AKA : Writing - PowerPoint Presentation

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AKA: Writing CER in the NotLanguage Arts Class

Getting Your Writing Done In The OtherContent Classes

Presented by:Kori Rogalinski6th grade Science Newburg MSSlide2

Middle School Science Teacher 16+ yearsReturn Peace Corps Volunteer- Bohol, Philippines (3 years)Cat Lover- 4 cats and a beagle who thinks he is a cat

JCPSForward member, EdCamp attendee (ask me about events coming up)

All About MeSlide3

Which school district are you from? Oldham, Jefferson, Shelby, or otherWhich subject do you teach? Math, Science, Social Studies, Humanities

I have attend the TTL conference.. first time, +1 years, 2-3 years, 4-5 yearsI enjoy going to conferences on my summer break?

I like interactive PD (not sit and get)?The new JCPS super will be a great change?Writing is difficult to incorporate in my class?I think using the CER process will be difficult?A Little Game to Start- 4 CornersSlide4

If We Aren’t Language Arts- Why Do We Have To Write in Our Classes?

Writing shows what you know about the subject.

Writing allows ALL STUDENTS a voice and a chance to think critically about your subject matter.Writing is something that can be integrated into any content. There are many different ways to fit it in.It is a chance for students to continue to practice good writing skills, most students are so use to abbreviating through various social media.Only by practicing the thinking and writing

skills in a particular class will

students begin to communicate effectively within that

class and build their knowledge.Slide5

What are some ways to integrate writing in Science?

R.A.F.T. –It stands for the Role, Audience, Format, and Topic. (example- water drop going through the water cycle)

Ticket-out-the-Door (exit slips)3-2-1 (3 things you learned, 2 things you would like to know, 1 thing you would share with familyGraffiti Cards- taking vocabulary words & drawing a picture to represent, adding definition/sentence, writing the word in crazy designScience Picture of the Day- Provide a real-life picture, and they have to list all the things they observe in it. Then they list any questions they have and things they infer. Finally, they list any science they see.Twitter/Snapchat/Facebook a summary of the learning- limit how much they can say based on the media format they useSay something- Using 7 prompts during reading as a way to annotate a reading

What other strategies can be used in Science?Slide6

What are some ways to integrate writing in Math?

Think- Pair- Share: Ask an open ended question that students can solve multiple ways and have partners share how they solved it.Math journals/INB: giving real world examples of math and have students journal (see anchor chart)

Using Poetry: creating poems explaining a math concept2 Truths & a Lie: Have students come up with 2 truths and a lie about a problem or graph, pass out sticky notes and try to find themJustify your answer: see anchor chartReflection spinner: see spinnerWord problem break down: see pictureGallery Walks: Having different concepts to show what they knowWhat other strategies can be used in Math?Slide7

What are some ways to integrate writing in Social Studies?

Word Bank Writing: Give students a list of vocabulary and they must write a statement (paragraph) that uses the words correctly to show they know the meanings.

Choice boards: using different writing activitiesQuote of the week: Using quotes to get students to write about content (see template).Anchor charts: Have students create charts with pictures and contentAnnotating: see chartVirtual Field Trips: writing about their experience on the trip (a field report)Top Ten: coming up with a list of top 10s for the concept and justifying itHistory Detective: see template – looking at a specific eventGRAPES of history: see template – looking at a specific civilization

What other strategies can be used in Social Studies?Slide8

As content areas discuss with each other ideas that you have used in your class to incorporate writing.

If you are not one of the three content areas, go to a group that interest you and help that

group develop ideasNow Break off- 7 minutesSlide9

Information from this point on is coming from Supporting Grade 5-8 Students in Constructing Explanations in Science: The Claim, Evidence, and Reasoning Framework for Talk and Writing by Katherine L. McNeill and Joseph S.

KrajcikGreat Resource to Have

https://goo.gl/DdzVTW - to purchase from amazonSlide10

Discuss with a partner the following questions:Do you think students would benefit from constructing explanations, no matter the content? Why or why not?

Think about a past time when you have engaged students in constructing an explanation in writing or talk. What challenges did they have? What challenges did you have in incorporating explanation writing or talk into your class?

Let’s get the ball rolling…..Slide11

Think about your first topic of the year. What questions can you and your students come up with that can be investigated through multiple sources?

First step to explaining is coming up with a question to answer-

6th Grade Science ExampleUnit: Force and Motion (FOSS)1st Topic: Motion and Speed/AccelerationQuestions to explore:

How do you know something moved?

How fast is the fastest thing on Earth? Why is it so fast?

Why do things keep moving in a car, even after you’ve stopped?

Why do roller coasters give us a thrill?

What does it take to stop an object from moving?

What things can effect the air trolleys to stop or keep going?

Notice how these questions are open ended with no straight yes or no answer?

Partner with another of the same content and come up with some questions for your first topic (7 mins)Slide12

Write your question down on the form and answer your question as one of your students would. (6 mins)Who would like to share? Listen carefully, what’s there? What’s not there that should be?

Take that question and run with it….Slide13

McNeill and Krajcik (2007) found these 3 biggest challenges:

Students have a hard time using appropriate and sufficient evidenceProviding reasoning for why their evidence supports their claimAnd they struggle with considering alternative explanations and providing rebuttals.

So what is the 3 biggest issues for students in writing explanations?Let’s consider these individually before moving on to developing their claim-Slide14

In using evidence, students tend to rely on personal experiences or opinions instead of the text information or data collected.It’s important not to discount these experiences but it’s important to know when to use them.

Sometimes students do not provide enough evidence, they need to ask do I have enough to support my claim. In science we say at least 3 trials to validate the data, why not have them write with at least 2 pieces of evidence and work up to 3 pieces as the year goes?

1. Students have a hard time using appropriate and sufficient evidenceSlide15

This is the hardest part for students to developWhen there is not enough evidence, then students struggle with the reason why the evidence supports the claimHave students ask questions like: Why does my evidence support my claim? What concept in my subject links my evidence to my claim? What can you include in your reasoning that explains your claim (diagrams, models, etc.)?

2. Providing

reasoning for why their evidence supports their claimSlide16

This is something that my 6th graders touch on at the end of the year.Just like reasoning students have a hard time finding a different answer, even adults struggle with this sometimes.

Students might consider: What might be another explanation to this question? What other evidence would I need?When writing rebuttals, students might ask: Is there evidence or reasoning that suggests the alternative isn’t right or a strong postion?

3. And they struggle with considering alternative explanations and providing rebuttals.Slide17

CER Model (McNeill & Krajcik, 2012)

Framework for constructing explanations

Evidence

Reasoning

Claim 1

Rebuttal

Not because

Claim 2

Evidence &

Reasoning

Watch video clip 2.1- 10 minutesSlide18

How did Ms. Nelson intro a claim? In what way would you intro claims?How would you make sure that students answered the claim and not another question?How does Ms. Nelson intro evidence to her students? In what way would you intro evidence?

How would you make sure that students provided enough evidence to support their claim?How does Ms. Nelson intro reasoning to her students? In what way would you intro reasoning?How would you make sure that students provide an appropriate reasoning passage?What ways would you differentiate this process for your SPED, ELL, GATE students?

Video Discussion (10 mins)Slide19

Variation #1 Claim, Evidence, ReasoningVariation #2 Claim, Evidence (Appropriate, Sufficient), Reasoning

Variation #3 Claim, Evidence (Appropriate, Sufficient), Reasoning (Multiple Components)Variation #4 Claim,

Evidence (Appropriate, Sufficient), Reasoning (Multiple Components), RebuttalClaim: a statement that answers the questionEvidence: data that supports the claim, needs to be appropriate, needs to be sufficientReasoning: a justification for why the evidence supports the claim using subject’s principles, each piece of evidence may have a different justification for why it supports the claimRebuttal: describes the alternative explanations, and provides counter evidence and reasoning for why the alternative explanation is not appropriate

Framework Variations to try…..

Simple

ComplexSlide20

Discuss Framework- Intro the framework & define CERConnect to Everyday Examples-

give examples of questions Provide Rationale- describe why you should use CER (in your content area)Model & Critique Examples- provide examples of good and bad CERs

Provide feedback- give feedback using content CER rubricPeer Feedback- have partners work together to critique video clip 4.5- discussing rationalHow to teach CER to support studentsSlide21

1.Which strategy could you incorporate into your class most easily? Why? How can you use this strategy?2. Which strategy could be the most challenging in your class? Why?

3. What examples would you use to help students understand CER?Time to work to create your first CER….

What do you think about the teaching strategies…..Slide22

Using the Template….

Start with finding something to ask a question about.

Develop an open ended question. Make sure it is connected to content you are assessing.Slide23

http://www.scijourner.org/ - articles written by teens on science/health topics

https://newsela.com/ - nonfiction articles based on subjecthttps://www.sciencenewsforstudents.org

/ - articles on science and health, nationalhttps://www.tweentribune.com – national and international articleshttp://ed.ted.com/ - TEDed site with videos to spark learninghttp://www.readworks.org/ - articles on all topics

What other sources do you use?

Places to find resources for questions….Slide24

Creating a rubric based on your content standardsUsing a generic writing rubricUsing a class generated rubricUsing this rubric

Ready to Grade Them….Slide25

Recently came across a blog by Chris Kesler, a Science teacher from Texas, about the quality of the work. He described a lesson where he had students describe their favorite cupcake looked like, then he had them apply the ideas to their work.

Read the post here: http://www.keslerscience.com/bring-me-cupcakes-not-cookies-teaching-your-students-to-turn-in-high-quality-work

/ Bring me cupcakes not cookiesSlide26

Using accountable talk (sentence starters to help at the beginning of the year)Make it a class discussion where students are required to provide evidence, asking others in the class their evidence, and justify their claim with reasoning

By doing this on an ongoing basis throughout the year you begin to show students that your content is not just memorizing facts, but a practice that includes its own ways of talking and writing.Using CER in class discussions as well can build up their strengths in writing. MAKE IT A NORM IN YOUR CLASS TO USE CER

video clip 7.1 – Developing Class CultureMaking CER a part of your class culture….