1. The Readning Anchors of the Utah Core:

http://www.nextgenscience.org/faq#CCSS Literacy

2. How to use the following strategies: Each of these strategies can be paired with most texts you select. Like anything else in teaching, student achievement increases when you first model the strategy, do the strategy during guided practice, and then when you know your students are capable of doing the strategy on their own, use the strategy during independent practice. Please notice that many of these strategies can be used to engage students in several reading anchor objectives.

Click here Horizonte Advisory Reading for instructions on how to do think alouds, think-pari-share, and graphic organizers for the following reading strategies: inferences, setting a purpose, visualize the text and asking questions.

Key Ideas and Details

Strand 1 Similarities: Evidence
Grades 6-8
Grades 9-10
Grades 11-12
Cite specific textual evidence to support
analysis of science and technical texts.
Cite specific textual evidence to support
analysis of science and technical texts,
attending to the precise details of
explanations or descriptions.
Cite specific textual evidence to support analysis of science
and technical texts, attending to important
distinctions the author makes and
to any gaps or inconsistencies in the account.
1. PreReadingGuideCiting Evidence science.docx
2. Key Phrases.docx
3.Six Step reading note taking.docx
4. FactsQuestionsResponses.pdf

Strand 2. Similarities: Summarize Central Ideas
Grades 6-8
Grades 9-10
Grades 11-12
Determine the central idea
or conclusions of a text; provide
an accurate summary of the text distinct
from prior knowldege or opinions.
Determine the central ideas or
conclusions of a text; trace the text's
explanation or depiction of a complex
process, phenomenon, or concetp;
provde an accurate summary of the text.
Determine the central ideas or conclusions of a text; summarize
complex concepts, processes or information presented in a text
by paraphrasing them in simpler but still accurate terms.
1.Get the Gist
2.SQ3R
3.Possible Sentences

Strand 3 Similarities: Steps of a Process
Grades 6-8
Grades 9-10
Grades 11-12
Follow precisely a multistep
procedure when carrying out experiments,
taking measurements, or performing technical
tasks.
Follow precisely a complex multistep
procedure when carring out experiments,
taking measurements, or performing
technical tasks, attending to special cases
or exceptions defined in the text.
Follow precisely a complex multistep procedure when
carrying out experiments, taking measurements, or
performing technical tasks; analyze the specific results
based on explanations in the text.
1.

Craft and Structrue

Strand 4 Similarities: Vocabulary
Grades 6-8
Grades 9-10
Grades 11-12
Determine the meaning of symbols, key terms,
and other domain-specific words and phrases they are used in
specific scientific or technical context
relevant to grades 6-8 texts and
topics.
Determine the meaning of symbols, key terms, and other domain-specific
words and phrases as they are used in
specific scientific or technical context
relevant to grades 9-10 texts and
topics.
Determine the meaning of symbols, key terms, and other domain-specific
words and phrases as they are used in
specific scientific or technical context
relevant to grades 11-12 texts and
topics.
1. Pre-Learning Word Knowledge Rating
2. Portable Word Wall
3.Sort
4. Frayer
5. Terms: Three column note taking

Strand 5 Similarities:
Grades 6-8
Grades 9-10
Grades 11-12
Analyze the structure an author
uses to organize a text, including how
the major sections contribute to the whole
to an understanding of the topic.
Analyze the structure of the
relationships among concepts in a text,
including relationships among key terms
(e.g., force, friction, reaction force,
energy).
Analyze how the text structures information or
ideas into categories or hierarchies, demonstrating
understanding of the information or ideas.

Strand 6 Similarities:
Grades 6-8
Grades 9-10
Grades 11-12
Analyze the author's purpose in providing
an explanation, describing a procedure, or
discussing an experiment in a text.
Analyze the author's purpose in providingan explanation, describing a procedure, or
discussing an experiment in a text, defining
the question the author seeks to address.
Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text,
identifying important issues that remain unresolved.

Integration of Knowledge and Ideas

Strand 7 Similarities:
Grades 6-8
Grades 9-10
Grades 11-12
Integrate quantitative or technical
information expressed in words in a text with
a version of that information expressed
visually (e.g., in a flow chart, diagram, model,
graph, or table).
Translate quantitative or technical
information expressed in words in text into
visual form (e.g., a table or chart) and translate
information expressed visually or mathematically
(e.g., in an equation) into words.
Integrate and evaluate multiple sources of information
presented in diverse formats and media (e.g., quantitative data,
video, multimedia in order to address a question or solve a
problem.
1. Inquiry Chart.pdf
2. See, Think, Wonder

Strand 8 Similarities: Fact vs. Opinion, Claims and Reasoning
Grades 6-8
Grades 9-10
Grades 11-12
Distinguish among facts, reasoned
judgment based on research findings, and
speculation in a text.
Assess the extent to which the reasoning
and evidence in a text support the author's claim or recommendation for solving a scientific or
technical problem.
Evaluate the hypotheses, data, analysis and conclusions in a science or technical text, verifying
the data when a possible and corroborating or challenging conclusions with other sources of information.
1.
2.
3.
4.
Strand 9 Similarities: Comparisions
Grades 6-8
Grades 9-10
Grades 11-12
Compare and contrast the information
gained from experiments, simulations,
video, or multimedia sources with that
gained from reading a text on the same
topic.
Compare and contrast findings presented
in a text to those from other sources
(including their own experiments), noting
when the findings support or contradict
previous explanations or accounts.
Synthesize infromation from a range of sources
(eg., texts, experiments, simulations) into a
coherent understanding of a process, phenomenon,
or concept, resolving conflicting information when
possible.

Range of Reading and Level of Text Complexity

Strand 10: Text Complexity

Grades 6-8
Grades 10-11
Grades 11-12
By the end of grade 8, read and comprehend
science/technical texts in the grades
6-8 text complexity band independetly
and proficently.
By the end of grade 10, read and
comprehend science/technical
texts in the grades 9-10 text
complexity
By the end of grade 12, read and comprehend
science/technical texts in the grades 11-CCR text
complexity band independently and proficiently.
1.
2.