How can science teachers use complex text in engaging their students – which research supports is what increases test scores? This session has cross curricular significance. Our aim is to help teachers increase student disciplinary literacy. We will show you how to incorporate authentic texts and model instructional processes to help develop your disciplinary literacy understanding. This would be an excellent way to foster discipline-specific literacy instructional processes, mainly for science teachers, but with extended applicability for social studies. the arts, as well as health and PE.

1. Cl-Ev-R Graphic Organizer
C.Rudolph – 2013 – Graphic Organizer (“Cl-Ev-R” terminology based on Explanation Analysis from
Science Formative Assessment, Keeley 2008. Based on the C-E-R Framework, McNeil et al. 2011.)
CLAIM:
 a statement that answers a question
 complete sentence
 can stand alone within the given parameters of the lesson or of student content knowledge
RAW DATA FROM EXPT. EVIDENCE REASON
 observations – color
changes, behaviors, smells,
odors, textures, etc.
 measurements – scale,
proportion, quantity
 patterns
 flows or cycles
 data that supports the claim
 makes use of scientific
vocabulary to explain raw
data
 content you would apply to
the claim
 scientific laws or theories; a
rule that links the claim to
the evidence
 concepts you would lecture
about
CLAIM:
RAW DATA FROM EXPT. EVIDENCE REASON