Unit 3 CERA and ReflectionsStudents take the unit CERA a second time and compare their post-instruction responses with their lesson 2 responses. Students also look back at texts they have mastered, learning goals they have internalized, and reasons to read science.
[4] Students review the unit learning goals and identify and document areas of personal growth.
u 25 MIN.
DAY 2
Using Evidence
Synthesizing
Writing to Communicate
Science-Reading History
[5] The class brainstorms ideas about the ques-tion Why read science? Partners choose ideas to include in a letter they write to next year’s students. Students add to their individual Science-Reading Histories.
Students write to communicate their ideas to others.
u 25 MIN.
Unit 3 Learning Goals
Using Evidence
Synthesizing
Evolving Reader Identity
Students use evidence to build and support their understanding.
Students reflect on their growth as readers — their evolving reader identities.
Lesson 2 CERA
G E T T I N G R E A D Y
Collect students’ lesson 2 CERAs (Interactive Notebook page 2a) at the beginning of class. You will redistribute them after students complete the lesson 13 CERA.
Read the text notes for “A disruption of homeostasis can be harmful” and “Normal Regulation of Blood Glucose” and reread the texts to be prepared for students’ discussion of how their understanding of these science texts has changed.
Refer to the Rubric for Curriculum-Embedded Reading Assessment (a teacher resource in lesson 2) to get a sense of specific ways your students may have grown over the course of this unit. As you compare their performances on the CERA passages (“A disruption of homeostasis can be harmful” and “Normal Regulation of Blood Glucose”) from early in the unit to now, look for ways students are growing in their stamina and engagement, in their metacognitive control of the reading process, in their use of strategies, in their scientific thinking, and in their knowledge of the unit topics.
Students have multiple opportunities in this lesson to reflect on and discuss the impact their growing use of reading strategies and their increased background knowledge have on their ability to read and understand a scientific text: the CERA reflection, goals reflection, review of their predictions about the course science texts, letter to next year’s students, and additions to their Science-Reading Histories.
Now is a good time to help students notice how the resources they bring to reading scientific texts have changed — and changed their reading experience as a result. Help them notice also how knowledge about a topic affects how we feel about it — the more we know about a topic, the more interesting it can be. When reading is too hard, a reasonable response is not to want to try. On the other hand, gaining knowledge about a topic and about how to read science makes it easier to try — and easier to succeed. Knowing this from experience can help students wade into new topics more confidently in the future, tolerating ambiguity en route to building knowledge.
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L E S S O N N O T E S DAY 1
Students individually read and respond to the two CERA texts in this post-instruction assessment.
Students’ responses to the reading show them and the teach-er how they have grown as readers of science during the unit.
HOUSEKEEPING
u Collect students’ CERA from the beginning of the unit, notebook page 2a.
[ 25 MIN. ]
[1]
METACOGNITIVECONVERSATION
PERSONALDIMENSION
Setting a Reading Purpose
u Point students to notebook page 13a and set the purpose for the CERA — to gather information.
u Give directions for reading the two CERA texts and completing the CERA questions.
t Remind students that the CERA is not a test, but an assessment. They and you will look closely at what their answers tell about their growth as readers during the unit.
CERA Directions:
This is like the CERA at the beginning of the unit. Remember, I’m interested in knowing what you think these texts mean and also any confusions you had and what you did to try and clear them up.
As you read, Talk to the Text. Besides helping you make sense of what you are reading, your marks also show me what you know how to do. Use all of your best reading strategies and try to make them visible on the page.
After you finish reading and respond-ing to the questions, I will pass back the CERA you did in lesson 2, and you can look for changes in what you know and how you feel about your reading.
u Have students read, mark the texts, and answer the questions.
INDIVIDUAL READING AND WRITING
Students read their CERA responses from lesson 2 and compare their pre- and post-instruction re-sponses.
Students reflect and write about the changes they notice in their comprehension and use of reading strategies.
TEACHER INTRODUCTION
Metacognitive Conversation
u Remind students that everyone’s reader identity shifts over time, and as we get better at reading, we often feel better about ourselves. Students have gotten better at reading science, and the CERA lets them look for evidence of that.
u Go over the directions on notebook page 13b so that students understand how to compare CERA 2a with 13a.
u Distribute students’ CERAs from lesson 2.
u Ask students to evaluate the evidence about changes in their reading processes and understanding of the texts.
[ 15 MIN. ]
[2]
METACOGNITIVECONVERSATION
t Students should see themselves as “assessment detectives,” looking for evidence of their own growth.
Metacognitive Conversation: “A disruption of homeostasis can be harmful”; “Normal Regulation of Blood Glucose,” 13b
CERA: “A disruption of homeo-stasis can be harmful”; “Normal Regulation of Blood Glucose,” 13a
CERA: “A disruption of homeo-stasis can be harmful”; “Normal Regulation of Blood Glucose,” 2a
Students review and perhaps modify their lesson 1 predictions about the interest and challenge levels of unit texts.
Students recognize the range of challenging texts they have read and, perhaps, enjoyed.
INDIVIDUAL WORK
Digging In
u Ask students to rate the science texts they have read in this unit, comparing their original predictions on notebook page 1i with their ratings now.
CLASS PROCESS DEBRIEF
Digging In
u Ask students which texts provided the biggest pleasant surprise, either because the texts were more interesting than students expected or because students found they were able to handle the challenge level.
u Ask students to discuss the patterns they found in their ratings.
t Circulate and informally ask students about their goal choices.
t Students should remember focusing on the science topic goals in the first lesson and then the goals specific to science reading later in the unit (les-son 8).
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DAY 2
Students review the unit learning goals and identify and document personal areas of growth.
Students reflect on areas of personal growth and find evi-dence that supports their feelings of accomplishment.
TEACHER INTRODUCTION
Learning Goals
u Remind students of the work they did with learning goals at the end of Units 1 and 2, highlighting and documenting goals where they felt they had grown.
u Ask students to look over the Unit 3 Learning Goals and the Unit 3 Evidence of Growth on notebook pages 13c and 13d. Go over the steps they will take to highlight their learning.
[ 25 MIN. ]
[4]
METACOGNITIVECONVERSATION
PERSONALDIMENSION
Unit 3 Learning Goals, 13c
Unit 3 Evidence of Growth, 13d
INDIVIDUAL WORK
Evolving Reader Identity
u Give students time to select ten goals, with at least four of the goals related to scientific thinking.
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t You may want to model:
You will find out that all scientific evi-dence is not equally strong. You have to know how to decide whether evidence is reliable or trustworthy. You might still be eating white bread instead of whole wheat bread if you don’t source your evidence!
You will find out that obesity is more of a problem for some groups of people than others — and that you could be in one of those high-risk groups.
The class brainstorms ideas about the question Why read science? Partners choose ideas to include in a letter they write to next year’s students. Students add to their individual Science-Reading Histories.
Students reflect on why reading science is important, draw-ing on evidence about how it has been important for them in this unit.
TEACHER INTRODUCTION
Using Evidence
u Have the class brainstorm answers to the question Why read science? Record on the brainstorm transparency.
u Explain that partners will work together to write a letter to students in next year’s academic literacy course about reasons to read science and what the science unit is like.
u Go over the directions on notebook page 13e.
u Explain that the letter should start by reassuring new students that they can succeed. The rest of the letter should make them curious about what they will learn.
u Ask partners to include at least three examples about why to read science.
u Give partners time to decide on what to include in their letter and then to write it.
LESSON 13 | UNIT 3 CERA AND REFLECTIONS 821
INDIVIDUAL WRITING
Science-Reading Histories
u Ask students to choose two or three science-reading experiences from this course and add them to their Science-Reading Histories on notebook page 1b.
My Science-Reading History, 1b
t The shared ideas can be something no one else has mentioned or an idea a partnership thinks is especially impor-tant, even if it has been mentioned.
CLASS CONTENT DEBRIEF
Using Evidence, Synthesizing
u Whip around the room and have each partnership share one of their ideas.
u Collect the letters for next year’s students.
t Students should recognize that their partners are sharing personal infor-mation with them.
PARTNER WORK
Science-Reading Histories
u Ask partners to share what they added to their Science-Reading Histories.
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“A disruption of homeostasis can be harmful” and “Normal Regulation of Glucose” Text Notes T E A C H E R R E S O U R C E
Thematic Connections
Literacy and Power. Students will have learned a great deal about glucose regulation by the time they revisit this text for the CERA. They have also learned to read the visuals that accompany much science text. In addition, students should experience the power that comes with having schema for approaching science text structures.
Essential Questions. These texts primarily touch on the physiology of glucose regulation and the physiological effects that lead to and accompany diabetes. By this time, however, students will be able to draw connections and implications from the text to consider and discuss how various factors such as diet and exercise contribute to the risk of diabetes, the risks that diabetes brings for other dangerous health conditions, and any effects of obesity and diabetes on their own lives, families, and communities. Having considered ways to prevent obesity and diabetes, they will be in a particularly strong position to consider the impact of their own literacy — particularly their ability to read science texts of various kinds — on their ability to make healthy choices.
Schema and Vocabulary
Conceptual Change: Diabetes. Although students have learned a great deal about diabetes and monitored their changing concept of diabetes, its characterization as a disruption of homeostasis will be new, even on reading this text a second time. Students may be able to work out from the context how feedback mechanisms, the word homeostasis, and the failure to control the amount of glucose circulating in the blood are related, coming to understand diabetes as a long-term disruption of a normal feedback mechanism — glucose regulation. Also new will be the influence of glucose regulation on acidity in the blood (pH) and the understanding that cells starve when they cannot receive glucose.
Word Wall. homeostasis, feedback mechanism, pH, acidic, metabolism.
Visual Representation. The diagram, Normal Regulation of Blood Glucose, shows the process of glucose regulation. Students will be familiar with the text structures for structure and function and process from their study of science texts and their own experiences making visual notes. They will have read and clarified a different but related diagram of the glucose regulation process. With this diagram, they may have difficulty understanding what is being illustrated at each of the blood glucose levels. Working to comprehend the illustration may clarify that the concentration of blood glucose is represented by the white dots in the cylinders, and that the cylinders must either be a cross section of a vein or some sort of an apparatus like the vial used when drawing blood. Students should be alert to the use of arrows in this diagram and be able to explain their directionality, for both sides of the diagram.
Text Structure. Students will recognize the homeostasis text as a science textbook excerpt with typical features including headings, subheadings, figures, and captions. They should also be aware that “Normal Regulation of Blood Glucose” is drawn from a website.
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Schema Links. Students will have a great deal to bring to these texts from their reading about the body structures involved in digestion and blood glucose regulation, about nutrition and particular nutrients, about risk for and complications of diabetes, and about diabetes itself.
Schema Challenges. The concept of homeostasis will likely present a challenge since it is not explicitly defined in the segment of the text students read for this CERA. Students will need to tolerate ambiguity long enough to make implicit connections between homeostasis and blood glucose regulation. The metaphor of feedback mechanism, used to describe homeostasis, may itself present a schema challenge to students unfamiliar with this idea.
Scientific Thinking
Sourcing. Students should be encouraged to use sourcing questions to identify the source and probable reliability of the information in these texts. They should be able to corroborate the information they read in this textbook excerpt and diagram, based on their readings throughout the unit.
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Part III. Self-Assessment
5. How easy or difficult was this piece for you? (circle one)
EASY NOT TOO HARD TOO HARD
6. How well would you say you understood this piece?
Part IV. Comprehension Questions
Use the text titled “A disruption of homeostasis can be harmful” to answer questions 7–10:
7. Define diabetes.
8. One of the symptoms that makes doctors suspect that a person may have diabetes is frequent urination. Use Figure 28.9 to explain why this symptom may occur with diabetes.
9. What are some of the risks factors for and long-term consequences of diabetes?
10. What is the source of this text? How authoritative is this source? What makes you think so?
Use the diagram titled “Normal Regulation of Blood Glucose” to answer questions 11–13:
11. What condition triggers the pancreas to release insulin? Glucagon?
12. Explain how the body achieves normal glucose levels. Be sure to explain the functions of the pancreas, liver, fat cells, and blood in this process.
13. What do the dots in the diagram represent? Compare A, B, and C. Explain why each has a different number of dots.
u The human body wants blood glucose (blood sugar) maintained in a very narrow range. Insulin and glucagon are the hormones which make this happen. Both insulin and glucagon are secreted from the pancreas, and thus are referred to as pancreatic endocrine hormones. The picture on the left shows the intimate relationship both insulin and glucagon have to each other. Note that the pancreas serves as the central player in this scheme. It is the production of insulin and glucagon by the pancreas which ultimately determines if a patient has diabetes, hypoglycemia, or some other sugar problem.
u Insulin and glucagon are hormones secreted by islet cells within the pancreas (more about islet cells of
the pancreas). They are both secreted in response to blood sugar levels, but in opposite fashion!
u Insulin is normally secreted by the beta cells (a type of islet cells) of the pancreas. The stimulus for insulin secretion is a HIGH blood glucose...its as simple as that! Although there is always a low level of insulin secreted by the pancreas, the amount secreted into the blood increases as the blood glucose rises. Similarly, as blood glucose falls, the amount of insulin secreted by the pancreatic islets goes down. As can be seen in the picture, insulin has an effect on a number of cells, including muscle, red blood cells, and fat cells (shown in the picture). In response to insulin, these cells absorb glucose out of the blood, having the net effect of lowering the high blood glucose levels into the normal range.
Low Blood Glucose
High Blood Glucose
Pancreas
Glucagon Released by Alpha Cells of Pancreas
Insulin Released by Beta Cells of Pancreas
Liver Releases Glucose into Blood
Achieve Normal Blood Glucose Levels
Fat Cells Take in Glucose from Blood
Normal Regulation of Blood GlucoseThe important roles of insulin and glucagon:
Diabetes and Hypoglycemia
From endocrineweb.com. Reprinted by permission of James Norman, MD.
u 1 3 C Unit 3 Learning Goals Name ___________________
Date ____________________Directions
1. Read over the Unit 3 Learning Goals and think about where you have shown particular growth.
2. Select and highlight ten of the goals that especially apply to your learning during this unit. At least four of them should be the goals in bold (these relate in particular to reading science texts).
Making Thinking Visible
Monitoring I monitor my reading processes and identify problems.
Repairing Comprehension I know what strategies to use to get back on track.
Talking to Understand Reading I talk about my reading processes to understand them better.
Writing to Understand Reading I write about my reading processes to understand them better.
Building Personal Engagements
Knowing My Reader Identity I am aware of my reading preferences, habits, strengths, weaknesses, and attitudes — my Reader Identity.
Practicing I put effort into practicing new reading strategies so that they become automatic.
Digging In I am increasing my confidence and persistence for digging into text that seems difficult or boring.
Building Silent Reading Fluency I read more smoothly and quickly, so I get more pages read.
Building Oral Reading Fluency I read aloud more fluently and expressively.
Increasing Stamina I set and meet stretch goals to read for longer and longer periods.
Increasing Range I set and meet stretch goals for extending the range of what I read.
Choosing Books I use tools I have learned for choosing a book that’s right for me.
Taking Power I read to understand how what I read applies to me and gives me power.
Reflecting on My Evolving Reader Identity
I reflect in discussions and in writing on my growth as a reader — my evolving Reader Identity.
Writing to Reflect I use writing to step back and think about what I am learning.
Collaborating in a Community of Readers and Writers
Contributing to Our Community I contribute to maintaining a classroom community that feels safe and where everyone is able to take risks and grow.
Collaborating Effectively I work with partners and groups in ways that are both respectful and risk-taking.
Participating Thoughtfully I make my thinking count in discussions, both as a speaker and listener.
I share my reading confusions and understandings to get and give help.
I listen and learn from the reading confusions and understandings of others.
Building a Literacy Context I understand and use the shared literacy vocabulary of our classroom.
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Being Open to New Ideas I appreciate and evaluate alternative viewpoints.
Developing a Literacy Agenda I read to understand how literacy opens and closes doors in people’s lives.
Sharing Books I talk about books I am reading to involve others in what the books have to offer.
Writing to Communicate I write to communicate my ideas to others.
Using Cognitive Strategies to Increase Comprehension
Setting a Reading Purpose I set a purpose for reading a text and keep it in mind while I read.
Choosing a Reading Process I vary my reading process to fit my reading purpose.
Previewing I preview text that is long or appears to be challenging to mobilize strategies for dealing with it.
Identifying and Evaluating Roadblocks
I identify specific reading roadblocks and decide what to do.
Tolerating Ambiguity I tolerate ambiguity or confusion in understanding a text while I work on making sense of it.
Clarifying I work to clear up a reading confusion, whether it is a word, a sentence, an idea, or missing background information that I need to find.
Using Context I use context to clarify confusions by reading on and rereading.
Making Connections I make connections from texts to my experience and knowledge.
Chunking I break difficult text into smaller pieces to better understand the whole.
Visualizing I try to see in my mind what the author is describing.
I read and represent scientific content and ideas in drawings, graphs, flow charts, and other visuals.
Using Mathematics I read and create numerical representations to help clarify complex scientific text and ideas.
Listening for Voice I listen for the author’s voice or the voices of characters to help me engage with a text.
Questioning I ask myself questions when I don’t understand.
I ask myself questions about the author’s idea, story, or text, and I know where to find the answers — whether in my mind, the text, other texts, other people, or a combination of these.
I ask inquiry questions when something I read makes me want to know more.
I take a “convince me” stand and ask questions about the evidence presented to support a scientific claim.
Predicting I use what I understand in the reading to predict what might come next.
Organizing Ideas and Information I use graphic organizers to sort out ideas or items of information to see how they are related.
Paraphrasing I restate a sentence or an idea from a text in my own words.
Getting the Gist I read and answer in my own words the question, “What do I know so far?”
Summarizing I boil down what I read to the key points.
Sequencing I order events in time to understand their relationships.
I keep track of how scientific processes unfold.
Comparing and Contrasting I make comparisons to identify similarities and differences.
Identifying Cause and Effect I find conditions or events that contribute to or cause particular outcomes.
Using Evidence I use evidence to build and support my understanding of texts and concepts.
Rereading I reread to build understanding and fluency.
Writing to Clarify Understanding I write about what I think I know to make it clearer to myself.
Building Knowledge
Mobilizing Schema I use my relevant networks of background knowledge, or schema, so that new information has something to connect to and is easier to understand.
Building and Revising Schema I add to and revise my schema as I learn more.
Synthesizing I look for relationships among my ideas, ideas from texts, and ideas from discussions.
Writing to Consolidate Knowledge I use writing to capture and lock in new knowledge.
. . . About Language
Word Analysis I use my knowledge of word roots, prefixes, and suffixes to figure out new words.
Referents I use my knowledge of pronoun and other referents to find and substitute the word a pronoun or other word is standing for.
Signal Words and Punctuation (Text Signals)
I use my knowledge of signal words and punctuation to predict a definition, results or conclusions, examples, sequence, comparison, contrast, a list, an answer.
I know to look for the text signals that go with different scientific text structures.
Contextual Redefinition I know that when familiar terms are used in unfamiliar ways, I can redefine them in context to clear up confusion.
Sentence Structure I use my knowledge of sentence structure to help me understand difficult text.
Because science textbooks often use passive voice, I know to restate sentences in active voice to keep track of the subject and action.
Because science textbooks often use complex sentence constructions, I know to find the logical connecting words between ideas.
Personal Dictionary I keep a Personal Dictionary and use the new words I am learning in speaking and writing.
Word Wall I refer to the Word Wall and use the new words I am learning in speaking and writing.
Word-Learning Strategies List I use strategies to learn new words in the texts I read.
. . . About Text
Text Structure I use my knowledge of text structures to predict how ideas are organized.
I know to look for the predictable ways science text is structured: classification and definition, structure and function, process and interaction, claim and evidence, and procedure.
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Text Features I use my knowledge of text features like headings and graphics to support my understanding.
Text Density Because I know that science text is often tightly packed with new terms and ideas, I preview and reread it.
Because I know that science text is often tightly packed with new terms and ideas, I chunk and restate the chunks in familiar language to keep track of the gist as I read.
Point of View I use my understanding that authors write with a purpose and for particular audiences to identify and evaluate the author’s point of view.
. . . About the Discipline of History
Historical Documents and Artifacts I know how to identify and use diverse types of historical documents and artifacts.
Primary and Secondary Sources I know the differences between primary sources and secondary sources.
Document Sourcing I source a document or account to evaluate its credibility and point of view by identifying who wrote it, when, why, and for what audience.
Document Corroboration I compare documents or accounts to look for evidence that what is written is credible and to find other points of view or perspectives.
Chronological Thinking I know how to order events and assess their duration and relationships in time.
Historical Schema I actively work to build my schema about particular times and places and how they differ — the geography, people, customs, values, religions, beliefs, languages, technologies, and roles of men, women, children, and minority groups.
Historical Contextualization I use my historical schema to understand what it was like in times and places that I cannot personally experience.
Historical Cause and Effect I use my understanding of cause and effect to identify historical relationships and impacts.
Historical Record and Interpretation I understand that history is a combination of what can be observed, how it is observed, what can be interpreted, and how it is interpreted.
Historical Identity I am aware of my evolving identity as a reader of and actor in history.
. . . About the Topic of Rights
Natural Rights I know the equal and inalienable rights described in the Declaration of Independence.
The First Amendment I know the five freedoms protected by the First Amendment.
Exercise of the Five Freedoms I can cite historical examples of the exercise of the five freedoms protected by the First Amendment.
I know what caused people to exercise their First Amendment rights in the past and what effect these actions had on our rights as we experience them today.
Literacy and Rights I understand the relationship between literacy and people’s ability to extend and secure their natural rights.
Scientific Documents I know how to read and/or create diverse scientific documents: reports, data tables and graphs, illustrations and other visuals, equations, textbooks, and models.
Scientific Sourcing I source a science document, set of data, or piece of evidence as a step in evaluating its authority or reliability.
Scientific Labels I know that using scientific names and labels is a shortcut for communicating precisely about scientific processes and structures.
Scientific Inquiry Knowing that scientific inquiry involves cycles of questioning, making observations, and explaining and evaluating observations helps me read science investigations and describe my own.
Scientific Evidence I know that scientific claims must be supported by evidence that is carefully collected, evaluated, and reported so that others can judge its value.
Scientific Explanation I can write a scientific explanation that makes a claim about observations of the natural world and convincingly defends the claim with evidence.
Scientific Corroboration I know that corroborating findings in science is a way to find out how likely they are to be true.
Scientific Understanding I know that for scientific understanding to evolve, science moves forward using best evidence and information even though these may be proved incomplete or wrong in the future.
Conceptual Change I monitor my schema to decide whether compelling evidence about scientific claims changes my personal understanding of the natural world.
Scientific Identity I am aware of my evolving identity as a reader and consumer of science.
. . . About the Topic of Nutrition, Physiology, and Health
Nutrients I know the three energy-building nutrients in food and how the body uses them.
Digestion I know how the digestive, circulatory, and endocrine systems work together to deliver nutrients to fuel the body.
Obesity I know why obesity is considered an epidemic and how to regulate my diet and exercise to maintain a healthy weight.
Diabetes I understand the processes that disrupt normal glucose regulation and absorption, leading to type 1 and type 2 diabetes.
I know ways to prevent or control the risk factors for type 2 diabetes.
Science Literacy and Power I can make informed decisions for myself and advocate for my community using scientific understandings and evidence.
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u 1 3 D Unit 3 Evidence of Growth Name ___________________
Date ____________________
DirectionsYou have already selected ten goals where you think you have shown growth. Now you will look for evidence of your growth for five of those goals.
1. Select five goals and write them below.
2. For each goal, find an early and later example of your work related to the goal. Take your time looking through your Interactive Notebook, your Metacognitive Log, and any other written work you have completed during this unit.
3. Record your evidence below. For each goal, write a short description of the work you selected and why you selected it.
1. With your partner, think about students who will take this course next year. What do you want to let them know about what it is like to learn how to read the science texts?
2. Write an introductory paragraph from your perspective, as someone who has made it through all these texts.
3. Choose three examples from the class brainstorm that answer the question Why read science? Explain to next year’s students why each of these reasons might be important for them.
4. Write these examples in a way that will make students want to find out more.
u 1 3 E Why Read Science Letter Name ___________________
