narrative, and argumentative writing spiral three times throughout the year. Anne Grall Reichel, Ed.D

24. Sample Spiraling Cycle Anne Grall Reichel, Ed.D

25. Practical Strategies:Teach Graph as Story After collecting and graphing data challenge students to: • Develop the best TITLE for the graph • Develop a CAPTION for the graph • Develop a Story with key details from the graph Anne Grall Reichel, Ed.D

26. Write a Caption for the Graph Anne Grall Reichel, Ed.D

27. Practical Strategies: Align the Reading Informational Text Standards in the Common Core to the informational text used at each grade level. The Reading Informational Standards are listed in your Common Core Toolkit Anne Grall Reichel, Ed.D

28. Common Core Grade 4 Anne Grall Reichel, Ed.D

29. Common Core Grade 4 Anne Grall Reichel, Ed.D

30. Common Core Grade 4 Anne Grall Reichel, Ed.D

31. Common Core Grade 4 Anne Grall Reichel, Ed.D

32. Integration Anne Grall Reichel, Ed.D When and Where should I integrate reading & writing in science instruction? Think about the integrated vignette as I describe the placement of reading and writing and vocabulary development in science instruction.

33. The Integrated Vignette FOCUS • Start by introducing the engineering challenge. • Pre-assess. EXPLORE • Construct understanding experientially. Note: vocabulary is introduced by function before domain- specific words are applied. • Results are recorded in journals. • Domain-specific words are applied to categories (conductors/insulators). REFLECT • Look for multiple definitions of the words. • Use Glossary: Evaluate which definition applies to science. • Students create own definitions for domain-specific words and record them in journals. • Read about Edison’s challenge to find a conductor for the filament in a working electric bulb. • Reflect upon Edison’s perseverance and resilience in journals. Support journal entry with textual evidence. APPLY • Students apply their understanding of conductors and insulators to the engineering challenge. • Expository: “How To Wire A Four Room Box” Anne Grall Reichel, Ed.D