Reading and Writing with Science Texts

CCSS ELA / NGSS  Alignment

6th-8th Grade

A Note to Teachers Regarding this Alignment:

Our alignment focuses on the Science and Engineering Practices (SEP), in order to allow you and your students to engage with our articles in a variety of ways. Although many of our articles may align with your grade level’s Disciplinary Core Ideas (DCI) and standards, by aligning our activities to the SEP you have the flexibility to enjoy any of DOGOnews’ articles while meeting your classrooms’ need for interdisciplinary science connections.

The Next Generation Science Standards are three-dimensional. They include the Disciplinary Core Ideas (DCI), Cross-cutting Concepts (CCC) and Science and Engineering Practices (SEP). The DCI are taught in a spiral fashion, with concepts growing in complexity over the course of students’ school career. In addition, students use the SEP in increasingly difficult contexts in order to grow their abilities and behaviors as scientists and engineers. All three dimensions are assessed in conjunction with one another. For more information regarding the SEP and the NGSS Science Framework, click here.

NGSS Practices

CCSS ELA

1. Asking Questions and Defining Problems

CCSS.ELA-LITERACY.RI.6-8.1*

Cite evidence from the text that supports explicit and inferential text analysis.

CCSS.ELA-LITERACY.W.6-8.6*

Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Lesson Plan Suggestions:

  • Read or  the original or  article.
  • Read the questions in the Reading Quiz, then reread/listen to the article.
  • Note which paragraph contains each answer.
  • Take the  with a partner.
  • Challenge each other to use evidence to support your answers. Cite evidence from the text orally, “The answer is __ because the author states, “...”.
  • Check your answers. If incorrect, go back and reread the paragraphs you noted with your partner.
  • Use questioning to ask your partner for evidence and elaboration.
  • What makes you say that?
  • Can you show me evidence to support your idea?
  • Retake the quiz switching turns, so you each have the opportunity to answer each question.

  • Dear Scientist…
  • Read or  the original or  article.
  • Think about what questions you could ask the scientist or engineer from the article.
  • What do you wonder?
  • What do you want to know more about?
  • Share recommendations for the scientist or engineer’s next steps.
  • Read the .
  • Consider your response and add it to your letter.
  • Be sure to explain what question you are answering by using the question stem to write an introductory sentence.
  • Try to use some of the words from the  or other words related to the content.
  • Use the text as evidence when you share your answer. Even though your answer may not come from the text, refer to a sentence that led you to your thinking.
  • According to the text, “...”
  • The author said, “...”

NGSS Practices

CCSS ELA

4. Analyzing and Interpreting Data

CCSS.ELA-LITERACY.RI.6-8.4*

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings and how word choice impacts mood and tone.

CCSS.ELA-LITERACY.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.

Lesson Suggestions

  • Vocabulary as Data
  • Read or  the original or  article.
  • Make a chart to think about the meaning of unknown words. (Use the  for a bank of words, if desired.)
  • Include columns for questions like:        
  • Is it a multiple meaning word?
  • Are there Greek or Latin roots? Are there affixes?
  • Is there a figurative or literal meaning?
  • Is the connotation positive, negative or neutral?
  • What is the mood or tone of the sentence? paragraph?
  • Fill in data for unknown words in the article, using notes or checkmarks.
  • Try to determine the meaning of each unknown word, be sure to include the word from the  question.
  • Look up the definitions of your words and check your work.

NGSS Practices

CCSS ELA

6. Constructing Explanations and Designing Solutions

CCSS.ELA-LITERACY.RI.6-8.8*

Evaluate the argument and specific claims in a text, noting claims that are supported by reasons and evidence and those where the evidence is not present or relevant.

CCSS.ELA-LITERACY.L.6-8.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies.

CCSS.ELA-LITERACY.RST.6-8.1

Cite specific textual evidence to support analysis of science and technical texts.

Lesson Plan Suggestions:

  • Read or  the original or  article.
  • Watch the accompanying video.
  • Read the , think about the question words. What information and language will your answer include? For example, to answer a ‘why’ question, your answer will include a conjunction, like  ‘because’ or ‘so’ to explain the cause and effect.
  • Then, reread/listen to the article.
  • Stop and answer each question. Note which source you used to locate the information, the article or the video, or both! Cite your evidence to its source.
  • In the video, I saw/heard…
  • The article states, “...”
  • Check your answers with a partner. If you disagree, go back and reread or  the article or rewatch the video. Work together to find the right answer, using your sources.
  • Sometimes a disagreement may be based around an unknown word. Use the  or the  to help you better understand the scientific language.

  • Using Vocabulary to Explain
  • Read or  the original or  article.
  • Take the .
  • Choose 1-2 of the words from the quiz that you think are interesting or scientific.
  • Click on the word in the text and read the definition.
  • Scroll down to read the “Related Forms”.
  • This part will tell you how to make other parts of speech with the same base word.
  • Pay attention to the affixes that change the word. Adding or subtracting an affix can change the word.
  • Think about the word you chose. Think about how to add or subtract affixes. What is the new word’s part of speech? How will you use it in a sentence?
  • Think about the main idea of the paragraph where the word is used. How could you rewrite the idea using your new word? What other words in the sentence would have to change order?
  • Reread your new sentence. Does it make sense?
  • Check your work with a partner.

NGSS Practices

CCSS ELA

7. Engaging in Argument from Evidence

CCSS.ELA-LITERACY.W.6-8.1

Write arguments to support claims with clear reasons and relevant evidence.

CCSS.ELA-LITERACY.W.6-8.8

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

CCSS.ELA-LITERACY.RST.6-8.9

Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

Lesson Plan Suggestions:

  • Argue as a Scientist
  • Read or  the original or  article.
  • Watch the accompanying video.
  • Think about the scientist or engineer’s experiment, design or solution.
  • Reread or listen to  the article.
  • Take notes as you read, if the scientist or engineer were explaining their ideas, what would they say to you?
  • Think and take notes on your response.
  • What would you say back? Is their reasoning sound? What questions would you pose?
  • Find a partner who read the same article.
  • Take turns arguing as the scientist or as the listener. Learn from each other’s ideas and improve your argument for each side with evidence.
  • Use the  to add scientific language to your argument.

  • Reading or Viewing?
  • Read or  the original or  article.
  • Watch the accompanying video.
  • Make a T-chart with the title of the article on one side and the video on the other.
  • Consider different elements of each of the sources. Record your answers to the questions below in the T-chart.
  • Who is the audience?
  • The article was written by DOGO news. Who created or sponsored the video?
  • What visuals are included? Do they improve understanding? How?
  • Think about the tone. Is it formal or informal? Does this affect understanding? How?
  • Record any other information is important to note about the two sources.
  • Write a few sentences summarizing your findings. Which source is best? Why? In what contexts?
  • Use evidence from the sources to support your claim, either direct quotes or summarizing a point. Always be sure to cite your source.
  • According to the text/video…
  • (Author’s Name, Year)

NGSS Practices

CCSS ELA

8. Obtaining Evaluating and Communicating Information

CCSS.ELA-LITERACY.RI.6-8.2*

Determine the central idea(s) of a text and explain their development through supporting details in a summary.

CCSS.ELA-LITERACY.SL.6-8.4*

Present claims and findings, emphasizing important points in a logical sequence with relevant evidence, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

CCSS.ELA-LITERACY.RST.6-8.2

Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

Lesson Plan Suggestions:

  • Finding the Central Idea
  • Read or  the original or  article.
  • If you chose the original version, next read the  version of the article. This version will also include the central ideas and supporting details of the text. Pay attention to what is included, this will help you find the central ideas.
  • Read the article paragraph by paragraph.
  • After each paragraph, pause and consider what you learned.
  • Who or what is the paragraph about? What is the subject? (Your answer should be a noun: a person, place or thing.)
  • Did it tell you when or where an event happened?
  • Think, how or why is it happening? Understanding these answers is important.
  • Put all your answers together to find the main idea of the paragraph.
  • Who did what? Why or how did they do it?
  • Repeat with the next paragraph. Does the information you learned add to your current idea, or did it introduce something new?
  • Continue reading and recording for each paragraph. You may add to a previous main idea, or start a new one.
  • After finishing the article, reread what you wrote.
  • Combine your main ideas into a central idea or ideas. Your central  idea may put the sentences together or combine main ideas. You may choose to leave out some of the details from the main ideas in your central idea summary.
  • Next, think about the author’s development of this central idea.
  • Underline any clues or information that refers to the central idea  throughout.
  • Think, how does this aid understanding for the reader?
  • Partner Retell
  • Read or  the original or  article while your partner reads or listens to a different article.
  • FInd the main ideas of your article, while they find the main ideas of theirs.
  • Read the article paragraph by paragraph.
  • After each paragraph, pause and consider what you learned.
  • Who or what is the paragraph about? What is the subject? (Your answer should be a noun: a person, place or thing.)
  • Did it tell you when or where an event happened?
  • Think, how or why is it happening? Understanding these answers is important.
  • Put all your answers together to find the main idea of the paragraph.
  • Who did what? Why or how did they do it?
  • Repeat with the next paragraph. Does the information you learned add to your current main idea, or did it introduce something new?
  • Continue reading and recording for each paragraph. You may add to a previous main idea, or start a new one.
  • After finishing the article, reread what you wrote.
  • Combine your main ideas into a big idea. Your big idea may put the sentences together or combine ideas. You may choose to leave out some of the details from the main ideas in your big idea summary.
  • Share your summary with your partner.
  • Ask your partner the  question.
  • Be sure your summary has given them enough information to answer the question.
  • Listen to your partner’s answer and share your own answer to the  question.
  • Next, your partner shares their summary of the article they read. They ask you their  question.
  • Use your partner’s summary to answer. They share their answer with you, too!

The wording of the 6th-8th grade standards are often the same, if not similar. Therefore, where the wording is not exact (marked with an *),  their overall gist has been combined to create activities that align to the grade band as a whole. For exact wording of the 6th-8th grade CCSS, visit: www.corestandards.org.