|LAFS.910.RST.1.1:|| Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.|
|LAFS.910.RST.1.2:|| 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.|
|LAFS.910.RST.2.4:|| 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.|
|LAFS.910.RST.4.10:|| By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.|
|LAFS.910.WHST.1.1:|| Write arguments focused on discipline-specific content. |
- 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.
- 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 discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
- 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.
- Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
- Provide a concluding statement or section that follows from or supports the argument presented.
|LAFS.910.WHST.3.9:|| Draw evidence from informational texts to support analysis, reflection, and research.|
|SC.912.L.17.8:|| Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species.|
|Infectious Evidence:|| |
Click "View Site" to open a full-screen version. This tutorial is designed to help secondary science teachers learn how to integrate literacy skills within their science curriculum. This tutorial focuses on using specific textual evidence to support students' responses as they analyze science texts. The focus on literacy across content areas is designed to help students independently build knowledge in different disciplines through reading and writing.
|Sparks Fly: Discovering Central Ideas:|| |
Click "View Site" to open a full-screen version. This tutorial is designed to help secondary science teachers learn how to integrate literacy skills within their science curriculum. The focus on literacy across content areas is designed to help students independently build knowledge in different disciplines through reading and writing. This tutorial will demonstrate a series of steps that teachers can use with students to help them determine the central ideas of a science text. It will also demonstrate how students can trace a text's explanation or depiction of a complex process. Finally, it will explain what an effective summary contains.
|Words in the Wild: Vocabulary Strategies:|| |
Click "View Site" to open a full-screen version. This tutorial is designed to help secondary science teachers learn how to integrate literacy skills into their science curriculum. This tutorial will demonstrate a number of strategies teachers can impart to students to help them use context clues to determine the meaning of unfamiliar words within science texts. It will also help them teach students how to select the appropriate definition from reference materials. The focus on literacy across content areas is intended to help foster students' reading, writing, and thinking skills in multiple disciplines.