Meeting the Language Demands of the Common Core in Family and Consumer Sciences

1. Meeting the Language Demands of the Common Core in Family and Consumer Sciences Ruth E. Dohner, Ed.D., CFCS OATFCS Annual Conference, 2014, Hilton Easton The Ohio State University College of Education and Human Ecology Family and Consumer Sciences Education

2. What is Common Core? • Standards communicate what is expected of students at each grade level. • English Language Arts Common Core standards are integrated in all other content areas. • Guides College and Career Readiness • Created by the National Governors Association Center for Best Practices, Council of Chief State School Officers • Forty-five states, the District of Columbia, four territories, and the DOD have adopted the Common Core Standards. http://www.corestandards.org/

3. Common Core Standards Language Demands • Interpret words and phrases as they are used in a text, • determining technical, connotative, and figurative meanings, and • analyze how specific word choices shape meaning or tone. • Acquire and use accurately general academic and domain-specific words and phrases, • sufficient for reading, writing, speaking, and listening at the college and career readiness level; • demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

4. “Low Prep, No Prep” Fold Graphic Organizer for Language Demands

5. Academic Language Demands in Common Core The specific way academic language is used by students to participate in learning tasks through reading, writing, speaking, listening, thinking to show understanding. • Academic Vocabulary • Structure • Function • Discourse

6. Language Demands Academic Vocabulary: Specialized and Technical Structure: Grammar, Syntax, Signal Words, Frames and Templates Function: Action Verbs, classroom “doing” Discourse: Way to discuss (controversy), Explain or present…

7. Language Demand Purpose for a Lesson: Examples • Academic Vocabulary: Recognize, define, and write and describe aloud terms and abbreviations in a recipe. • Structure: Uncover the conventions of a recipe to retell the recipe sequence using signal words. • Function: Use compare and contrast signal words to write a summary of a Venn. • Discourse: Use complete sentences to describe global elements of a recipe.

8. Language Demand: Vocabulary • Specialized : Words with various meanings – natural… fresh… whole… plants or animals • Technical: FCS specific vocabulary Use Vocabulary Activities that are Context Specific, Not Front Loaded • Vocabulary Snapshot • Draw it! Define it! Know It! • Defining Vocabulary for Deep Meaning

9. Vocabulary Snapshots: Context specific Directions: Write the vocabulary word, your definition, and draw a “snapshot” that represents the meaning of the word. Developed by Dr. Dianna McCune at www.TheHow2Doc.com

10. Draw It! Define It! Know It!: All Tools and terms in Recipe

11. Defining Vocabulary for Deep Meaning

12. Academic Vocabulary: Specialized and Technical Got it! Almost there! Teach me more! Thumbs Up Sideways Down

13. Language Demand: Structure • Signal Words: If… then…; because …; First…, next, finally…; between… • Frames: sentences using key vocabulary and functional words and phrases that show comparison, sequencing, description, cause and effect… • Templates: Mold, guide, pattern for consistency and organization. • Syntax:set of conventions for organizing words, symbols and phrases • Grammar: Complete sentences, punctuation…

14. Template: Compare/Contrast Comparisons: Common Core Skill See YouTube Shillingford Organics, England

15. Frame for Writing a Comparison Summary Using Signal Words Compare Signal Words (use each only once): When Comparing Similarities Differences Also Unlike Whereas Considering On the Other Hand In comparison Ironically However Major In addition Introduction: In comparing _____ and _____ they are ________________________________ Essential Question #1: ____________________________________________________________________________ Essential Question #2: ____________________________________________________________________________ Essential Question #3: ____________________________________________________________________________ Conclusion: It appears that______________________________________________________

16. Writing Frame Using Signal Words for QAWHY?

17. Structure: Syntax and Template Syntax: organizer of symbols and words Template or Frame: To create a label for a recipe

18. Syntax or Set of Rules For Recipe Language Read Recipe to Plan to Cook Honey Roasted Root Vegetables What is roast, root? Wash, cold cooked rice Ingredients, tools, terms, What do you have, need? Main course or side; # Wash, chop roots, sauté …vegetables are tender, stirring every 15 minutes Begin to brown • Title • Read the recipe for “hidden” • Read it again and make lists – • Miseen place • Time and yield • Respect the order • Respect the comma, semicolon • Is it done yet?

19. Honey-Roasted Root Vegetables Cooking Light OCTOBER 2005 Honey amplifies the natural sugars of the caramelized vegetables in this dish. If you can't find tupelo honey, substitute another medium-color, floral variety, such as dandelion, loosestrife, or orange blossom. Yield: 8 servings (serving size: 1/2 cup) Ingredients 2 cups coarsely chopped peeled sweet potato (about 1 large) 1 1/2 cups coarsely chopped peeled turnip (about 2 medium) 1 1/2 cups coarsely chopped parsnip (about 2 medium) 1 1/2 cups coarsely chopped carrot (about 2 medium) 1/4 cup tupelo honey 2 tablespoons olive oil 1/2 teaspoon salt 3 shallots, halved Cooking spray Preparation Preheat oven to 450°. Combine all ingredients except the cooking spray in a large bowl; toss to coat. Place vegetable mixture on a jelly-roll pan coated with cooking spray. Bake at 450° for 35 minutes or until vegetables are tender and begin to brown, stirring every 15 minutes. Nutritional Information- Amount per servingCalories: 118 ; Calories from fat: 27%; Fat: 3.5g; Saturated fat: 0.5g; Monounsaturated fat: 2.5g; Polyunsaturated fat: 0.4g; Protein: 1.3g; Carbohydrate: 21.7g; Fiber: 2.3g; Cholesterol: 0.0mg; Iron: 0.5mg; Sodium: 171mg; Calcium: 33mg

20. Syntax of a recipe: Reading a Recipe

21. Template: Common Job Application Elements

22. Language Demand: Structure Get it! Don’t get it!

23. Language Demand: FunctionWords or Active Verbs Active Verbs Noted in Learning Outcomes: Show: Knowing when to apply; how to apply; and why to apply. Analyze: Break something down into its parts, essential elements. Compare: to find likenesses; Signal: similarly, both, alike, same Contrast: to find differences; Signal: however, but, instead, neither Identify: point out, find, discover Describe: tell in your own words, tell, report Classify:

24. Safe Knife Skills Checklist: MasteryShow: Knowing when to apply; how to apply; and why to apply.

25. Classification of Vegetables Vegetables Group Name Group Name Group Name Classify Vegetables: Bulbs: grow below the surface and consist of layers or clustered segments. Tubers: Grow underground on the root of a plant Roots: a long or round shaped taproot, grows straight down from stem.Flowers: Stems: Fruits:Seeds: Fungi:Leaves: Other: roots, stems, leaves and shoots;inflorescence (Flowers are reproductive organ)more like fruits. Grab5! Curriculum Pack. (n.d.). Retrieved from http://www.sustainweb.org/g5cp/s3_s5.htm Grouping Rule Vegetable… Vegetable… Vegetable… Vegetable… Classification of Fruits Retrieved from http://science.dadeschools.net Classify and categorize: Common Core Langauage

26. Vegetable Memory Photos Students will bring in photos 3X3 inch photos of vegetables in the growing state and as it is eaten, “real food”. They will post on the board and there are no duplicates. Once the cards are developed they become a memory game. Everyone in the room must play the game during the week. As they play they must label the vegetable and description of how it grows and how we might eat it (raw, salad, steamed) as real food. This strategy was created by Brooke Dionisio, Student Teacher, The Ohio State University

27. Vegetable Memory Card Game The Vegetable Memory Game was produced by Brooke Scheiderer, FCS ED student The Ohio State University

28. Name That Vegetable… and How It Grows

29. Language Function: Fist to Five - Got

30. Language Demand: Discourse - the structure of written or oral language • Way to discuss a controversial topic • Explain in writing or aloud • Presenting what they know • Ways to problem solve • Providing leadership • How to pull information from a written or oral source and document it.

31. References Common Core State Standards Initiative: Preparing America’s students for college and careers. (2012).Retrieved from http://www.corestandards.org/ Fisher, D. and Frey, N. (2014). Better learning through structured teaching: A framework for the gradual release of responsibility (2nd ed.). Alexandria VA: ASCD. Frey, N. and Fisher, D. (2011). The formative assessment action plan: practical steps to more successful teaching and learning. Alexandria VA: ASCD. Heacox, D. (2009). Making differentiation a habit: How to ensure success in academically diverse classrooms. Minneapolis MN: Free Spirit Publishing Inc. Moss, C.M. and Brookhart, S.M. (2012). Learning Targets: Helping students aim for understanding in today’s lesson. Alexandria VA: ASCD. Sprenger, M. (2013). Teaching the critical vocabulary of the Common Core: 55 words that make or break student understanding. Alexandria VA: ACSD.

32. Use Academic Language Demands Best Wishes this School Year Contact me dohner.1@osu.edu