The document discusses the use of informational texts in science classrooms. It addresses the types of texts used, including textbooks, journal articles, trade books, blogs, and news articles. It also discusses the placement of texts in 5E lesson plans, noting that texts should be used to engage students with questions, explain concepts, and answer questions generated by students. Graphic organizers and resources for finding science texts are also presented.

1. What type of texts do you use
in your science class?
polleverywhere.com

2. CCSS Literacy & Scientific
Practices

3. 8 Scientific & Engineering Practices
The practices describe behaviors that scientists engage
in as they investigate and build models and theories
about the natural world and the key set of engineering
practices that engineers use as they design and build
models and systems.
The intent is to better explain and extend what is
meant by “inquiry” in science.

4. 8 Practices Process Standards
① Asking Questions and Observe and Measure
Defining Problems
② Developing and Using
Models Classify
③ Planning and Carrying Out
Investigations
④ Analyzing and Interpreting Experimental Design
Data
⑤ Using Mathematics and
Computational Thinking
Interpret and
⑥ Constructing Explanations Communicate
and Designing Solutions
⑦ Engaging in Argument from
Evidence
Model
⑧ Obtaining, Evaluating, and
Communicating Evidence Inquiry

5. 8 Practices Literacy
① Asking Questions and Reading
Defining Problems Read closely make logical
② Developing and Using inferences; cite textual
Models evidence
③ Planning and Carrying Out Determine central ideas
Investigations Analyze
④ Analyzing and Interpreting Interpret words and
Data phrases
⑤ Using Mathematics and Analyze point of view and
Computational Thinking purpose
⑥ Constructing Explanations Delineate and evaluate
and Designing Solutions the argument and
⑦ Engaging in Argument from specific claims in a text
Evidence Read and comprehend
⑧ Obtaining, Evaluating, and complex informational
Communicating Evidence text

6. 8 Practices Literacy
① Asking Questions and  Writing
Defining Problems  Write arguments and
② Developing and Using support claims in an
Models analysis using valid
reasoning and relevant
③ Planning and Carrying Out sufficient evidence
Investigations
 Write informative text to
④ Analyzing and Interpreting convey complex ideas
Data  Conduct short as well as
⑤ Using Mathematics and more sustained research
Computational Thinking projects based on focused
questions
⑥ Constructing Explanations
and Designing Solutions  Gather relevant information
from multiple print and
⑦ Engaging in Argument from digital sources
Evidence  Draw evidence from
⑧ Obtaining, Evaluating, and informational text to
Communicating Evidence support analysis

7. Informational Text in Science
Classrooms
1. Type
2. Source
3. Placement

8. Text Type
Balancing
Literature/Narrative
Text and
Informational Text
scboces.org

10. Informational Text Sources
Argumentative/Opinion Informative/Explanatory

11. Informational Text Sources
Argumentative/Opinion Informative/Explanatory
• News Articles • Textbooks
• Blogs • Journal Articles
• Trade books

12. Expert Groups
• TEXT A
• TEXT B
– Both groups
• ? = By any sentence or paragraph that prompts you
to ask a question
• X = By any sentence or paragraph that provides you
an explanation for a question you previously had

13. What I can do What I can say
I am going to think about what the I’m not sure what this about, but I think it may mean..
selected text may mean. This part is tricky, but I think it means…
After rereading this part, I think it may mean
I am going to summarize my What I understood about this reading so far is…
understanding so far. I can summarize this part by saying…
The main points of this section are…
I am going to use my prior knowledge I know something about this from…
to help me understand. I have read or heard about this when…
I don’t understand the section, but I do recognize…
I am going to apply related concepts One reading/idea I have encountered before that relates
and/or readings to this is…
We learned about this idea/concept when we studied
The concept/idea is related to…

14. Resources
• Understanding Language Project Stanford
University
– Clarifying Bookmarks: Start on page 75

15. Article A Article B
Similar Features
Different Features Different Features

16. Graphic Organizers
• Graphic Organizers

17. Science Text Should…
1. Engage students to ask ?s
1. Serve to answer ?s that
students generate

18. Placement of text
Does the text type and placement
of text matter in a 5E Lesson?
Explain…
Engage Explore Explain Elaborate Evaluate

19. The 5Es
Phase Purpose
• Capture students’ interest, uncover what students know and think about a topic,
Engage
and determine student misconceptions.
• Provide cooperative exploration activities, give students common concrete
experiences that help students begin to construct concepts and build skills.
Explore
• Provide hands-on experiences you can use later to formally introduce concepts,
processes, and skills.
• Students articulate their ideas in their own words and listen critically to one
another’s ideas.
• The teacher clarifies concepts, corrects misconceptions, and introduces
Explain
terminology.
• It is important to clearly connect the students’ explanations to experiences they
had in the engage and explore phases.
Elaborate • Students apply their understanding of the concept learned to a new situation.
• Evaluate students’ understanding of concepts and their proficiency with various
Evaluate skills.
• Opportunity for students to assess their own understanding and skills.

20. Designing a 5E Lesson &
Integrating Text
“Why does the moon look
different on different nights?”

22. Texts

23. Placement of text
Engage Explore Explain Elaborate Evaluate

24. Engage Explore Explain Elaborate Evaluate

26. Make the argument that your
your text selections and
placement represent authentic
use of text in science?

27. Science Textbooks According
to Tyler Dewitt
• Tyler Dewitt TED TALK

28. Text Resources
• http://www.sciencenews.org/
• http://www.sciencenewsforkids.org/
• http://www.sciencedaily.com/
• http://kids.nationalgeographic.com/kids/
• http://www.nationalgeographic.com/