Common Core Standards for Science and Technical Subjects focus mainly literacy. Teachers of science are expected to promote skills in students that allow them to read technical nonfiction texts. Reading standards can be summarized as follows:
1. Cite specific evidence to support an analysis
2. Determine the central ideas and conclusions of a text
3. Follow a multistep procedure when carrying out experiments or performing tasks
4. Determine the meaning of symbols, key terms and other domain-specific words and phrases
5. Analyze the structure of the relationships among concepts in a text
6. Analyze the author’s purpose in providing an explanation or defining the question an author seeks to address
7. Translate technical information expressed in words and text into visual form (tables, charts, equations)
8. Assess the extent to which reasoning and evidence support an author’s claim
9. Compare and contrast findings presented in a text to those from other sources
10. Read and comprehend science/technical texts independently and proficiently
For complete standards, see Common Core State Standards Initiative RST 9-10 which also include the matching writing standards for science.
Annotating Text – a simple guide on how to annotate articles and other reading assignments
Article Analysis – simple graphic organizer for reading and evaluating news articles
Framing Guide for Summaries – this worksheet can help students write article summaries, fill in phrases like “the author hopes to discuss/encourage/debate about ____________”
List of Short Science Readings – these articles have questions and other tasks associated with reading nonfiction, most are short 1-2 page articles that can be read in class or given as homework
“Stiff” by Mary Roach – this nonfiction book assignment uses coded symbols and post-its to annotate chapters
Assessment RubricSelf-Checklist for Annotations
5 pts: A majority of the annotations are thoughtful, insightful, exhibits deep understanding of content,
4 pts: Most annotations are thoughtful, insightful, exhibits deep understanding of content
3 pts: Some annotations are thoughtful and show that student understands content and made an effort to read closely
2 pts: Very few annotations, at least 1-2 show that student has a rudimentary understanding of the content
1 pt: Very few annotations, irrelevant annotations, it is not apparent that student read the article
Asks thoughtful questions ___
Underlines author's main points ___
Summarizes or clarifies main points___
Identifies difficult or technical words ___
Adds personal connections or opinions ___
Self-Checklist for Summary and Response
Expert (4)Practitioner (3)Apprentice (2)Novice (1)Establishes context and big idea of the article Includes a specific, relevant details and expands upon that detail with connecting thoughts and ideas Discusses the overall goal or importance of the article content Includes personal content, opinions or connections to self Demonstrates proper grammar, punctuation, paragraph and style
Directions for the Science Journal Article Response (SJAR)
1. Read an age- appropriate science article about ANY Life Science/Biology topic: cells, bacteria (antibiotic-resistant strains of bacteria), human body, environmental awareness, diseases, genetics, stem cell research or technology…
2. You must complete the Annotated Graphic Organizer (see below attachment). DUE Friday, November 22, 2013.
2. You will write three full paragraphs (at least 8-10 sentences each). DUE Friday, December 6, 2013.
3. You must use an accredited published science journal/periodical (see list below) article; NOT a fact handout or random information site about a topic. Please type in a standard font like Calibri 12. No hand written papers.
4. Type the title of the article and the name of the author (if there is one-TeenBiz) under the heading.
5. Write your own CREATIVE title for your paper.
6. Introduction: Summary
7. Personal Critique/Relevance (your opinion, reaction, your personal life connection, and your thoughts about the content)
8. Conclusion : Importance to Learning/ Future Study of Topic
10. Be sure to use IN-TEXT Citations when you paraphrase or quote the author- if no page number, then put paragraph #.
11. You MUST link your article’s website or where you found it at the bottom of your paper.
12. You will be scored with a 4,3,2,1 rubric for the summary and response/review.
13. This is a summative assessment project 25%
14. Please share this assignment on Google Docs- NO hard copies! Create your document in the Period 5 SJAR folder that I have shared with you!
15. Title it: lastname.firstname.SJAR2.P#
DUE dates: See calendar for your class' specific due date.
Online Reference Resource:
https://pantherfile.uwm.edu/ajpetto/www/Research_tools.htm
Online Article Resources:
http://www.livescience.com/
http://infotrac.galegroup.com/default
www.sciencenewsforkids.com
http://www.popsci.com/
http://www.achieve3000.com/
http://www.time.com/time/ http://www.timeforkids.com/TFK/ http://www.nwf.org/Kids/Ranger-Rick.aspx http://www.nationalgeographic.com/
1. Cite specific evidence to support an analysis
2. Determine the central ideas and conclusions of a text
3. Follow a multistep procedure when carrying out experiments or performing tasks
4. Determine the meaning of symbols, key terms and other domain-specific words and phrases
5. Analyze the structure of the relationships among concepts in a text
6. Analyze the author’s purpose in providing an explanation or defining the question an author seeks to address
7. Translate technical information expressed in words and text into visual form (tables, charts, equations)
8. Assess the extent to which reasoning and evidence support an author’s claim
9. Compare and contrast findings presented in a text to those from other sources
10. Read and comprehend science/technical texts independently and proficiently
For complete standards, see Common Core State Standards Initiative RST 9-10 which also include the matching writing standards for science.
Annotating Text – a simple guide on how to annotate articles and other reading assignments
Article Analysis – simple graphic organizer for reading and evaluating news articles
Framing Guide for Summaries – this worksheet can help students write article summaries, fill in phrases like “the author hopes to discuss/encourage/debate about ____________”
List of Short Science Readings – these articles have questions and other tasks associated with reading nonfiction, most are short 1-2 page articles that can be read in class or given as homework
“Stiff” by Mary Roach – this nonfiction book assignment uses coded symbols and post-its to annotate chapters
Assessment RubricSelf-Checklist for Annotations
5 pts: A majority of the annotations are thoughtful, insightful, exhibits deep understanding of content,
4 pts: Most annotations are thoughtful, insightful, exhibits deep understanding of content
3 pts: Some annotations are thoughtful and show that student understands content and made an effort to read closely
2 pts: Very few annotations, at least 1-2 show that student has a rudimentary understanding of the content
1 pt: Very few annotations, irrelevant annotations, it is not apparent that student read the article
Asks thoughtful questions ___
Underlines author's main points ___
Summarizes or clarifies main points___
Identifies difficult or technical words ___
Adds personal connections or opinions ___
Self-Checklist for Summary and Response
Expert (4)Practitioner (3)Apprentice (2)Novice (1)Establishes context and big idea of the article Includes a specific, relevant details and expands upon that detail with connecting thoughts and ideas Discusses the overall goal or importance of the article content Includes personal content, opinions or connections to self Demonstrates proper grammar, punctuation, paragraph and style
Directions for the Science Journal Article Response (SJAR)
1. Read an age- appropriate science article about ANY Life Science/Biology topic: cells, bacteria (antibiotic-resistant strains of bacteria), human body, environmental awareness, diseases, genetics, stem cell research or technology…
2. You must complete the Annotated Graphic Organizer (see below attachment). DUE Friday, November 22, 2013.
2. You will write three full paragraphs (at least 8-10 sentences each). DUE Friday, December 6, 2013.
3. You must use an accredited published science journal/periodical (see list below) article; NOT a fact handout or random information site about a topic. Please type in a standard font like Calibri 12. No hand written papers.
4. Type the title of the article and the name of the author (if there is one-TeenBiz) under the heading.
5. Write your own CREATIVE title for your paper.
6. Introduction: Summary
- Get the Gist (who, what, where, when, why and how)
- Give an overview of the article.
- Test Tube: what study was conducted? Give the facts.
- What are the key points in this article?
- What is the selection you read mainly about?
- What are the supporting details that told you more about the main idea?
7. Personal Critique/Relevance (your opinion, reaction, your personal life connection, and your thoughts about the content)
- What did I find striking or interesting about these key points?
- How is the information in this article related to or important to your life?
- What do I agree or disagree with in this article?Why or why not?
- What are 3-4 new vocabulary terms and their meanings from the article?
- Why did the author write this article?
- How and where could you find out more information about the topic you read about?
- Always support your ideas with examples, relevant data, or personal connections.
8. Conclusion : Importance to Learning/ Future Study of Topic
- How has this article influenced me in thinking deeply about the topic?
- How can the information in the article be used by your target audience?
- Is there another group of people who would find this information most useful? If so, why?
- What future areas of study would you like to pursue because of this article?
- What questions do you still have?
10. Be sure to use IN-TEXT Citations when you paraphrase or quote the author- if no page number, then put paragraph #.
11. You MUST link your article’s website or where you found it at the bottom of your paper.
12. You will be scored with a 4,3,2,1 rubric for the summary and response/review.
13. This is a summative assessment project 25%
14. Please share this assignment on Google Docs- NO hard copies! Create your document in the Period 5 SJAR folder that I have shared with you!
15. Title it: lastname.firstname.SJAR2.P#
DUE dates: See calendar for your class' specific due date.
Online Reference Resource:
https://pantherfile.uwm.edu/ajpetto/www/Research_tools.htm
Online Article Resources:
http://www.livescience.com/
http://infotrac.galegroup.com/default
www.sciencenewsforkids.com
http://www.popsci.com/