READING AND WRITING AND THE COMMON CORE FOR TECHNICAL SUBJECTS Jacque Melin

READING AND WRITING AND THE COMMON CORE FOR TECHNICAL SUBJECTS

Jacque Melin

Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12

As we look to prepare our students for college or careers, it becomes every teacher’s responsibility to support and instruct students in reading informational text within each content area.

Focus on Informational Text(shared responsibility)

Grade Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

Source: National Assessment Governing Board. (2008). Reading framework for the 2009 National Assessment of Educational Progress, http://www.nagb.org/publications/frameworks/reading-2009.doc

Focus on Informational Text and Writing(shared responsibility)

Grade To

PersuadeTo

ExplainTo ConveyExperience

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%

Source: National Assessment Governing Board. (2007). Writing framework for the 2011 National Assessment of Educational Progress, http://www.nagb.org/publications/frameworks/writing-2011.doc

Reading Standards for History/Social Studies, Science, and Technical Subjects

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 grade-level texts and topics. (6-12.RST.4)

Cite specific textual evidence to support analysis of primary and secondary sources. (6-12.RH.1)

Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. (9-10.RH.7)

No longer “Reading Across the Curriculum” but reading within each discipline.

Close Reading

5 Strategies

1. Number the paragraphs

The Common Core asks students to be able to cite and refer to the text. One simple way to do this is by numbering each paragraph, section or stanza in the left hand margin.

When students refer to the text, require them to state which paragraph they are referring to.

2. Chunk the text

When faced with a full page of text, reading it can quickly become overwhelming for students. Breaking up the text into smaller sections (or chunks) makes the page much more manageable for students. Students do this by drawing a horizontal line between paragraphs to divide the page into smaller sections.

At the beginning of the year, the teacher should group the paragraphs into chunks before handing out the assignment. Or you might tell the students to, “Chunk paragraphs 1-3, 4-5, 6-8, 9-12.” Look at the paragraphs to see where natural chunks occur. Paragraphs 1-3 may be the hook and thesis statement, while 6-8 may be the paragraphs where the author addresses the opposition. It is important to understand that there is no right or wrong way to chunk the text, as long as you can justify why you grouped certain paragraphs together.

3. Underline and circle…with a purpose

Think about what information you want students to take from the text, and ask them to look for those elements. What you have students circle and underline may change depending on the text type.

For example, when studying an argument, ask students to underline “claims”. We identify claims as belief statements that the author is making.

When studying poetry, students could underline the imagery they find throughout the poem.

Circling specific items is also an effective close reading strategy. Have students circle “Key terms” in the text. Key terms are words that: 1. Are defined. 2. Are repeated throughout the text. 3. If you only circled five key terms in the entire text, you

would have a pretty good idea about what the entire text is about.

4. Left margin: What is the author SAYING?

This is where the chunking comes into play.

In the left margin, have students summarize each chunk. Demonstrate how to write summaries in 10-words or less.

The chunking allows the students to look at the text in smaller segments, and summarize what the author is saying in just that small, specific chunk.

5. Right margin: Dig deeper into the text

Complete a specific task for each chunk. This may include:

· Use a power verb to describe what the author is DOING. (For example: Describing, illustrating, arguing, etc..) Note: It isn’t enough for students to write “Comparing” and be done. What is the author comparing? A better answer might be: “Comparing the health and wellness.”

· Represent the information with a picture. This is a good way for students to be creative to visually represent the chunk with a drawing.

· Ask questions. This is a struggle for many students, as they often say they don’t have any questions to ask. When modeled, students can begin to learn how to ask questions that dig deeper into the text.

Writing Standards for History/Social Studies, Science, and Technical Subjects

Write arguments focused on discipline-specific content. (6-12.WHST.1) No longer “Writing Across the Curriculum” - teaching writing

tasks specific to each discipline.

Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. (6-12.WHST.2)

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (11-12.WHST.5)

What is Argument?

An argument is a claim that must be

supported by evidence.

An argument is a reasoned logical way of demonstrating that the writer’s position,

belief, or conclusion is valid.

Arguments are used to

Change the audience’s point of view.

Cause some action from the audience.

Convince the audience to accept the speaker’s

explanation or evaluation of a concept, issue or problem.

Argument

Attempts to convince the audience to accept a claim as truth.

Focuses on evidence. Is grounded in facts, data, and logic. Requires critical reading of source

information for evidence. Addresses counterclaims fairly in

order to present a complete argument.

Argument is NOT Persuasion

Persuasion

Appeals to credibility,

character, or authority of

writerUses emotional

appeals to convince audience

Argument

Focuses on evidence

Uses facts, data & logic

Claims of Cause & Effect Claims of Definition or Fact

Claims about Values Claims about Solutions or Policies

Types of Claims

Types of Claims

Claims of Cause & Effect

Argues that one person, thing, or event caused something else to occur

Claims of Definition or Fact

Argues what a definition is or if something accepted as a “fact” is really so

Types of Claims

Claims about Values

Argues the worth of something and whether we value it or not

Claims about Solutions or Policies

Argues for or against specific approaches to problems

What Makes an Effective Claim? Takes a clear position Is debatable – people could reasonably

have different opinions on the issue Is narrow enough to be supported

effectively within the scope of the assignment

Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects

Grades 6-8 Grades 9-10 Grades 11-12

8. Gather relevant information from multiple print and digital sources (primary and secondary), 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.

8. Gather relevant information from multiple authoritative print and digital sources (primary and secondary), using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience;integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

• Teachers should read through the 10 reading and 10 writing standards assigned to their specific content area

Become familiar with the standards

• Make connections with lessons and instruction already utilized in your classroom or classrooms in your building through collaboration

• Think of ways to modify lessons you have already created and implemented to incorporate the literacy standards• Examples of possible lesson modifications:

Have students respond in writing instead of orally to a problem posed

Ask students to read additional informational text materials in coordination with textbook readings

Next Steps for Implementation of Literacy Standards

22

Examples

Dance Students may be asked to read a text and portray the information and emotion gained through the text into an interpretive dance sequence.

Examples

MusicStudents may read the lyrics of a song and determine the composer’s main idea portrayed through his or her arrangement and word choice.

Examples

TheatreStudents may view a play or

act, then read and analyze multiple reviews from that particular play or act. Students may then write their own play review clearly choosing a position and supporting that position with evidence gained through the performance.

Examples

Visual ArtsStudents may view numerous pieces of art, read a variety of art critiques and then engage in writing an art critique piece based on the artwork viewed.

Art and Color: Choice Board(Triarchic Intelligences)

Target: I can analyze the use of color in painting.

Analytical After you have looked at Monet’s Paintings 6.24 and 6.25 in your book. Select one painting and write a paragraph describing and analyzing it’s tone. Tone is associated with the feeling that Monet has about the scene, how he conveys the feeling to the viewer, and how he encourages the viewer to respond with emotions to the scene, First make a list of adjectives for the colors and forms in the painting. Then begin a paragraph using your list of words and make specific references to the painting.

Practical Make a painting or a collage that focuses on major events in your life. Use color to indicate the emotional connection you have with the specific event. Research the colors of different emotions.

Creative Poets use color in their poetry, sometimes to describe objects but also as metaphors of feelings, moods, or scenes. Look in Bartlett’s Familiar Quotations for literary references to each color. You will find under red, a reference to Percy Bysshe Shelley’s “Ode to the West Wind.” Find a copy of the poem and locate his description of autumn leaves. Write your own color metaphors.

Physical Education: Choice Board

(Triarchic Intelligences)

TARGET:

I can communicate, cooperate, be a member of a team and enjoy participating in physical activity.

Analytical Analyze the task you have ahead of you. What will you need to succeed? What obstacles are you likely to encounter? What is the best way to go about this task so that everyone participates/everyone exploits his or her strengths/you meet the lesson goals. Complete the task. Critique your performance – focus on team performance rather than individual. Compare this activity to other team endeavors. What this task a good way to learn about teamwork? Why or why not?

Practical Perform this task in a way which takes the: least physical effort; moderate physical effort; highest level of physical effort; relies on each member equally; relies on each member’s special strengths; uses the least/most equipment, expenses, etc.Discuss: When might you need to use each approach? What are the +/- of each? How can this exercise help you in real life?

Creative Complete the task to the best of your ability. Change the rules and try it again; repeat (make sure the task stays safe!). Design another such task that encourages cooperation and communication in a different way – perhaps nonverbal communication. What if you didn’t have the equipment you were given? How could you accomplish the task? What equipment is necessary? Nice to have? Unnecessary?

Food Pyramid: Choice Board

(Triarchic Intelligences)

TARGET:

I can explain the changes in the food pyramid.

Analytical Analyze the 2 pyramids to discover which change is the most significant as measured by the changes in caloric consumption at that level. Provide a breakdown of how you arrived at your decision and illustrate your finding with examples of representative food items that illustrate the shift in the balance.

Practical Using the old version of the pyramid, devise the ideal diet for a 17 year old girl of a certain height; then, revise this diet to reflect the principles set forth by the new pyramid. Provide notes you would use as you explain to this “client” exactly how her “recommended” diet has changed and why.

Creative Think of another way to proportionally illustrate the principles set forth by the food pyramid. Illustrate an “old” and “new” version of your metaphor, making sure to adhere to the proportions set forth by each version of the pyramid. For each metaphor version, include representative examples of food choices.

Tic-Tac-Toe Board

(Multiple Intelligences)

Target: I can explain color and/or color theory.

Poem or rapWrite a poem or rap about color theory. Research the symbolic meanings people have given to

various colors. What cultural factors, if any, influence these different

meanings? Ask your English teacher how poets and writers use color in different ways and make up a poem

or rap to present to the class.(Musical/ Rhythmic)

Computer Color WheelUse the brush, pencil, and/or shape tools to design a manufactured

imaginary, or natural shape. This shape will be used to create a unique color wheel; therefore, the size should be somewhat small so that 12 copies of this shape can be used on a full page. When a satisfactory

shape has been made, use the LASSO SELECTION tool to tightly select the object. Then choose the copy command from the edit menu to

make a duplicate on the clip board. Use the paste command to successively copy 12 editions of the shape. These shapes should be

arranged without overlapping to form a continuous, but not necessarily a circular, design. Experiment with flipping and reversing some of the shapes. After achieving an interesting arrangement, assign each shape the appropriate primary, secondary, and intermediate colors by using

the fill tool. Email this to Mrs. Bosco [email protected](intrapersonal)

Magazine Color StudyChoose a hue, then look through

magazines and cut out examples of all the variations of that hue you can find.

Classify the colors into 5 groups: (1) pure hue, (2) dull tint, (3) dull shade, (4) bright tint, (5) bright shade. Glue

examples to a small sheet of white paper and label each group.

(Bodily/ Kinesthetic)

ChartGo outside and find a leaf that has a value of color. You will be starting to look at that leaf with 100% color. From there you will pick out all the colors that you see. Write each color down and give it a % of how much of the leaf it covers. After you have all of your

percents you will divide your square piece of matteboard up by the percents. You will

then color match and fill in each area with the matched color. Finally glue the leaf on

the board in an interesting manner.(Logical/ mathematical)

Free ChoiceColor

Must be approved by Mrs. Bosco

Monet’s feelingStudy Monet’s paintings in figures 6.24 and

6.25 in the book, select one painting and write a paragraph describing and analyzing its tone. Keep in mind that tone is associated with the

feeling Monet has about the scene, how he conveys feeling to the view, and how he encourages the viewer to respond with

emotions to the scene. First make a list of adjectives for the colors and the forms in the painting. Then begin a paragraph using your

lists of words making specific references to the painting.

(Verbal/ linguistic)

InterviewInterview the director of theatre arts to find

out the way that color is used in stage lighting and scenery. In particular, find out

more about transparent gels that are used to filter stage lighting and create various color

effects. Write a proposal directed to the director of theatre, how you plan to create

the lighting effects a play of your choice.(Interpersoanl)

Nature ArtConsider Andy Goldworthy and his nature art. Do some research on his work (thinking about space, color, and line). Go outside and create your own nature art. Take a photo of it and be prepared to

discuss this with the class.(Naturalist)

PosterYou will be exploring how color is used in

advertising, take notes. Choose a common everyday product such as

toothpaste, cereal, or detergent. Identify the color used most often and discuss

why it is used. Use a piece of poster board and advertize one of these products..

(Visual/ spatial)

Physical Education: Tic-Tac-Toe Board

(Multiple Intelligences)

Target: I can think about how I do a drill and improve it.

Verbal/LinguisticListen to or read directions for the drill; perform the drill; write or record a brief reflection of how you did on the skill and how you could improve.

InterpersonalTalk with your partner to teach, encourage & debrief each drill; act as a coach while your partner does the drill.

IntrapersonalPractice the drill, reflect on how it went and how it feels while you do each drill; How can you improve? What will you try next?

Bodily/KinestheticVary the amount of movement different parts of your body makes in each of the drills; how does this affect your performance on each skill?

Your ChoicePlease have this approved by me.

Musical/RhythmicPass to music – when music speed changes, change the speed of the drill; try to pass in a rhythmic pattern; count out loud: 1,2, 3 Kick! For example: does this help or hinder you? Why?

Logical/MathematicalFigure out the parts that make up the whole skill; how can improving the parts affect the whole?

Visual/SpatialDraw a diagram that shows how to do the skill; visualize yourself performing the skill, then do it; use your observation skills to help your partner improve.

NaturalistHow might you classify the skills in all of the drills? What is similar and what is different from drill to drill? How can this knowledge help you improve?

Pizza Builder Choice Board

Orchestra

Task: Build a ‘Pizza’ that represents a genre or style of

music that is interesting to you

Pizza Builder!!

Crust Choices: (Select one) Thin Crust: A solo work for an

unaccompanied instrument or voice Hand Tossed Crust: A work for a

chamber ensemble of 2-15 performers Deep Dish Crust: A work for large

ensemble, over 16 performers Gluten Free Crust: A work for

mechanical or computer based sound generators

Pizza Builder!Sauce Choices: (Select one) Red Sauce: represents music created

for no specific occasion but simply as entertainment.

White Sauce: represents uplifting music created for a specific purpose or cultural event.

Pesto Sauce: represents somber music created for a specific purpose or cultural event.

Barbeque Sauce: represents music created for a festive occasion or cultural event.

Pizza Builder! Toppings: (Select your favorite!) The Middle Ages: A delicious pizza

topped with the sounds of singing Monks, recorders, shawms, and citterns. Note: peasants will be served on traditional wooden utensils; nobles will be served on gold plates.

The Renaissance: A very festive pizza topped with the sounds of crumhorns, hurdy-gurdies, lutes, and essence of sackbut. Note: some toppings have been aged to preserve their potency.

Pizza Builder! Toppings – Con’t: (Select your favorite!) The Baroque: More refined than the

Renaissance, this pizza includes the sounds of the viol family and the harpsichord. Depending on your sauce, you may detect a note of certain brass instruments. Note: This pizza served by a celebrity impersonator dressed as J. S. Bach

The Classical: Very formal in design, this square pizza features the sounds of strings and woodwinds with percussion and occasional brass instruments. You must wear a powdered wig when ordering this pizza.

Pizza Builder! Toppings – Con’t: (Select your favorite!)

The Romantic: A house favorite, this super-sized pizza features your traditional orchestral instrument family – but in twice the proportion. Earplugs recommended.

The Modern: an unusual pizza, this pie pushes forms and shapes to an extreme. Order it with any combination of toppings. Note: crust will be asymmetrical.

The Jazz: you may order the ‘big band’ or ‘combo’ version of this pizza. Each features excellent rhythm and improvised solos. Note: this pizza may not be available if the chef is between sets.

Pizza Builder! Bake and Deliver Your Pizza: You may use the media center as your

information ‘Oven’. Use the media sources available to you to find a piece of music that represents the pizza you have created. You will be preparing your pizza for consumption by the class. When you ‘Serve’ your pizza, be prepared to play either an audio or video with audio clip of the music.

Pizza Builder! Assessment Rubric: Meets or exceeds expectations:

Crust, sauce, and toppings well thought out to produce a representative piece of music with an example that includes the ingredients. Pizza well baked and arrives hot!

Some expectations met: Crust, sauce, and toppings do not combine in a completely

logical way – representative music difficult to categorize, and ingredients not well represented. Pizza may have been baked for too short a time.

Expectations not met: Pizza was missing a major ingredient, or was not baked

sufficiently.

Show-And-Tell Boards

All students have the same TASK, but have a choice of SHOW AND TELL.

Top row – what they could show

Bottom row – what they could tell

Need 1 SHOW & 1 TELL

SHOW The actual musical score in manuscript or print – Note: you will be expected to explain the instrumentation and why it is unusual or significant. (solos only)

A written timeline of significant cultural and musical events surrounding the piece of music you have selected. (Solos or duets only)

Illustrations, photos, graphics or other written evidence explaining the historical significance or personal relevance of the music you have selected. (solos, duets, or trios)

TELL You are a popular radio announcer. Construct a public service announcement advertising a performance of the piece of music you have selected. Create a desire for your listeners to attend. (solos only)

You are a musician involved in a performance of the music you have selected. Create a speech or interview explaining the significance or relevance of the music you chose. (solos or duets only)

You are the composer of the music being examined. Create a speech or interview explaining the significance or relevance of the music you chose. (solos, duets, or trios)

Task: Describe a piece of music from AD 1200 to present in terms of its significance and/or personal relevance.

TARGET: I can write in a technical format.TASK: Write a set of directions for explaining how to use a Web 2.0 Tool.

SHOW Illustrations Diagram or Flow Chart

How-toBrochure

TELL Use topic headings and paragraphs

Use detailed numbered or bulleted steps

Write detailed sentences

Read and write about Hunchback of Notre Dame.

What symbols represented the beliefs held inside cathedrals – animals, gargoyles, flowers.

Find out how cathedrals were engineered.

How do space, light, acoustics, colors, relate to cathedrals.

What is YOU cathedral? How do we measure ourselves vs. wholeness, bigness.

Your own idea of something related to food preparation. Teacher approval required.

Tobacco Prevention: RAFT

TARGET:

I can research information about tobacco prevention that has to do with enhancing health.

Consumer Education Class RAFTIn this RAFT, all students will have a Topic that focus on food safety practices. The Formats are meant to appeal to different learning styles.

Role Audience Format Topic

Raw chicken pieces

Chefs in training Dramatic speech Why foods like me (poultry) require special handling and care of utensils

Cartoon characters

Saturday morning viewers

Jingle, rap, or chant

The importance of cleanliness and washing hands

National Restaurant Organization

Restaurant workers Illustrated Poster or Flow Diagram

Proper care of knives and cutting boards

Bacteria Ground beef Role play or simulation

Dangers of thawing meat out on a counter

Power Company Consumer Relations Dept.

Homeowners who have lost power for 3+ days due to hurricane or ice storm

Consumer Alert messages for broadcast on TV

What to do with items from the refrigerator and freezer that have come to room temperature

Mayonnaise in egg salad

Picnickers Urgent Email Watch out! I’m going to get you!

Review the strategies for INTEREST

Tri-mind choices (Sternberg) Tic Tac Toe choice boards Learning Menus Show and Tell boards Cubes RAFTSWith a partner:

Describe your upcoming unit and a TARGET or 2 that you will be addressing

Choose one of the above strategies and describe how you will use it in your classroom.

How will you connect this learning activity to the TARGET(s)

Tier by:

•Readiness

•Degree of structure

•Need for support

Write a letter to yourself stating at least five key points that you would like to remember about this presentation and how you will use these things in your classroom.

Task Cards/Work Cards

Write a letter to your principal comparing what you learned today to what is happening in your school.

Write a persuasive letter to your school board president convincing him/her that your school district must adopt the philosophy of differentiated instruction in your district.

Tips for Writing Task Cards/Work Cards

Make sure the directions are clearly stated in student-friendly language.

Include specific details (e.g., “Give a minimum of three examples)

Include criteria for quality or a rubric so students clearly know your expectations for their work.

As appropriate, sequence the steps students need to follow.

Include examples or samples of work as necessary.

Explain how students will share their work. Double-check that the directions can be

followed by students independently.

Tiered assignments should be:

-Different work, not simply more or less work-Equally active-Equally interesting and engaging-Fair in terms of work expectations and time needed-Require the use of key concepts, skills, or ideas-Are used as practice or daily work, NOT as an assessment task to be graded.-Learn from each other – share work!

Tiering by Readiness LevelSpanish (clothing unit)- HS

TARGETCommunication (presentation mode)Cultures (products & perspectives)Connections (accessing information)Comparisons (cultural comparison)Communities (within & beyond the school)

Skill: Dribbling and Basketball

Dribble from point A to point B in a straight line with one hand.Switch to the other hand and repeat.Use either hand and develop a new floor pattern

Zigzag one hand then the other handIncreased speedChange pattern to simulate going around an opponent

In and out of pylons as fast as possibleDribble with one hand - partner playing defenseIncrease speed and change hands

Tiered Lesson

Name and define all of the body systems that

work together to perform activities.

●

Create a Beady Neuron and explain each part of

the Neuron.

●

●

How do the Muscular and Skeletal Systems work

with four other systems?

● ●

●

Create another story or paragraph that could be

used to introduce the Endocrine System.

● ● ● ●

Take us through the path of the Digestive System. (Anyway you would like)

● ● ●

● ●

Draw a heart… -Use arrows to show the path of blood -Label the parts of the heart -Lightly shade the parts of the heart blue to show carbon dioxide rich blood - Lightly shade the parts of the heart red to show oxygen rich blood

● ● ● ● ● ●

Name all of the body systems that work together to perform

activities.

●

Create a Beady Neuron

●

●

How do the Muscular and Skeletal Systems work

with each other?

● ●

●

Explain why the story (that was read in class) was used to talk about the Endocrine System.

● ● ● ●

List the path the food you eat will travel.

● ● ●

● ●

Draw a heart… -Use arrows to show the

path of blood -Label the parts of the

heart

● ● ● ● ● ●

Body Systems

Basic

Abstract

Basic Elements Defining the Core CurriculumProcess:Thinking Skills

Content Process:Research Skills

Product

Thinking Skill Subject Matter Research Skills and/or Resources

Culmination or Exhibition

List The causes and effects for the technology evolution in education.

After reading the text, pages 42-49.

Write a paragraph to share the information.

Differentiating the Core:Modifying the Process Element – Thinking SkillsProcess:Thinking Skills


Product

Judge with criteria

The causes and effects for the technology evolution in education.






Differentiating the Core:Modifying the Process Element – Research SkillsProcess:Thinking Skills


Product

Judge with criteria


Interview an technology professor at the university; use the Internet to research; and read the text, Chapter IV.





Differentiating the Core:Modifying the Product Element

Process:Thinking Skills


Product

Judge with criteria



Write an editorial and debate the positive and negative consequences of the technology evolution in education.




Differentiating the Core:Modifying the Content ElementProcess:Thinking Skills


Product

Judge with criteria

The use of technology for first, drill and practice & tutorial programs, to secondly, productivity tools, to thirdly, data-driven virtual learning that contributed to the causes and subsequent effects of the technology evolution in education.


Write an editorial and debate the positive and negative consequences of the technology evolution in education.




Review the strategies for READINESS

Task cards Think dots

With a partner:

Describe your upcoming unit and a TARGET or 2 that you will be addressing

Choose one of the above strategies and describe how you will use it in your classroom.

How will you connect this learning activity to the TARGET(s)

Documents

READING AND WRITING AND THE COMMON CORE FOR TECHNICAL SUBJECTS Jacque Melin