Reading and writing and the common core for technical subjects

1. Reading and writing and the common core for technical subjects Jacque Melin

2. 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.

3. Focus on Informational Text(shared responsibility) 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

4. Focus on Informational Text and Writing(shared responsibility) 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

5. Reading Standardsfor 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.

6. Close Reading • 5 Strategies

7. 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.

8. 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.

9. 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.

10. 4. Left margin: What is the author SAYING? • This is where the chunking comes into play. • In the left margin, have students summarizeeach 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.

11. 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.

12. Writing Standardsfor 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)

13. What is Argument?

14. Arguments are used to

15. 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.

16. Argument is NOT Persuasion

17. Claims of Cause & Effect • Claims of Definition or Fact • Types of Claims • Claims about Values • Claims about Solutions or Policies

18. Types of Claims Claims of Cause & Effect Claims of Definition or Fact • Argues what a definition is or if something accepted as a “fact” is really so Argues that one person, thing, or event caused something else to occur

19. Types of Claims Claims about Values Claims about Solutions or Policies • Argues for or against specific approaches to problems Argues the worth of something and whether we value it or not

20. 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

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

22. Next Steps for Implementation of Literacy Standards • 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

23. 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.

24. Examples • Music • Students may read the lyrics of a song and determine the composer’s main idea portrayed through his or her arrangement and word choice.

25. Examples • Theatre • Students 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.

26. Examples • Visual Arts • Students 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.

27. Art and Color: Choice Board(Triarchic Intelligences) Target: I can analyze the use of color in painting.

29. Physical Education: Choice Board (Triarchic Intelligences) TARGET: I can communicate, cooperate, be a member of a team and enjoy participating in physical activity.

31. Food Pyramid: Choice Board (Triarchic Intelligences) TARGET: I can explain the changes in the food pyramid.

33. Tic-Tac-Toe Board (Multiple Intelligences) Target: I can explain color and/or color theory.

35. Physical Education: Tic-Tac-Toe Board (Multiple Intelligences) Target: I can think about how I do a drill and improve it.

37. Pizza Builder Choice Board Orchestra Task: Build a ‘Pizza’ that represents a genre or style of music that is interesting to you

38. 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

39. 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.

40. 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.

41. 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.

42. 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.

43. 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.

44. 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.

45. 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

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

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

48. 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. Your own idea of something related to food preparation. Teacher approval required. How do space, light, acoustics, colors, relate to cathedrals. What is YOU cathedral? How do we measure ourselves vs. wholeness, bigness.

49. Tobacco Prevention: RAFT TARGET: I can research information about tobacco prevention that has to do with enhancing health.