MSIHS Science Lead Teacher Meeting November 5,2013 R.G.

Drage - Classrooms E&F 4:00 PM - 6:00 PM

Agenda

l.
2.

Welcome/ Sign-in

r' Announcements a. Program Management Team (PMT) b. Staight A Grant

* members needed

3.
4.

2Ol3l20l4Assessments

201412015 Assessment Specs

5. New FOSSWeb Sign-in Procedure

6.

Developing Literacy in the Science Classroom

Next meeting date: January 2812014

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AMBRICANInvasive Earthworms Harm Forests Near the Great Lakes

Although no earthworms are native to North American's norlhem torests, 15 earlhworm species now live in the Great Lakes forests now, resulting in a loss in plant life
By Bocky Oskin and Livescienc.

Tuesday, October 29, 201 3

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- Gardeners and farmers may love earthworms for their ric$ilEr_

but in forests near the Great Lakes, the creatures

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No earthworms are uative to North America's northern forests (rtraesive ice age rcpt the land worm-free). But iu the years since settlers arrived, 15 earthworm species have appeared iu Minnesota, from Europe and Asia. Some of
are changi4g local forests, scientists have discovered.

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And in the sugar maple forests near the Great [.akes, the churning worms actually eomPact the upper soil layers iustead of loosening them, Resuer said.
"People assumethat soils are

Scott loss uses a liquid-mustard mirtur to sample earthworms. lte mustard contaitl3 a skin irritant that causs earthwormt to @me to lhe surface, A recent decline in ovenbir& (also known ar Seiurur aurocapilla), a groundnesting migratory sontbir4 in forcsts in t}e aorthern Midwest US is being linked by schntirts to a reemingly unliLely culprit: earthwormc. Image: Sara khnelzet Loss

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soils. Forest soils are really different thau

soils. Here, we bave a structure. And in this case, they actually eormpafi it." The compaction decreases downward water flow through the soil, drying out the upper soil layers, Resner aud her colleaguesfound. The worms also change the soil

chemistry, decreasing levels of calcium, potassium and phosphorous.

- the young trees, ferus aud wildflowers that grow in the spaces between big trees. And without the dufflayer, some animals lack a place to live.
"It's like they've beeu pushed out of their homes," Resner said.

The net result is a loss ofunderstory plants

Editor's note: This article

was updated Oct. zg to reJlect that earthutorms decrease soil nutients, not increase.

Emoil Becky Oskinorfollow her @bec\1oskin. Original article on LiueScience.

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e'^Vocabulary
l\cquiring Vocabulary

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Words are not iust words. They are the nexus-the interface-between communication and thought. When we read, it is through words that we build, refine, and modify our knowledge. What makes vocabulary valuable and important is not the words themselves so much as the understandings they afford. Marilyn Jager Adams (2OO9, p. i8O) The importance of students acquiring a rich and varied vocabulary cannot be overstated. Vocabulary has been empirically connected to reading comprehension since at least 1925 (Whipple, 1925) and had its importance to comprehension confirmed in recent years (National lnstitute of Child Health and Human Development, 2OOO). lt is widely accepted among researchers that the difference in students' vocabulary levels is a key factor in disparities in academic achievement (Baumann & Kameenui, l99l; Becker, 1977; Stanovich,'1986) but that vocabulary instruction has been neither frequent nor systematic in most schools (Biemiller, 2OOl; Durkin, 1978; Lesaux, Kieffer, Faller, & Kelley, 2O1O; Scott & Nagy,1997).
Research suggests that if students are going to grasp and retain words and comprehend text, they need incremental, repeated exposure in a variety of contexts to the words they are trying to learn. When students make multiple connections between a new word and their own experiences, they develop a nuanced and flexible understanding of the word they are learning. ln this way, students learn not only what a word means but also how to use that word in a variety of contexts, and they can apply appropriate senses of the word's meaning in order to understand the word in different contexts (Landauer & Dumais, 1997; Landauer, McNamara, Dennis, & Kintsch, 2OO7; Nagy, Herman, & Anderson,1985).

lnitially, children readily learn words from oral conversation because such conversations are context rich in ways that aid in vocabulary acquisition: in discussions, a small set of words (accompanied by gesture and intonation) is used with great frequency to talk about a narrow range of situations children are exposed to on a day-to-day basis. Yet as children reach school age, new words are introduced less frequently in conversation, and consequently vocabulary acquisition eventually stagnates by grade 4 or 5 unless students acquire additional words from written context (Hayes
& Ahrens, 1988).

Written language contains literally thousands of words more than are typically used in conversational language. Yet writing lacks the interactivity and nonverbal context that make acquiring vocabulary through oral conversation relatively easy, which means that purposeful and ongoing concentration on vocabulary is needed (Hayes & Ahrens, 1988). ln fact, at most between 5 and 15 percent of new words encountered upon first reading are retained, and the weaker a student's vocabulary is the smaller the gain (Daneman & Green, 1986; Hayes & Ahrens, 1988; Herman, Anderson, Pear: son, & Nagy,1987; Sternberg & Powell,1983). Yet research shows that if students are truly to understand what they read, they must grasp upward of 95 percent of the words (Betts, 1946; Carver, 1994; Hu & Nation, 2OOO; Laufer, 1988).
The challenge in reaching what we might call "lexical dexterity" is that, in any given instance, it is not the entire spectrum of a word's history, meanings, usages, and features that matters but only those aspects that are relevant at that moment. Therefore, for a reader to grasp the meaning of a word, two things must happen: first, the reader's internal

representation of the word must be sufficiently complete and well articulated to allow the intended meaning to be khown to him or her; second, the reader must understand the context well enough to select the intended meaning from the realm of the word's possible meanings (which in turn depends on understanding the surrounding words of the text).
Key to students'vocabulary development is building rich and flexible word knowledge. Students need plentiful opportunities to use and respond to the words they learn through playful informal talk, discussion, reading or being read to, and responding to what is read. Students benefit from instruction about the connections and patterns in language. Developing in students an analytical attitude toward the logic and sentence structure of their texts, alongside an awareness of word parts, word origins, and word relationships, provides students with a sense of how language works such that syntax, morphology, and etymology can become useful cues in building meaning as students encounter new words and concepts (Beck, McKeown, & Kucan,2OOS). Although direct study of language is essential to student progress, most word learning occurs indirectly and unconsciously through normal reading, writing, listening, and

speaking (Miller, 1999; Nagy, Anderson, & Herman, 1987). As students are exposed to and interact with language throughout their school careers, they are able to acquire understandings of word meanings, build awareness of the workings of language, and apply their knowledge to comprehend and produce language.

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FREQUENTLY ASKED QUESTIONS ABOUT

p uaf A[gnc]d Assess_ments

One component of the transition from the 2001-2002 Academic Content Standards to Ohio's New Learning Standards is the dual alignment of the Ohio Achievement Assessments (OAA) and the Ohio Graduation Test (OGT) for the 2013-2014 school year. Below are the answers to frequently asked questions about this dual alignment. Q. What does

it mean to be dual aligned?

A.

Questions on the OAA and OGT originally aligned to the 2001-2002 standards were reviewed by the Ohio Department of Education and American lnstitutes for Research staff then by committees of Ohio educators. During the review, each question was either aligned to a new learning standard or identified as having no alignment and therefore removed from the test
bank.

Q. How are questions for each test selected?

A. The dual aligned questions were used to develop tests that meet current blueprint and

statistical requirements. Questions were not moved from one test to another test.

Science: Questions that are identified as dualaligned and are within the grade band will be considered appropriate for the test. To meet OGT test requirements, the following types of questions will still appear on the 2013'2Afi spring OGT. . Earth Science items that have moved to grades 7 and I in Ohio's New Learning Standards . Science Procoss items that are not aligned to specific content in Ohio's New Leaming Standards

Sociatstudies: The Ohio Graduation Tests for socialstudies in2014 are dually aligned
between the 2002 Academic Content Standards for Social Studies and Ohio's New Learning Standards, with the focus on American History and Modern World History. However, in order to maintain the test requirements (Blueprints) of the social studies OGT, there will be a few questions from the following2002 benchmarks (that are also aligned to Ohio's New Learning Standards) on the 2014 spring, summer and fall OGTs: People in Societies A-C; Geography A-C; Economics A-B; Government A-B; Citizens Rights & Responsibilities A-B.

English Language Arts and Mathematics: Questions that are identified as dual
aligned and at or below the tested grade level will be considered appropriate for the test.

Q. How do we use the Comparative Analysis during this transition?

A. The Comparative Analysis

is a good place to start and the content in the middle column is definitely dual aligned. However, only focusing on the middle column will not fully prepare your students for the dually aligned assessments or for the next gradelcourse. Therefore, a careful review of the content in all columns of the Comparative Analysis and thoughtful vertical articulation across the grade levels will insure students equipped for success.

Q. Are the 2013-2014 science OAAs still grade-band or grade-level specific?

A, The 2013-2014 science

OMs are stillgrade-band assessments.

Ohio
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FOSSweb 2.0 lnstructions The following instructions will guide you through the process of:

1) 2) 3)

Registering for a FOSSweb teacher account Entering an access code that will allow you to access the instructional support materials now available on the new FOSSweb.com. Obtaining and entering premium access codes that will allow you to access additional purchased content.

lnstructions for First Time Registration 1 Go to FOSSweb.com

Click on "Don't have an account? Get started now." in the Login area.

All teachers, including teachers who had accounts on the old FOSSweb, will need to create new FOSSweb accounts.
3

"Register" to begin the registration process. You can also go directly to -Click http://fossweb.com/req istrationto beg in.

Follow the on-sereen instructions to set up your username (email address) and account information such as school, district, and grade(s). You can register on the site "as an organization" with your school. lf you school is not in the database, you can register as an individual.

4- To finish your registration you will need a confirmation

email from loginhelp@schoolspecialtv.comlf you do not receive it shortly after your registration submission, you may need to check your spam folder or add loginhelp@schoolspecialty.com to your email's safe list.
5

Once you receive the email with the confirmation link, return to the homepage and log in.