Strength of Character and College Ready RSW Model for ... · PDF fileStrength of Character and College Ready Developed by Dr. Tandi Pressley and Dr. Jo-ne Bourassa May, 2012 . 2

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RSW Model for Content Literacy

Strength of Character and College Ready

Developed by Dr. Tandi Pressley and Dr. Jo-ne Bourassa

May, 2012

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Table of Contents

I. Introduction

a. Reflection 1 3 b. Training Presentation 4 c. Notes Page 7

II. Reading

a. Science Training Example 1 10 b. Science Training Example 2 13 c. Social Studies Training Example 1 16 d. Social Studies Training Example 2 19

e. Training Strategy Descriptions 22 f. Reflection 2 34

III. Seminar

a. Training Example – Socratic Seminar 37 b. Directions for the Socratic Seminar 40 c. Reflection 3 46

IV. Writing

a. Training Presentation 48 b. Informative 50 c. Expository / Argumentative 51 d. Training Examples 55 e. Content Area Writing Rubric – Science 56 f. Content Area Writing Rubric – Social Studies 58 g. Writing Across the Curriculum Using Thinking Maps 60 h. Reflection 4 62

V. RSW Process & Portfolio

a. RSW Process 65 b. RSW Planning Sheet 66 c. RSW Monitoring Checklist 68

VI. Additional Resources

a. Literacy Resources – Science 70 b. Literacy Resources – Social Studies 71 c. Additional Reading Strategies 73 d. Academic Word List 89 e. Literacy Standards for Reading in History / Social Studies 92 f. Literacy Standards for Reading in Science/Technical Subjects 94 g. Literacy Standards for Writing in History, Social Studies, Science

and Technical Subjects 96

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Reflection 1 – What do you do in your classroom now?

Take a minute to think about what you currently do in your classroom dealing with

reading outside of the textbook, talking about content, and writing about content. After 5 minutes of personal reflection, create a tree map with you table and post it on the wall.

Current Practices

Reading Writing Speaking

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Training Overview

CCGPS Literacy Standards

• Grades 6-12

• Reading/History, Social Studies

• Reading/Science and Technical Subjects

• Writing /History, Social Studies, Science, and Technical Subjects

• Literacy Standards are embedded in the K-5 ELA Standards of CCGPS

FACTSFACTSFACTSFACTS

• ELA & Math have new content standards. Science and Social Studies do not (yet).

• All references to “Reading Across the Curriculum” standards from GPS will be replaced with these standards.

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• CCGPS will not dictate how teachers should teach but allow schools and teachers to decide how best to help students reach the standards.

• The Literacy Standards for Reading in science, social studies, and technical subjects mandate standards for reading in accessing text within the course.

We are already doing some reading and writing in science and social studies. What

are we NOT NOT NOT NOT doing?

Teachers need to be able to answer Teachers need to be able to answer Teachers need to be able to answer Teachers need to be able to answer YESYESYESYES to the following questions:to the following questions:to the following questions:to the following questions:

Are my students……..

• citing evidence?

• pinpointing central ideas?

• explaining the meaning of symbols in text?

• capable of easily maneuvering through the textbook?

• writing papers that argue for or against an issue?

• writing regularly in science and/or social studies class?

• producing written explanations based on data collected in investigations?

• able to read and comprehend non-fiction or technical texts?

• conducting short as well as more sustained research projects ?

How many of these are evident in the classrooms at your school?

The Format of the StandardsThe Format of the StandardsThe Format of the StandardsThe Format of the Standards

• The reading and writing standards are numbered 1-10 and divided into three

grade bands: 6-8, 9-10, 11-12.

• For example in science: ELACC6ELACC6ELACC6ELACC6----8RS8RS8RS8RST1, ELACC9ELACC9ELACC9ELACC9----10RS10RS10RS10RST1, and ELACC11ELACC11ELACC11ELACC11----12RS12RS12RS12RST1 represents all three bands of Reading standard #1 on citing textual evidence.

As you move from the lower to the higher grade bands, the standards become more complex. This will mean scaffolding and explicit, direct instruction needed at

beginning of a grade band continuum (grade 9). More independence expected near the end of the grade-band continuum (grade 10).

The purpose of the Reading Standards:

� A progressive development of reading comprehension so students gain more from what they read

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� Students read much more content-specific material

� Emphasis on the importance of grade-level texts that are of appropriate difficulty and are increasingly sophisticated

� Synthesize quantitative and technical information, including facts presented in

maps, timelines, flowcharts, or diagrams

The purpose of the Writing Standards:

Emphasis on writing to persuade, to explain, and to convey real or imagined experience

The literacy writing standards indicate that science and social studies teachers The literacy writing standards indicate that science and social studies teachers The literacy writing standards indicate that science and social studies teachers The literacy writing standards indicate that science and social studies teachers should……………should……………should……………should……………

� expect students to compose persuasive written arguments.

� focus on use of reason & evidence to substantiate an argument or claim.

� emphasize ability to conduct research – short projects and sustained inquiry.

� require students to incorporate technology as they create, refine, and collaborate on writing.

� require students to write using subject specific vocabulary.

� include student writing samples that illustrate the criteria required to meet the standards.

Giving students as many opportunities as possible to write in the content is key to

helping students master these writing literacy standards……

Some examples include….

� Lab report write- up

� Ticket out the Door paragraph (to answer the EQ)

� Blog entry of an opinion (legalizing human cloning in the USA or the use of strip searches)

� Position paper

� Science fiction story or Historical fiction

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� A first-person dairy- (a day in the life of a predator-prey or Abraham Lincoln)

� First person news article of a major event (Eruption of Mt. Vesuvius)

� Travel guide of a journey of an item (oxygen molecule in bloodstream or down the ancient Nile River)

� Children’s book (the 6 kingdoms or the Dark Ages)

� Show a YouTube Video (Example: CNN and its special on Arsenic and apple juice) and have students:

• summarize in writing the purpose.

• cite evidence of the claim.

• support or refute the claim based on the information.

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SUMMARY

CUE WORDS or QUESTIONS NOTES WRITTEN

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Before Reading Before Reading Before Reading Before Reading –––– Article Set 1Article Set 1Article Set 1Article Set 1 ScienceScienceScienceScience

Anticipation GuideAnticipation GuideAnticipation GuideAnticipation Guide

Class: Class: Class: Class: Biology Unit:Unit:Unit:Unit: Organization GPS:GPS:GPS:GPS: SB3.d

Readings:Readings:Readings:Readings:

1. Trefil, J. (1996). Are viruses going to get us all?. 101 Things you don’t know about science and no one else does either. New York: Houghton Mifflin.

2. Preston, R. (1994). The Hot Zone. New York: Anchor Books.

Instructions:Instructions:Instructions:Instructions:

1. Before reading the selected articles, react to each statement in the Before Reading column individually and be prepared to support your position.

2. At your table explain your initial responses to each statement 3. Read the selections to find evidence that supports or rejects each statement. 4. After reading the text, react to each statement in the After Reading column to

determine if you have changed your mind about any of the statements.

Before Reading After Reading AgreeAgreeAgreeAgree DisagreeDisagreeDisagreeDisagree StatementStatementStatementStatement Page Page Page Page

where where where where evidence evidence evidence evidence is foundis foundis foundis found

AgreeAgreeAgreeAgree DisagreeDisagreeDisagreeDisagree

Viruses are living cells.

We will never be able to cure all viral diseases.

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During Reading During Reading During Reading During Reading ---- Article Set 1Article Set 1Article Set 1Article Set 1 ScienceScienceScienceScience

SplitSplitSplitSplit----page (Twopage (Twopage (Twopage (Two----Column notes, Cornell notes)Column notes, Cornell notes)Column notes, Cornell notes)Column notes, Cornell notes)

Write a memorable sentence, quote,

or key word from the selection along

with a page number.

Write the definition, give an example, and make a connection to your life.

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After Reading Article Set 1After Reading Article Set 1After Reading Article Set 1After Reading Article Set 1 ScienceScienceScienceScience

RAFT RAFT RAFT RAFT –––– Role, Audience, Format, TopicRole, Audience, Format, TopicRole, Audience, Format, TopicRole, Audience, Format, Topic


1. Determine the role or perspective the information could be re-presented 2. Define the target audience 3. Determine the best method to communicate information

4. What is the topic you want to convey?

RoleRoleRoleRole AudienceAudienceAudienceAudience FormatFormatFormatFormat TopicTopicTopicTopic Virus (personified) or a virus hunter

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Before Reading Before Reading Before Reading Before Reading –––– Article Set 2Article Set 2Article Set 2Article Set 2 ScienceScienceScienceScience


Readings: Readings: Readings: Readings:

1. Malakoff, D. (April 26, 2012). Flu Research moratorium should continue, Fauci says. Science Insider. Retrieved on May 7, 2012 from http://news.sciencemag.org/scienceinsider/2012/04/flu-research-moratorium-

should.html 2. One H5N1 paper finally goes to press; second green lighted. (May 4, 2012). Science.

www.sciencemag.org

Frayer ModFrayer ModFrayer ModFrayer Modelelelel

1. Brainstorm a list of words and ideas related to the concept and then work together at your table to complete a Frayer Model. 2. Create a definition of the concept in your own words.

DefinitionDefinitionDefinitionDefinition

IllustrationsIllustrationsIllustrationsIllustrations

ExamplesExamplesExamplesExamples

NonNonNonNon----examplesexamplesexamplesexamples





Scientific ResearchScientific ResearchScientific ResearchScientific Research

BiosecurityBiosecurityBiosecurityBiosecurity

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During Reading During Reading During Reading During Reading ––––Article Set 2 ScienceArticle Set 2 ScienceArticle Set 2 ScienceArticle Set 2 Science

Coding


1. Choose 2–3 codes of the codes below to engage and interact with text and to monitor your comprehension as you read.

2. Write your reaction codes on the page margins, lined paper inserts, or sticky notes.

Possible Codes:Possible Codes:Possible Codes:Possible Codes:

+ New Information

* I know this information

? I don’t understand / I have questions

P Problem

S Solution

C Connections

X I disagree

√ I agree

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After Reading After Reading After Reading After Reading –––– Article Set 2 ScienceArticle Set 2 ScienceArticle Set 2 ScienceArticle Set 2 Science

SPAWN


Write a paragraph addressing the SPAWN prompt below.

P - How can the government ensure our safety from bioterrorism and still ensure the freedom of information exchange among scientists?

SPAWN Descriptions SPAWN Descriptions SPAWN Descriptions SPAWN Descriptions

S – special powers (Students can change something in the text and predict what would happen)

P – problem solving (Select a problem or conflict and have them create a solution or advice to solve the problem)

A – alternative viewpoint (Have the students write from a unique perspective)

W – What if? (Change something in the text and have the students write from the

viewpoint of the thing that has changed)

N – next (Predict what happens after the story or text ends)

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Before Reading Before Reading Before Reading Before Reading –––– Article Set 1Article Set 1Article Set 1Article Set 1 Social StudiesSocial StudiesSocial StudiesSocial Studies

Anticipation GuideAnticipation GuideAnticipation GuideAnticipation Guide

Class: Class: Class: Class: US History Unit: Unit: Unit: Unit: 3 GPS: GPS: GPS: GPS: SSUSH5.d

Readings:Readings:Readings:Readings:

1. http://www.nytimes.com/2012/04/03/us/justices-approve-strip-searches-for-any-

offense.html?pagewanted=all 2. (US Constitution) 3. Joan Biskupic, USA TODAY Updated 1/24/2012 Industrial Society and Its Future

Theodore John "Ted" Kaczynski (1995)

4. Enemy of the State (1998 Movie) 5. Joan Biskupic, USA TODAY Updated 1/24/2012


1. Before reading the selected articles, react to each statement in the Before Reading column individually and be prepared to support your position.

2. At your table explain your initial responses to each statement. 3. Read the selections to find evidence that supports or rejects each statement. 4. After reading the text, react to each statement in the After Reading column to

determine if you have changed your mind about any of the statements.

Before Reading After Reading AgreeAgreeAgreeAgree DisagreeDisagreeDisagreeDisagree StatementStatementStatementStatement Page Page Page Page

where where where where evidence evidence evidence evidence is foundis foundis foundis found

AgreeAgreeAgreeAgree DisagreeDisagreeDisagreeDisagree

The Fourth Amendment prohibits strip searches of people arrested for minor offenses not involving drugs or violence, unless officials had a reasonable suspicion that they were carrying contraband.

Pat-downs and metal detectors are proven methods of detecting contraband on jailed inmates.

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During Reading During Reading During Reading During Reading ---- Article Set 1 Article Set 1 Article Set 1 Article Set 1 Social StudiesSocial StudiesSocial StudiesSocial Studies

SplitSplitSplitSplit----page (Twopage (Twopage (Twopage (Two----Column notes, Cornell notes)Column notes, Cornell notes)Column notes, Cornell notes)Column notes, Cornell notes)

Select a sentence or quote from the article.

Explain why you agree or disagree with that sentence/quote.

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After Reading Article Set 1 After Reading Article Set 1 After Reading Article Set 1 After Reading Article Set 1 Social StudiesSocial StudiesSocial StudiesSocial Studies

RAFT RAFT RAFT RAFT –––– Role, Role, Role, Role, Audience, Format, TopicAudience, Format, TopicAudience, Format, TopicAudience, Format, Topic


1. Determine the role or perspective the information could be re-presented 2. Define the target audience 3. Determine the best method to communicate information

4. What is the topic you want to convey?

RoleRoleRoleRole AudienceAudienceAudienceAudience FormatFormatFormatFormat TopicTopicTopicTopic Role (the 4th Amendment personified)

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Before Reading Before Reading Before Reading Before Reading –––– Article Set 2 Article Set 2 Article Set 2 Article Set 2 Social StudiesSocial StudiesSocial StudiesSocial Studies


Readings: Readings: Readings: Readings:

1. http://www.nytimes.com/2012/04/03/us/justices-approve-strip-searches-for-any-offense.html?pagewanted=all

2. (US Constitution)

3. Joan Biskupic, USA TODAY Updated 1/24/2012 Industrial Society and Its Future Theodore John "Ted" Kaczynski (1995)

4. Enemy of the State (1998 Movie) 5. Joan Biskupic, USA TODAY Updated 1/24/2012

Frayer ModelFrayer ModelFrayer ModelFrayer Model

1. Brainstorm a list of words and ideas related to the concept and then work together at your table to complete a Frayer Model. 2. Create a definition of the concept in your own words.


IllustrationIllustrationIllustrationIllustration




IllustrationIllustrationIllustrationIllustration



LibertyLibertyLibertyLiberty

SecuritySecuritySecuritySecurity

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During Reading During Reading During Reading During Reading ––––Article Set 2 Article Set 2 Article Set 2 Article Set 2 Social StudiesSocial StudiesSocial StudiesSocial Studies

Coding


1. Choose 2–3 codes of the codes below to engage and interact with text and to monitor your comprehension as you read.

2. Write your reaction codes on the page margins, lined paper inserts, or sticky notes.


+ New Information

* I know this information

? I don’t understand / I have questions

P Problem

S Solution

C Connections

X I disagree

√ I agree

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After Reading After Reading After Reading After Reading –––– Article Set 2 Article Set 2 Article Set 2 Article Set 2 Social StudiesSocial StudiesSocial StudiesSocial Studies

SPAWN


Write a paragraph addressing the SPAWN prompt below.

Refute or defend Kaczynski's thesis in Industrial Society and Its Future (1995).


S – special powers (Students can change something in the text and predict what would

happen)

P – problem solving (Select a problem or conflict and have them create a solution or advice

to solve the problem)


W – What if? (Change something in the text and have the students write from the viewpoint of the thing that has changed)


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Anticipation Guide

Description Description Description Description This is a questioning strategy that assesses prior knowledge and assumptions at the pre-reading stage and evaluates the acquisition of concepts and use of supporting evidence after reading. (Herber, 1978; Duffelmeyer & Baum, 1992) Purpose Purpose Purpose Purpose Use before, during, and after reading to: • Forecast and cue major concepts in the text to be read • Motivate students to want to read text to see if prior knowledge is confirmed or

disproved • Require students to make predictions • Activate students’ existing background knowledge and set purpose for reading text • Focus readers on the main ideas presented in text • Help readers assess for misconceptions and reader-text discrepancies • Create active interaction between reader and text • Provide pre- and post-assessment information Directions Directions Directions Directions 1. Identify the important ideas and concepts students should focus on when reading. 2. Create 4–6 statements that support or challenge students’ beliefs, experiences, and preexisting ideas about the topic. The statement should be reasonably answered either way. 3. Set up a table for student responses like the example below. Vary the anticipation and reaction categories as appropriate to the specific content, such as true/false, supported by evidence/not supported by evidence, or accurate/misrepresentation. BEFORE READING BEFORE READING BEFORE READING BEFORE READING AFTER READING AFTER READING AFTER READING AFTER READING

Agree Agree Agree Agree Disagree Disagree Disagree Disagree Statement Statement Statement Statement Page(s) Page(s) Page(s) Page(s) where where where where evidence evidence evidence evidence found found found found

Agree Agree Agree Agree Disagree Disagree Disagree Disagree

4. Before reading the text, have students react to each statement in the Before Reading column individually and be prepared to support their position. 5. In small groups or as a whole class, ask students to explain their initial responses to each statement. 6. Ask students to read the selection to find evidence that supports or rejects each statement. 7. After reading the text, ask students to react to each statement in the After Reading column to determine if they have changed their minds about any of the statements.

Before, During, or After Reading

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Extensions Extensions Extensions Extensions • For debatable topics, add two response columns—one for the student, one for the

author—so the opinions can be compared and contrasted. • Have students use additional sources of information to support opinions. • Ask students to rewrite any false statements based on the reading, individually or in

cooperative groups.

Science Science Science Science Before, during, and after reading a global warming report issued by international scientists Have students anticipate and react to the text, using the response headings of Supported by Evidence/ Not Supported by Evidence, including statements such as: • Increasingly hotter temperatures around the globe show global warming is occurring. • Hurricanes will continue to increase in frequency, especially in southern locations. • Human causes are the leading reason for global warming.

Social Studies Social Studies Social Studies Social Studies Before, during, and after reading an informational Web site on voting Have students anticipate and react to the text, using the response headings of Accurate/ Misrepresentation, including statements such as: • More people voted for Independents in 2004 than in 2000. • More people switched parties in the 2004 election than in the previous four elections.

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Frayer Model

Description Description Description Description A Frayer Model is a graphic organizer that helps students form concepts and learn new vocabulary by using four quadrants on a chart to define examples, non-examples, characteristics, and non-characteristics of a word or concept. (Frayer, 1969) Purpose Purpose Purpose Purpose Use before or after reading to: • Help students form an understanding of an unknown word or concept • Help students differentiate between a definition of a concept or vocabulary word and

those characteristics associated with it Directions Directions Directions Directions 1. Select the word or concept to be defined using the Frayer Model. 2. Show the Frayer Model and explain the four quadrants. 3. Model how to use the Frayer Model to define a concept using a simple example students can understand.





4. Have students brainstorm a list of words and ideas related to the concept and then work together to complete a Frayer Model. Students may need to use a dictionary or glossary for “clues.” 5. Have students create a definition of the concept in their own words. Extensions Extensions Extensions Extensions • Describe rationale for examples and non-examples. • Use the Frayer Model as a note taking strategy during reading. • Change the titles of the boxes to include concept development categories.

Concept Word

Before or After Reading

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Science Science Science Science ––––ExampleExampleExampleExample Before and after viewing a video about the properties and changes of properties in matter Before the video, use the Frayer Model strategy for one of the film’s concepts, telling students they will be creating a Frayer Model for a term or concept they do not fully understand during the video. After the video, have students work in pairs to create a Frayer Model for the term or concept each student found difficult. Have each pair exchange their Frayer Models with another pair and offer feedback and additional ideas.

Social Studies Social Studies Social Studies Social Studies –––– ExampleExampleExampleExample Before, during, and after reading about and taking a self-assessment of personality styles in a psychology course Have each student create a Frayer Model about his/her personality style that was revealed in the self-assessment, working alone or with others of the same style, as they prefer. Then, group students with different styles together to share their Frayer Models and explain their differing traits and behaviors.

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Coding / Comprehension

DescriptionDescriptionDescriptionDescription

This strategy helps students engage and interact with text and monitor comprehension as they read.

PurposePurposePurposePurpose

Use during reading to:

• Support content area learning by focusing on key concepts

• Provide a way for students to engage in a dialogue with the author

• Help students identify how they process information while reading

• Help students identify what is difficult in the text so they can select and apply comprehension strategies to support their reading

• Develop metacognitive awareness and ability to monitor one=s own comprehension

DirectionsDirectionsDirectionsDirections

1. Explain that this strategy helps readers monitor their reading so they can identify what they do or don’t understand.

2. Choose 2–3 codes that support the purpose of the reading and reinforce targeted literacy

habits and skills.

3. Model the strategy using an overhead or whiteboard. Do a Think-Aloud while marking the codes so students witness the metacognitive process.

4. Guide the students in applying the coding strategy. Review the codes and have students code their reactions as they read on the page margins, lined paper inserts, or sticky notes.


+ New information

* I know this information ? I don’t understand / I have questions P Problem S Solution

C Connection

√ I agree X I disagree

During Reading

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ExtensionsExtensionsExtensionsExtensions

• Have students compare and discuss how they coded sections of the text.

• After students are comfortable with coding using the teacher-provided codes, encourage them to develop additional codes appropriate to the purpose for reading a particular text.

Science Science Science Science During reading of a local newspaper in an integrated science course Have students color code (with highlighters or sticky notes) information in the newspaper to identify science-related topics, such as: yellow = earth science pink = life science orange = physical science

Social Studies Social Studies Social Studies Social Studies During and after reading a world map Ask students to scan their text in small groups to locate information and code geographical characteristics related to upcoming instruction, such as: $ = many natural resources, such as oil # = highly populated ^ = early civilizations * = places I want to visit

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Two-Column Note Taking

Description Description Description Description A two-column note taking strategy that can be used with text, lectures, or when viewing media presentations to help students organize their thinking about specific content. It is sometimes called a double-entry journal when used with fictional text or when the focus is on a student’s personal response to the text instead of on “taking notes.” Purpose Purpose Purpose Purpose Use during and after reading to: • Create a user-friendly system to record important ideas, related details, and the

relationships between concepts • Help students remember important points and deepen their understanding of content • Help students organize information and thoughts for thinking, writing, studying, or

presenting Directions Directions Directions Directions 1. Students divide their paper into two columns with a 1:2 ratio. 2. Mark the columns with the appropriate headings. Ideas for possible headings:

Column 1Column 1Column 1Column 1 Column 2Column 2Column 2Column 2 Keyword Main idea Cause Concept Issue

Definition Detail Effect Example Connection to own life

3. Model how to do the following: In the left-hand column, write a sentence, quote, or key

word from the selection along with the page number. In the right-hand column, write the definition, give an example, and make a connection to your life.

4. Provide the specific words, quotes, etc., in the left-hand column that you want students to respond to while reading/listening. 5. Have students complete two-column notes independently, making sure the headings fit the reading/purpose for reading. Extensions Extensions Extensions Extensions • Students share their responses with others and solicit feedback.

During or After Reading

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• Students can use two-column notes as study guides, support for writing essays/summaries, or to take notes from films or lectures.

Science Science Science Science After reading each chapter and completing the related lab or applied task Have students keep a weekly journal to record their understanding of how science changes cause varied effects and reactions. Weekly topic: __________________ Example: Magnetism CauseCauseCauseCause EEEEffectffectffectffect Motion of electric charge

Produces a magnetic field

Interactions among adjacent iron atoms

Large clusters of the atoms line up with each other

A magnet is broken into two pieces

Each piece retains equally strong poles

Placing pieces of iron in strong magnetic fields or stroking a piece of iron with a magnet

A permanent magnet is made

Social Studies Social Studies Social Studies Social Studies During reading about the powers of the presidency in U.S. history Have students take notes as they read about the powers of the presidency and explain presidential implementation of the power. PowerPowerPowerPower Implementation of Implementation of Implementation of Implementation of

PowerPowerPowerPower The President is chief executive officer

The President appoints the heads of the departments who together make up the Cabinet. The President is responsible for the conduct of everyone in the executive branch.

The President is chief diplomat

The President has direct responsibility for the conduct of foreign affairs and shares this power with the Senate, which approves treaties and confirms the appointment of diplomats

The President is commander in chief

The President controls all correspondence between the U.S. and foreign governments and requests a declaration of war when relations reach the point where war must be declared.

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Role- Audience-Format-Topic (RAFT)


This strategy asks students to creatively analyze and synthesize the information from a particular text or texts by taking on a particular role or perspective, defining the target audience, and choosing an appropriate written format to convey their understanding of the content topic. (N. Vandervanter, in Adler 1982; Santa, 1988)


Use before, during, and after reading to:

• Enhance comprehension of main ideas, organization, and point of view

• Process information and reflect in unusual ways about concepts they have read

• Provide a creative, authentic way of communicating what was learned that can enhance students’ engagement in writing or presentation tasks

• Encourage students to consider perspectives different than their own

• Help students communicate what they have learned using their preferred learning styles

DirectionsDirectionsDirectionsDirections

1. Explain that a RAFT is a strategy that provides a way to creatively analyze and synthesize the information from a particular text or texts by taking on a particular Role or perspective, defining the target Audience, and choosing an appropriate written Format to

convey their understanding of the content Topic.

2. Model how to brainstorm and select the four components of a RAFT for students using a

simple text or well-known concept/topic.

Example of a teacher-created RAFT assignment for Global Warming and Pollution Unit

Directions: Choose a role, audience, format, and topic that interests you from this list or create your own choices that will help you effectively summarize what you learned in this unit.

RoleRoleRoleRole AudienceAudienceAudienceAudience TargetTargetTargetTarget FormatFormatFormatFormat Environmental Scientist

US Congress Power point presentation

The need to immediately enforce pollution


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laws. CEO of Pollution producing product

The corporation’s lawyers in a class action suit by consumers to halt productions

Data charts that show pollution has not caused temperature change

Product manufacturing is not causing temperature change.

Person whose parent died from a pollution causing illness

Michael Moore Interview for the movie Sicko

Why global warming is a personal crisis as well as a national and global crisis.

Acid rain (personified as if it was a person)

Manufacturing managers at an annual conference

Protest song The destruction of nature by mankind.

3. Assign a text for students to read. Before reading, note the different perspectives in the

text. 4. Brainstorm possible roles, audiences, formats, and topics related to the text that

students may use to design their preferred RAFT. See the next page for some generic ideas for roles, audiences, and formats to stimulate thinking. Selected RAFT elements should be related directly to the text reading that lend themselves to summarizing what has been learned.

5. Students select the four components that most interest them to communicate their

learning. Extensions Extensions Extensions Extensions • When first learning the RAFT strategy, have students work in cooperative groups. • Have individual students or small groups brainstorm the four RAFT components rather

than using the teacher-created list. • Have students publish their RAFT writing/presentations to authentic audiences.

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SPAWN


Each letter of this acronym stands for a category of writing or thinking prompts: special powers, problem solving, alternative viewpoints, what if?, and next. Students are given a new prompt to consider for each content area lesson and their responses can be written,

discussed or represented in a creative way. Eventually students can use the acronym to generate their own prompts for one another. This is a great strategy for extending newly acquired knowledge.


Use before, during, and after reading to tap various levels of text processing

- Post-instructional strategy - Can be used in groups - Don’t grade writing harshly – simply let them write - May want to use one of the following for a prompt (using all may be too

overwhelming)


S – special powers (Students can change something in the text and predict what would happen)

P – problem solving (Select a problem or conflict and have them create a solution or advice to solve the problem)


W – What if? (Change something in the text and have the students write from the

viewpoint of the thing that has changed)


Examples

Special Powers - You have the power to disrupt one of the links in a food chain for Arctic

wolves. What would you change, why, and what would happen as a result of your change?

Problem Solving – The latest figures available have placed unemployment at over 10 percent on American inner cities. Give as many possible solutions to the problem as you

can.


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Alternative Viewpoints – We have been reading about experiments in conditioned responses conducted by Pavlov. Retell his famous experiment from the dog’s point of view.

What If – Your text had just introduced the problem of measuring using three dimensional figures. What would happen if the world we live in was only two dimensional? When writing, think of all the three dimensional objects we deal with daily?

Next – We have been discussing the ways in which the government is planning to dispose of nuclear waste in Nevada. What do you think the government must do next to make this plan happen?

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Reflection 2Reflection 2Reflection 2Reflection 2aaaa:::: What are some resources (periodicals, books, websites) that you can use to select content related reading passages? Take 5 minutes to reflect on this individually, then combine your ideas with those of your table mates on a table Circle Map to be posted.

Reading Resources for

_________________

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Reflection 2b:Reflection 2b:Reflection 2b:Reflection 2b: Once you have thought about possible reading resources, complete the flow chart for Before, During, and After reading strategies that could be used with any of the resources you listed.

During ReadingDuring ReadingDuring ReadingDuring Reading

Before ReadingBefore ReadingBefore ReadingBefore Reading

After ReadingAfter ReadingAfter ReadingAfter Reading

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Seminar Prompts

ScienceScienceScienceScience


ObjectiveObjectiveObjectiveObjective: The articles selected provide an extension of the concept of viruses and their

relation to the organization of life.

Seminar Question:Seminar Question:Seminar Question:Seminar Question: Is some biological research too dangerous to conduct or publish?

Social StudiesSocial StudiesSocial StudiesSocial Studies


Objective: Objective: Objective: Objective: How has the interpretation of the Constitution and the Bill of Rights changed in order to protect liberty and order to American society? EQ United States History Unit 3 Frameworks (anticipation guide)

Seminar Prompt: Seminar Prompt: Seminar Prompt: Seminar Prompt: “Those who surrender freedom for security will not have, nor do they deserve, either one.” ― Thomas Jefferson How well is modern America balancing security and freedom?

Instructions: Instructions: Instructions: Instructions:

• Read the selected articles in your content area.

• Choose and complete 5 of the following questions to stimulate your thinking about the articles you read.

• What puzzles me is… • I’d like to talk with people about… • I’m confused about… • Don’t you think this is similar to… • Do you agree that the big ideas seem to be… • I have questions about… • Another point of view is… • I think it means… • Do you think… • What does it mean when the author says… • Do you agree that…

38

SUMMARY

NOTES WRITTEN CUE WORDS or QUESTIONS

39

Student Handout Student Handout Student Handout Student Handout Socratic SeminarSocratic SeminarSocratic SeminarSocratic Seminar Discussion Partner EvaluationDiscussion Partner EvaluationDiscussion Partner EvaluationDiscussion Partner Evaluation

Name of person you are observing Your name Seminar Topic Date 1) Record a check for each time your partner contributed in a meaningful way:

____ ____ ____ ____ ____ ____ ____ ____ ____ ____ 2) On a scale of 1-5, with 5 being the highest, how well did your partner do at the following?

_____ Analysis and Reasoning • Did your partner…. • Cite reasons and evidence for his/her statements with support from the text? • Demonstrate that they had given thoughtful consideration to the topic? • Provide relevant and insightful comments? • Demonstrate organized thinking? • Move the discussion to a deeper level?

Notes/Comments: _____ Discussion Skills

• Did your partner… • Speak loudly and clearly? • Stay on topic? • Talk directly to other students rather than the teacher? • Stay focused on the discussion? • Invite other people into the discussion? • Share air time equally with others (didn’t talk more than was fair to others)?

Notes/Comments: _____ Civility

• Did your partner… • Listen to others respectfully? • Enter the discussion in a polite manner? • Avoid inappropriate language (slang, swearing)? • Avoid hostile exchanges? • Question others in a civil manner?

Notes/Comments:

40

Socratic Seminar

Summary Summary Summary Summary The National Paideia Center, which has developed extensive materials on using seminars in classrooms, defines a Socratic seminar as a ‘collaborative, intellectual dialogue facilitated with open-ended questions about a text.’ StuStuStuStudent Handouts: dent Handouts: dent Handouts: dent Handouts: Open-Ended Questions and/or Critical Reasoning Analysis Sheet, Discussion Partner Evaluation PurposePurposePurposePurpose The purpose of a Socratic Seminar is to achieve a deeper understanding about the ideas and values in a text. In the Seminar, participants systematically question and examine issues and principles related to a particular content, and articulate different points-of-view. The group conversation assists participants in constructing meaning through disciplined analysis, interpretation, listening, and participation. BackgroundBackgroundBackgroundBackground In a Socratic Seminar, the participants carry the burden of responsibility for the quality of the discussion. Good discussions occur when participants study the text closely in advance, listen actively, share their ideas and questions in response to the ideas and questions of others, and search for evidence in the text to support their ideas. The discussion is not about right answers; it is not a debate. Students are encouraged to think out loud and to exchange ideas openly while examining ideas in a rigorous, thoughtful, manner. Key ElementsKey ElementsKey ElementsKey Elements There are several basic elements of a Seminar: • Text • Classroom Environment • Questions TextTextTextText All participants read the text in advance. The text (or article, film clip, or other artifact) should contain important and powerful ideas and values. It should be at the appropriate level for the students in terms of complexity, and should relate directly to core concepts of the content being studied. A certain degree of ambiguity or potential for different interpretations also makes for richer discussion. It is extremely helpful to number the paragraphs in a text so that participants can easily refer to passages. Classroom EnvironmentClassroom EnvironmentClassroom EnvironmentClassroom Environment The classroom should be arranged so that students can look at each other directly. A circle or square works well. Some teachers like to use desks and have students use name card tents; others prefer simply to use chairs without desks. The discussion norms should be prominently posted. Some teachers like to also post the initial key question.

41

QuestionsQuestionsQuestionsQuestions Prepare several questions in advance, in addition to questions that students may bring to class. Questions should lead participants into the core ideas and values and to the use of the text in their answers. Questions must be open-ended, reflect genuine curiosity, and have no ‘one right answer’! Choose one question as the key interpretive question of the seminar to focus on and begin discussion. During the seminar, use particular questions to move the discussion along. Towards the end of the seminar, some teachers like to use closing questions that encourage participants to apply the ideas to their personal experiences and opinions. Answering these closing questions does not require use of the text but provides students with the chance to share their own perspectives. Lastly, debriefing questions help students reflect on the process of the seminar. • Sample questions to serve as the key question • Sample questions to serve as the key question • Sample questions to serve as the key question • Sample questions to serve as the key question or interpret the text:or interpret the text:or interpret the text:or interpret the text: What is the main idea or underlying value in the text? What is the author’s purpose or perspective? What does (a particular phrase) mean? What might be a good title for the text? What is the most important word/sentence/paragraph? • Sample questions to move the discussion along:• Sample questions to move the discussion along:• Sample questions to move the discussion along:• Sample questions to move the discussion along: Who has a different perspective? Who has not yet had a chance to speak? Where do you find evidence for that in the text? Can you clarify what you mean by that? How does that relate to what (someone else) said? Is there something in the text that is unclear to you? Has anyone changed their mind? • Sample questions to bring the discussion back to students in closing:• Sample questions to bring the discussion back to students in closing:• Sample questions to bring the discussion back to students in closing:• Sample questions to bring the discussion back to students in closing: How do the ideas in the text relate to our lives? What do they mean for us personally? Why is this material important? Is it right that….? Do you agree with the author? • Sample debriefing questions:• Sample debriefing questions:• Sample debriefing questions:• Sample debriefing questions: Do you feel like you understand the text at a deeper level? How was the process for us? Did we adhere to our norms? Did you achieve your goals to participate? What was one thing you noticed about the seminar?

Seminar StructureSeminar StructureSeminar StructureSeminar Structure The Seminar can be divided into three time periods:

42

Before the Seminar Before the Seminar Before the Seminar Before the Seminar • Introduce the seminar and its purpose (to facilitate a deeper understanding of the ideas and values in the text through shared discussion). • Have students read the text. They may use one of several formats to process the information. The Open-Ended Questions and/or the Critical Reasoning Analysis Sheet can be used to help students understand the content. These can be used as the ‘ticket’ to participate in the seminar. Share any expectations related to assessment. • Review the Discussion Norms

In addition to the classroom discussion norms you may have already set, it is important to include the following norms, or ones that are similar: • Don’t raise hands • Listen carefully • Address one another respectfully • Base any opinions on the text Additional norms might include • Address comments to the group (no side conversations) • Use sensitivity to take turns and not interrupt others • Monitor ‘air time’ • Be courageous in presenting your own thoughts and reasoning, but be flexible and willing to change your mind in the face of new and compelling evidence

During the Seminar During the Seminar During the Seminar During the Seminar • Be seated at the level of the students and remind them to address each other and not you! • Pose the key question. • Ask participants to relate their statements to particular passages, to clarify, and to elaborate. • If the conversation gets off track, refocus students on the opening question by restating it. • Use additional questions to move the discussion along. • Invite those who have not spoken into the conversation. Some teachers use talking chips (each student is allotted a number of chips that they use when they make a contribution) or a talking chain (asking each person to comment or pass in a circle). The chips may be especially useful when working with very young children but should be used only until students ‘get the idea’. • You may wish to record for your own purposes the main ideas discussed and the contributions people make (using a shorthand or diagram) to refer to as you facilitate. • It can be helpful to summarize the main points made in the discussion, either at a quiet point or towards the end of the discussion. After the Seminar After the Seminar After the Seminar After the Seminar • Ask debriefing questions of the students. • Share your own experience with the seminar as a facilitator.

43

Interpretive QuestionsInterpretive QuestionsInterpretive QuestionsInterpretive Questions The core of the Socratic Seminar is devoted to considering interpretive questions. These are questions that ask students to interpret the text. They should be genuine questions - ones that you are also interested in. No single right answer exists, but arguments can be made to support different positions. Students need to make their points using passages from the text to answer these questions. Sample interpretive questions might ask for the values evidenced by the author within the text, or might ask students to choose the most important word/sentence/paragraph and describe why it is the most important. Literal QuestionsLiteral QuestionsLiteral QuestionsLiteral Questions Literal questions are used by some teachers at the very beginning of a seminar, to ensure comprehension of the text. These are questions that can be answered directly from the text. The answers are contained within the text and are stated clearly. Sample literal questions might ask for an important text detail, fact, or quote. Evaluative QuestionsEvaluative QuestionsEvaluative QuestionsEvaluative Questions Evaluative questions are sometimes used at the very end of a seminar, to allow students to share their own positions and opinions. Answers to evaluative questions rely on student’s own experiences, not on the text itself. Students will not need to cite particular passages to answer these questions. Sample evaluative questions might ask for student opinions about the author’s position, or how the ideas in the text relate to their own lives. Using Interpretive, Literal, and Evaluative QuestionsUsing Interpretive, Literal, and Evaluative QuestionsUsing Interpretive, Literal, and Evaluative QuestionsUsing Interpretive, Literal, and Evaluative Questions A Socratic discussion is a text-based discussion in which an individual sets their own interpretations of the text alongside those of other participants. The aim is a mutual search for a clearer, wider and deeper (‘enlarged’) understanding of the ideas, issues, and values in the text at hand. It is shared inquiry, not debate; there is no opponent save the perplexity all persons face when they try to understand something that is both difficult and important. Variation: FishbowlVariation: FishbowlVariation: FishbowlVariation: Fishbowl If you have a large class, it may be helpful to divide the students into two groups and use a fishbowl format. One half of the class is in the ‘center’ facing each other and discussing the text, while the remainder is on the ‘outside’ observing and listening. Members of the outer circle can take notes or use an evaluation form to track the overall conversation or to focus on specific participants. The Rubric for Evaluating Classroom Discussions, as well as the Socratic Seminar Fishbowl Discussion Partner Evaluation could be used for this purpose. During the seminar, some teachers reserve an empty ‘hotseat’ for those in the outer circle who really want to jump in to make a contribution and then leave. At the end of the conversation, the outer circle can share their observations. The groups then switch to allow the outside group a chance to discuss.

44

AssessmentAssessmentAssessmentAssessment A rubric for evaluating a Socratic Seminar discussion is provided in the assessment section. This rubric may also prove useful to students who are evaluating other students

or reflecting on their own participation.

45

Student Handout Socratic Seminar OpenOpenOpenOpen----EndeEndeEndeEnded Questions d Questions d Questions d Questions

When preparing for a Socratic Seminar, write questions using these sentence frames to stimulate your thinking about the article(s) you read. Choose and complete 5 of the following:

• What puzzles me is… • I’d like to talk with people about… • I’m confused about… • Don’t you think this is similar to… • Do you agree that the big ideas seem to be… • I have questions about… • Another point of view is… • I think it means… • Do you think… • What does it mean when the author says… • Do you agree that…

Write your sentence frame questions below.

46

Reflection 3:Reflection 3:Reflection 3:Reflection 3: With your table create a tree map over possible issues that you could discuss in a Socratic Seminar. Have a different branch for each class represented at your table. Feel free to modify the Tree map as needed. Use the poster paper to create a table map to

put on the wall.

Possible Discussion Issues for Socratic Seminar

Subject

1 Subject Subject

47

48

Using Evidence in Writing

Examples Examples Examples Examples Lady Macbeth wants power, and through her control of Macbeth, tries to achieve her goal without experiencing guilt. When Macbeth—witnessing the blood on his own hands—feels remorse for Duncan’s murder, Lady Macbeth chastises him by saying, “A little water clears us of this deed. / How easy it is then!” (2.2.66.67). Although her “hands are of [his] colour” (2.2.63) because she has framed the guards, she does not share Macbeth’s intense guilt since she has avoided committing murder herself.

In As I Lay Dying, Cash’s acts of devotion reveal that love, a verb more than a noun, is selfless. Before her death, he toiled to make his mother’s life less burdensome, completing Jewel’s chores—“work that pa still thought Jewel was doing and that ma thought Dewey

Dell was doing” (119)—without recognition. As Addie dies, Cash labors unceasingly in the rain, “soaked, scrawny, and tireless” (69), to construct a coffin that will provide a fitting burial for his mother. Cash functions without concern for himself and conveys the theme that love involves action instead of words.

Expose Expose Expose Expose After clearly expressing an idea, introduce the evidence and provide context.

ExplainExplainExplainExplain Provide an explanation of the

significance of the Evidence and reveal how the evidence supports your idea.

Excerpt Excerpt Excerpt Excerpt Cite the evidence. If a quotation, introduce it at the beginning of your

sentence.

49

Writing Theme Statements

Step one: Step one: Step one: Step one: You must first decide on the topic of the literary work. Choose an abstract concept like unrequited love, freedom, abuse, jealousy, self-pity, or fear of the dark that the work explores. Then, finish this sentence: The ____________ ___________________ by _______________ (genre) (title) (author) is about _____________________________________. (topic/abstract concept) Step two: Step two: Step two: Step two: Now, you need to state what the literary work expresses about the topic. If a poem is about jealousy, what idea does it express about that concept? Finish by inserting a clause to complete the following statement: The ____________ __________________ by _________________ (genre) (title) (author) is about _________________________ and reveals that _______ (topic/abstract concept) _____________________________________________________. (opinion statement about topic)

50

Writing an Informative Essay

The goal of an informative essay is not to present your opinion, but "to inform or educate the audience on a given topic" (The KU Handbook for Writers, 2008, p. 102).

Your informative essay might

• explain something most readers won’t know

• present the latest research on a topic

• define a complex term

• compare and contrast opposing viewpoints

• analyze a cause-effect relationship

• teach readers how to solve a problem or apply knowledge

Sample Informative EssaysSample Informative EssaysSample Informative EssaysSample Informative Essays One of the best ways to understand how to write an informative essay is to look at how someone else has already done it.

Suicide Bombings—Example of Informative Essay

Boyd’s Triangulation Method

51

What is an Expository Essay?

The expository essay is a genre of essay that requires the student to investigate an idea, evaluate evidence, expound on the idea, and set forth an argument

concerning that idea in a clear and concise manner. This can be accomplished

through comparison and contrast, definition, example, the analysis of cause and effect, etc.

The structure of the expository essay is held together by the following:

A clear, concise, and defined thesis statement that occurs in the first paragraph of

the essay.

It is essential that this thesis statement be appropriately narrowed to follow the

guidelines set forth in the assignment. If the student does not master this portion of the essay, it will be quite difficult to compose an effective or persuasive essay.

Clear and logical transitions between the introduction, body, and conclusion.

Transitions are the mortar that holds the foundation of the essay together. Without logical progression of thought, the reader is unable to follow the essay’s

argument, and the structure will collapse.

Body paragraphs that include evidential support.

Each paragraph should be limited to the exposition of one general idea. This will

allow for clarity and direction throughout the essay. What is more, such conciseness creates an ease of readability for one’s audience. It is important to

note that each paragraph in the body of the essay must have some logical connection to the thesis statement in the opening paragraph.

Evidential support (whether factual, logical, statistical, or anecdotal).

Often times, students are required to write expository essays with little or no preparation; therefore, such essays do not typically allow for a great deal of

statistical or factual evidence.

A bit of creativity!

Though creativity and artfulness are not always associated with essay writing, it is

an art form nonetheless. Try not to get stuck on the formulaic nature of expository writing at the expense of writing something interesting. Remember, though you

may not be crafting the next great novel, you are attempting to leave a lasting impression on the people evaluating your essay.

52

A conclusion that does not simply restate the thesis, but readdresses it in light of

the evidence provided.

It is at this point of the essay that students will inevitably begin to struggle. This is the portion of the essay that will leave the most immediate impression on the

mind of the reader. Therefore, it must be effective and logical. Do not introduce any new information into the conclusion; rather, synthesize and come to a

conclusion concerning the information presented in the body of the essay.

53

Argumentative Essays: Getting StartedArgumentative Essays: Getting StartedArgumentative Essays: Getting StartedArgumentative Essays: Getting Started

According to The Holt Handbook* (HH), an argumentative essay argumentative essay argumentative essay argumentative essay takes a position on an issue using logic and evidence to convince readers. Choosing a Debatable Topic Choosing a Debatable Topic Choosing a Debatable Topic Choosing a Debatable Topic Since an argumentative essay is an attempt to change the way people think, it should focus on a debatable topic—one over which reasonable people disagree. Factual statements that reasonable people do not disagree over are not suitable for argument. Example: Example: Example: Example: Fact: First-year students are not required to purchase a meal plan from the university. Debatable topic: First-year students should be required to purchase a meal plan from the university. Developing an Argumentative Thesis Developing an Argumentative Thesis Developing an Argumentative Thesis Developing an Argumentative Thesis Argumentative Thesis: Argumentative Thesis: Argumentative Thesis: Argumentative Thesis: After choosing a topic, you will need to state your opinion in an argumentative thesis that takes a strong stand about your topic. This thesis will act as the foundation for the rest of your argument. Antithesis: Antithesis: Antithesis: Antithesis: An antithesis is a statement that takes an arguable position opposite of your original thesis. Formulating an antithesis is the best way to make sure that your thesis does take a stand. If you can create an antithesis, your thesis statement takes a stand, if not, then your statement needs further revision in order to be argumentative. Example: Example: Example: Example: Thesis Statement: Term limits would improve government by bringing people with fresh ideas into office every few years. Antithesis: Term limits would harm government because elected officials would always be inexperienced. Defining Terms Defining Terms Defining Terms Defining Terms Be careful to use precise terms in your thesis statement. Try to avoid vague or judgmental words such as wrong, right, good, bad, and immoral. Example: Example: Example: Example: Vague: Censorship of the Internet would be wrong. Clear: Censorship of the Internet would unfairly limit free speech.

54

Elements of an Argumentative Essay Elements of an Argumentative Essay Elements of an Argumentative Essay Elements of an Argumentative Essay

• Introduction • Background • Thesis statement • Arguments in Support of Your Thesis • Refutation of Opposing Arguments • Conclusion

Checklist: Argumentative Essays Checklist: Argumentative Essays Checklist: Argumentative Essays Checklist: Argumentative Essays √ Is your topic debatable? √ Does your essay develop argumentative thesis? √ Have you adequately defined terms used for your argument? √ Have you taken into consideration the values, beliefs, opinions of your audience? √ Have you refuted opposing arguments? √ Have you supported your claims with evidence? √ Have you established credibility? √ Have you documented all information that was not your own? √ Have you been fair? √ Have you constructed logical arguments? √ Have you avoided logical fallacies? √ Have you provided your readers with adequate background information? √ Have you presented your points in a clear and concise manner and organized them understandably? √ Have you written an interesting introduction and a strong conclusion to your paper?

*6th ed. The Holt Handbook and/or the 4th ed. Brief Handbook.

55

Training Examples

ScienceScienceScienceScience


Informative WritingInformative WritingInformative WritingInformative Writing –––– Formal LabFormal LabFormal LabFormal Lab ReportReportReportReport

Writing Prompt: Complete a formal Lab report for your Cell Lab

Expository Writing Expository Writing Expository Writing Expository Writing –––– Position StatementPosition StatementPosition StatementPosition Statement

Writing Prompt: Review your position on research and bioterrorism. Using information from your readings, the seminar discussion, and class notes defend your position using

evidence.

Social StudiesSocial StudiesSocial StudiesSocial Studies


Informative Writing: Informative Writing: Informative Writing: Informative Writing:

Writing Prompt: Using your readings, ideas from the seminar discussion, and class notes, discuss the history and purpose of the 4th Amendment to the US Constitution. Expository Writing Expository Writing Expository Writing Expository Writing –––– Position StatementPosition StatementPosition StatementPosition Statement

Writing Prompt: Review your position on Kaczynski's thesis in Industrial Society and Its Future (1995). Using evidence from your readings, seminar discussion and class notes, defend your position.

56

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an

izati

onO

rgan

izati

onO

rgan

izati

onO

rgan

izati

on

20%

20%

20%

20%

• C

lear

an

d l

ogic

al

pro

gres

sion

of

id

eas

• S

tron

g in

trod

uct

ory

para

grap

h, su

pp

orti

ng

para

grap

hs

an

d c

oncl

ud

ing

•

Som

e ev

iden

ce o

f a l

ogic

al

pro

gres

s of

id

eas

•

Intr

odu

ctor

y p

ara

grap

h,

sup

por

tin

g p

ara

grap

hs

an

d

con

clu

din

g p

ara

grap

h

• L

imit

ed e

vid

ence

of

a l

ogic

al

pro

gres

sion

of

idea

s • In

trod

uct

ory

para

grap

h a

nd

co

ncl

ud

ing

para

grap

h w

ith

li

mit

ed s

up

por

tin

g

•

Lack

s ev

iden

ce o

f a l

ogic

al

pro

gres

sion

of

idea

s •

Lack

s in

trod

uct

ory

para

grap

h,

sup

por

tin

g p

ara

grap

hs

an

d/o

r co

ncl

ud

ing

para

grap

h

57

para

grap

h

• S

oph

isti

cate

d t

ran

siti

on

con

veys

rel

ati

onsh

ips

am

ong

idea

s an

d p

ara

grap

hs

• In

clu

des

for

matt

ing

(hea

din

gs)

an

d g

rap

hic

s to

aid

in

com

pre

hen

sion

•

Ap

pro

pri

ate

use

of

tran

siti

on b

etw

een

p

ara

grap

hs

•

Typ

icall

y in

clu

des

fo

rmatt

ing

(hea

din

gs)

an

d

grap

hic

s to

aid

in

co

mp

reh

ensi

on

para

grap

hs

• R

epet

itiv

e u

se o

f tr

an

siti

on

• M

ay

incl

ud

e so

me

form

att

ing

(hea

din

gs)

an

d g

rap

hic

s to

aid

in

com

pre

hen

sion

•

Inef

fect

ive

or o

veru

sed

tr

an

siti

on

•

Incl

ud

es l

ittl

e or

no

fo

rmatt

ing

(hea

din

gs)

or

grap

hic

s to

aid

in

co

mp

reh

ensi

on

Dev

elop

men

tD

evel

opm

ent

Dev

elop

men

tD

evel

opm

ent

20%

20%

20%

20%

• C

lear

focu

s m

ain

tain

ed f

or

inte

nd

ed a

ud

ien

ce

• S

tron

g th

esis

sta

tem

ent

for

dev

elop

men

t of

in

form

ati

ve

an

d p

ersu

asi

ve w

riti

ng

• S

tron

g u

se o

f ex

am

ple

s,

evid

ence

or

rele

van

t d

etail

s

• A

deq

uate

foc

us

main

tain

ed

for

inte

nd

ed a

ud

ien

ce

• A

deq

uate

th

esis

sta

tem

ent

for

dev

elop

men

t of

in

form

ati

ve

an

d p

ersu

asi

ve w

riti

ng

• S

uff

icie

nt

use

of

exam

ple

s,

evid

ence

or

rele

van

t d

etail

s

• S

ome

evid

ence

of

focu

s fo

r in

ten

ded

au

die

nce

• L

imit

ed t

hes

is s

tate

men

t fo

r d

evel

opm

ent

of i

nfo

rmati

ve

an

d p

ersu

asi

ve w

riti

ng

• S

ome

use

of

exam

ple

s,

evid

ence

or

sup

por

tin

g d

etail

s

• L

ack

s fo

cus

for

inte

nd

ed

au

die

nce

• L

ack

s th

esis

sta

tem

ent

for

dev

elop

men

t of

in

form

ati

ve a

nd

p

ersu

asi

ve w

riti

ng

• L

ack

s su

ffic

ien

t ex

am

ple

s,

evid

ence

or

oth

er s

up

por

tin

g d

etail

s

Sen

ten

ce

Sen

ten

ce

Sen

ten

ce

Sen

ten

ce

Str

uct

ure

Str

uct

ure

Str

uct

ure

Str

uct

ure

1

0%

10%

10%

10%

Sop

his

tica

ted

sen

ten

ce

stru

ctu

re; co

mp

lete

an

d c

orre

ct

sen

ten

ces

Min

or e

rror

s in

sen

ten

ce

stru

ctu

re

Som

e er

rors

in

sen

ten

ce

stru

ctu

re (

erro

rs i

n m

ore

com

ple

x se

nte

nce

s b

egin

to

d

etra

ct)

Con

tain

s fr

agm

ents

an

d/o

r ru

n-

ons

(err

ors

in m

ore

com

ple

x se

nte

nce

s d

etra

ct)

W

ord

W

ord

W

ord

W

ord

C

hoi

ce/G

ram

mar

Ch

oice

/Gra

mm

ar

Ch

oice

/Gra

mm

ar

Ch

oice

/Gra

mm

ar

Use

Use

Use

Use

1

0%

10%

10%

10%

Con

sist

ent

gram

mar

usa

ge

•

Su

bje

ct/v

erb a

gree

men

t •

Sin

gula

r/p

lura

l n

oun

s •

Ver

b (

ten

se a

nd

usa

ge)

•

Pro

nou

n u

sage

•

Ad

ject

ive/

Ad

verb

Som

ewh

at

con

sist

ent

gra

mm

ar

usa

ge

•

Su

bje

ct/v

erb a

gree

men

t •

Sin

gula

r/p

lura

l n

oun

s •

Ver

b (

ten

se a

nd

usa

ge)

•

Pro

nou

n u

sage

•

Ad

ject

ive/

Ad

verb

Sev

eral

inco

nsi

sten

cies

in

gr

am

mar

usa

ge

•

Su

bje

ct/v

erb a

gree

men

t •

Sin

gula

r/p

lura

l n

oun

s •

Ver

b (

ten

se a

nd

usa

ge)

•

Pro

nou

n u

sage

•

Ad

ject

ive/

Ad

verb

Fre

qu

ent

inco

nsi

sten

cies

in

gr

am

mar

usa

ge

•

Su

bje

ct/v

erb a

gree

men

t •

Sin

gula

r/p

lura

l n

oun

s •

Ver

b (

ten

se a

nd

usa

ge)

•

Pro

nou

n u

sage

•

Ad

ject

ive/

Ad

verb

M

ech

an

ics

Mec

han

ics

Mec

han

ics

Mec

han

ics

10%

10%

10%

10%

M

ay

have

min

or e

rror

s •

Pu

nct

ua

tion

•

Cap

ita

liza

tion

•

Sp

elli

ng

Nee

ds

litt

le o

r n

o ed

itin

g

Som

e er

rors

•

Pu

nct

ua

tion

•

Cap

ita

liza

tion

•

Sp

elli

ng

Nee

ds

edit

ing

bu

t d

oesn

’t

imp

ede

read

abil

ity

Fre

qu

ent

erro

rs

•

Pu

nct

ua

tion

•

Cap

ita

liza

tion

•

Sp

elli

ng

Beg

ins

to i

mp

ede

read

abil

ity

Con

sist

ent

erro

rs

•

Pu

nct

ua

tion

•

Cap

ita

liza

tion

•

Sp

elli

ng

Imp

edes

rea

dabil

ity

58

Co

nte

nt

Ar

ea

Wr

itin

g R

ub

ric

–S

oc

ial

Stu

die

s G

ra

de

s 6

-12

C

rite

ria

Cri

teri

aC

rite

ria

Cri

teri

a

4

4 4

4 – –––

Mee

ts t

he

Sta

nd

ard

Mee

ts t

he

Sta

nd

ard

Mee

ts t

he

Sta

nd

ard

Mee

ts t

he

Sta

nd

ard

(E

xper

t)(E

xper

t)(E

xper

t)(E

xper

t)

3

3 3

3 – –––

Gen

erall

y M

eets

th

e G

ener

all

y M

eets

th

e G

ener

all

y M

eets

th

e G

ener

all

y M

eets

th

e S

tan

dard

Sta

nd

ard

Sta

nd

ard

Sta

nd

ard

(P

ract

itio

ner

)(P

ract

itio

ner

)(P

ract

itio

ner

)(P

ract

itio

ner

)

2

2 2

2 – –––

Part

iall

y M

eets

P

art

iall

y M

eets

P

art

iall

y M

eets

P

art

iall

y M

eets

th

e th

e th

e th

e S

tan

dard

Sta

nd

ard

Sta

nd

ard

Sta

nd

ard

(A

pp

ren

tice

)(A

pp

ren

tice

)(A

pp

ren

tice

)(A

pp

ren

tice

)

1

1 1

1 – –––

Min

imall

y M

eets

th

e S

tan

dard

Min

imall

y M

eets

th

e S

tan

dard

Min

imall

y M

eets

th

e S

tan

dard

Min

imall

y M

eets

th

e S

tan

dard

(N

ovic

e)(N

ovic

e)(N

ovic

e)(N

ovic

e)

Con

ten

t C

onte

nt

Con

ten

t C

onte

nt

Com

mu

nic

ati

onC

omm

un

icati

onC

omm

un

icati

onC

omm

un

icati

on

30%

30%

30%

30%

•

Inte

rpre

tati

on o

f d

ata

/in

form

ati

on s

up

por

ted

co

ncl

usi

ons,

an

d r

ais

ed n

ew

qu

esti

ons

or w

as

ap

pli

ed t

o n

ew c

onte

xts

•

Dis

agr

eem

ents

wit

h

data

/in

form

ati

on r

esol

ved

w

hen

ap

pro

pri

ate

•

Pre

cise

ly a

nd

ap

pro

pri

ate

ly

use

d s

ocia

l st

ud

ies

term

inol

ogy

•

Pro

vid

ed e

vid

ence

of

in-

dep

th, so

ph

isti

cate

d

un

der

stan

din

g of

rel

evan

t so

cial

stu

die

s co

nce

pts

, p

rin

cip

les,

or

theo

ries

(big

id

eas)

•

Rev

ised

pri

or

mis

con

cep

tion

s w

hen

ap

pro

pri

ate

•

Ext

ensi

ve s

up

por

t of

cla

ims

wit

h e

vid

ence

•

Eff

ecti

ve a

ckn

owle

dge

men

t of

an

tith

eses

(a

rgu

men

tati

ve)

•

Eff

ecti

ve r

efu

tati

on o

f an

tith

esis

(arg

um

enta

tive

)

•

Ap

pro

pri

ate

ly u

sed

data

to

sup

por

t co

ncl

usi

ons

•

Ap

pro

pri

ate

ly u

sed

soc

ial

stu

die

s te

rmin

olog

y •

Pro

vid

ed e

vid

ence

of

un

der

stan

din

g of

rel

evan

t so

cial

stu

die

s co

nce

pts

, p

rin

cip

les

or t

heo

ries

(big

id

eas)

•

Ap

pro

pri

ate

su

pp

ort

of

claim

s w

ith

evi

den

ce

•

Ap

pro

pri

ate

ack

now

led

gem

ent

of

an

tith

eses

(arg

um

enta

tive

) •

Ap

pro

pri

ate

ref

uta

tion

of

an

tith

esis

(arg

um

enta

tive

)

•

Con

clu

sion

s n

ot

sup

por

ted

or

wer

e on

ly

part

ly s

up

por

ted

by

da

ta

•

Use

d s

ome

rele

van

t so

cial

stu

die

s te

rmin

olog

y •

Min

imal

refe

ren

ce t

o re

leva

nt

soci

al

stu

die

s co

nce

pts

, p

rin

cip

les,

or

theo

ries

(big

id

eas)

•

Min

imal

sup

por

t of

cl

aim

s w

ith

evi

den

ce

•

Min

imal

ack

now

led

gem

ent

of

an

tith

eses

(a

rgu

men

tati

ve)

•

Min

imal

refu

tati

on o

f an

tith

esis

(a

rgu

men

tati

ve)

•

No

use

, or

mos

tly

inap

pro

pri

ate

use

of

soci

al

stu

die

s te

rmin

olog

y •

No

men

tion

or

inap

pro

pri

ate

re

fere

nce

s to

rel

evan

t so

cial

stu

die

s co

nce

pts

, p

rin

cip

als

, or

th

eori

es (

big

id

eas)

•

No

sup

por

t of

cla

ims

wit

h

evid

ence

•

No

ack

now

led

gem

ent

of

an

tith

eses

(arg

um

enta

tive

) •

No

refu

tati

on o

f an

tith

esis

(a

rgu

men

tati

ve)

Org

an

izati

onO

rgan

izati

onO

rgan

izati

onO

rgan

izati

on

20%

20%

20%

20%

•

Cle

ar

an

d l

ogic

al

pro

gres

sion

of

idea

s •

Str

ong

intr

odu

ctor

y p

ara

grap

h, su

pp

orti

ng

para

grap

hs

an

d c

oncl

ud

ing

para

grap

h

•

Sop

his

tica

ted

tra

nsi

tion

co

nve

ys r

elati

onsh

ips

am

ong

idea

s an

d

para

grap

hs

•

Som

e ev

iden

ce o

f a l

ogic

al

pro

gres

s of

id

eas

•

Intr

odu

ctor

y p

ara

grap

h,

sup

por

tin

g p

ara

grap

hs

an

d

con

clu

din

g p

ara

grap

h

•

Ap

pro

pri

ate

use

of

tran

siti

on;

tran

siti

on

bet

wee

n p

ara

grap

hs

•

Typ

icall

y in

clu

des

fo

rmatt

ing

(hea

din

gs)

an

d

•

Lim

ited

evi

den

ce o

f a

logi

cal

pro

gres

sion

of

idea

s •

Intr

odu

ctor

y p

ara

grap

h

an

d c

oncl

ud

ing

para

grap

h w

ith

lim

ited

su

pp

orti

ng

para

grap

hs

•

Rep

etit

ive

use

of

tran

siti

on

•

May

incl

ud

e so

me

•

Lack

s ev

iden

ce o

f a l

ogic

al

pro

gres

sion

of

idea

s •

Lack

s in

trod

uct

ory

para

grap

h, su

pp

orti

ng

para

grap

hs

an

d/o

r co

ncl

ud

ing

para

grap

h

•

Inef

fect

ive

or o

veru

sed

tr

an

siti

on

•

Incl

ud

es l

ittl

e or

no

fo

rmatt

ing

(hea

din

gs)

or

59

•

Incl

ud

es f

orm

att

ing

(hea

din

gs)

an

d g

rap

hic

s to

aid

in

com

pre

hen

sion

grap

hic

s to

aid

in

co

mp

reh

ensi

on

form

att

ing

(hea

din

gs)

an

d g

rap

hic

s to

aid

in

co

mp

reh

ensi

on

grap

hic

s to

aid

in

co

mp

reh

ensi

on

Dev

elop

men

tD

evel

opm

ent

Dev

elop

men

tD

evel

opm

ent

20%

20%

20%

20%

•

Cle

ar

focu

s m

ain

tain

ed f

or

inte

nd

ed a

ud

ien

ce

•

Str

ong

thes

is s

tate

men

t fo

r d

evel

opm

ent

of i

nfo

rmati

ve

an

d p

ersu

asi

ve w

riti

ng

•

Str

ong

use

of

exam

ple

s,

evid

ence

or

rele

van

t d

etail

s

•

Ad

equ

ate

foc

us

main

tain

ed

for

inte

nd

ed a

ud

ien

ce

•

Ad

equ

ate

th

esis

sta

tem

ent

for

dev

elop

men

t of

in

form

ati

ve a

nd

per

suasi

ve

wri

tin

g •

Su

ffic

ien

t u

se o

f ex

am

ple

s,

evid

ence

or

rele

van

t d

etail

s

•

Som

e ev

iden

ce o

f fo

cus

for

inte

nd

ed a

ud

ien

ce

•

Lim

ited

th

esis

sta

tem

ent

for

dev

elop

men

t of

in

form

ati

ve a

nd

p

ersu

asi

ve w

riti

ng

•

Som

e u

se o

f ex

am

ple

s,

evid

ence

or

sup

por

tin

g d

etail

s

•

Lack

s fo

cus

on i

nte

nd

ed

au

die

nce

•

Lack

s th

esis

sta

tem

ent

for

dev

elop

men

t of

in

form

ati

ve

an

d p

ersu

asi

ve w

riti

ng

•

Lack

s su

ffic

ien

t ex

am

ple

s,

evid

ence

or

oth

er s

up

por

tin

g d

etail

s

Sen

ten

ce

Sen

ten

ce

Sen

ten

ce

Sen

ten

ce

Str

uct

ure

Str

uct

ure

Str

uct

ure

Str

uct

ure

1

0%

10%

10%

10%

Sop

his

tica

ted

sen

ten

ce

stru

ctu

re; co

mp

lete

an

d c

orre

ct

sen

ten

ces

Min

or e

rror

s in

sen

ten

ce

stru

ctu

re

Som

e er

rors

in

sen

ten

ce

stru

ctu

re (

erro

rs i

n m

ore

com

ple

x se

nte

nce

s b

egin

to

d

etra

ct)

Con

tain

s fr

agm

ents

an

d/o

r ru

n-

ons

(err

ors

in m

ore

com

ple

x se

nte

nce

s d

etra

ct)

W

ord

W

ord

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60

Writing Across the Curriculum

There are four Thinking Maps that will help students organize their thinking for writing. They provide a

structure or organizational pattern for writing. They are the Tree Map, the Double Bubble Map, the Flow Map

and the Multi-Flow Map. The Circle Map will help students get more ideas, the Bubble Map will increase their

descriptive language, and the Bridge Map will help them see relationships but these three maps to do not

“organize” information. The Brace Map can be used in conjunction with the Tree Map if you want to start with

parts and then develop the details in the Tree Map.

If you are asking students to write you an article then you should model how to take the information off of the

map.

ARTICLE THAT REPORTS INFORMATION

Introduction of main topic – category A – category B – category C – etc. - Conclusion

ARTICLE THAT COMPARES AND CONTRASTS

There are three ways to take information off of the Double Bubble Map.

1. Introduction – Point by Point – Conclusion

2. Introduction – Similarities – Differences – Conclusion

3. Introduction – Topic A – Topic B – Conclusion

61

ARTICLE THAT EXPLAINS HOW TO DO SOMETHING

Introduction – Step 1 – Step 2 – Step 3 – etc. - Conclusion

ARTICLE THAT EXPLAINS WHY

Introduction with main point of article – Reason 1 – Reason 2 – Reason 3 – etc. Conclusion with

summary statement

Students can also write from a Multi-Flow that has both causes and effects – for example: to explain the

causes and effects of a particular battle or historic decision that was made. When you want them to

discuss just the effects of a major event then consider having them explain immediate effects and long

range effects. The key is to model how to take the information off the map.

ARTICLE THAT EXAMINES PARTS AND GIVES DETAILS ABOUT THE PARTS

PLUS THE

Begin with the Brace Map then transfer the key parts to the Tree Map and give details about

each one.

Introduction of main topic – category A – category B – category C – etc. – Conclusion

Need help with openings and closings? Need help with openings and closings? Need help with openings and closings? Need help with openings and closings?

Be sure your students add a FRAME OF REFERENCE to their Map.

SO WHAT? Have them write one or two sentences, using the

language of the thinking process and tell/summarize WHAT they

learned.

62

Reflection 4Reflection 4Reflection 4Reflection 4a.a.a.a. Using the Multi-Flow map below. Identify the Causes and Effects of the implementation of the writing program in the Ferguson video. You may add additional boxes as needed.

CausesCausesCausesCauses EffectsEffectsEffectsEffects

The The The The

implementation implementation implementation implementation

ofofofof writing writing writing writing

across the across the across the across the

curriculumcurriculumcurriculumcurriculum

63

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65

RSW Method for Content Literacy

RSW DesignRSW DesignRSW DesignRSW Design

I.I.I.I. ReadingReadingReadingReading a. Requirement: 4 readings for this unit of study, 1 must include a current

event. The remaining readings could be the same article written at different reading levels, or from different points of view.

b. Science and Social Studies journals must be utilized. c. Reading strategies used before, during and after the readings.

II.II.II.II. SeminarSeminarSeminarSeminar a. Requirement: a minimum of 1 Socratic Seminar must be conducted per unit

of study (Georgia Frameworks/Pacing). Science and Social Studies journals must be utilized

b. Use the science or social studies journals and readings as the source of evidence during the discussion

II.II.II.II. WritingWritingWritingWriting a. Requirement: 1 argumentative and 1 informative / explanatory writings

should be conducted per unit of study (Georgia Frameworks/Pacing). b. Science and Social Studies journals, readings and discussion points from the

Seminar must be used. c. The Content Area Writing rubric for science and social studies will be used to

grade the writing products in science and social studies.

RSW

66

RSW Planning Sheet

ClassClassClassClass UnitUnitUnitUnit GPS CoveredGPS CoveredGPS CoveredGPS Covered Topic: Topic: Topic: Topic:

ReadingReadingReadingReading Reference InformationReference InformationReference InformationReference Information Reading Strategy Reading Strategy Reading Strategy Reading Strategy

UsedUsedUsedUsed Prompts / Guiding QuestionsPrompts / Guiding QuestionsPrompts / Guiding QuestionsPrompts / Guiding Questions

1. Before During After



Current Event Before During After

SeminarSeminarSeminarSeminar Objective:Objective:Objective:Objective:

Seminar Prompt:Seminar Prompt:Seminar Prompt:Seminar Prompt:

ManagementManagementManagementManagement

Inside Group 1Inside Group 1Inside Group 1Inside Group 1 Outside Outside Outside Outside Group 1Group 1Group 1Group 1 Inside Group 2Inside Group 2Inside Group 2Inside Group 2 Outside Group 2Outside Group 2Outside Group 2Outside Group 2

67

Writing Writing typeWriting typeWriting typeWriting type:::: ____Informative / Formal Lab Report _____Argumentative ____Journal

Writing Writing Writing Writing Prompt:Prompt:Prompt:Prompt:

Draft 1 due:Draft 1 due:Draft 1 due:Draft 1 due:

Peer and teacher evaluation due: Peer and teacher evaluation due: Peer and teacher evaluation due: Peer and teacher evaluation due:

Draft 2 due: (optional)Draft 2 due: (optional)Draft 2 due: (optional)Draft 2 due: (optional)

Teacher evaluationTeacher evaluationTeacher evaluationTeacher evaluation due:due:due:due:

Final Draft due:Final Draft due:Final Draft due:Final Draft due:

Teacher evaluation due:Teacher evaluation due:Teacher evaluation due:Teacher evaluation due:

68

RSW Monitoring Checklist

ClassClassClassClass UnitUnitUnitUnit GPS CoveredGPS CoveredGPS CoveredGPS Covered Topic: Topic: Topic: Topic:

Reading YesYesYesYes NoNoNoNo CommentsCommentsCommentsComments There were a minimum of 4 extra-text readings

One of the readings was a current event

Before reading strategies were used on all readings

During reading strategies were used on all readings

After reading strategies were used on all readings

Seminar

YesYesYesYes NoNoNoNo CommentsCommentsCommentsComments

Questions to stimulate Students thinking are present

Student-Discussion Partner Observation sheet is present

Writing Writing typeWriting typeWriting typeWriting type:::: ____Informative / Formal Lab Report _____Argumentative ____Journal

YesYesYesYes NoNoNoNo CommentCommentCommentComment

Draft 1 with peer and teacher comments is present:

Observer____________________________________

Date _______________________________________

69

70

Science Literacy Resource Pages

American Chemical Society

http://portal.acs.org/portal/acs/corg/content?_nfpb=true&_pageLabel=PP_EDUCATION&node_id=89&use_sec=false&__uuid=808653b6-8678-4f37-95b5-c2bed0f53efa

k-12 Flexbooks http://www.ck12.org/flexbook/

Current Science (some free articles) http://www.weeklyreader.com/archive/35

Exploratorium http://www.exploratorium.edu/

Kids Discovery Magazine (some free articles) http://www.kidsdiscover.com/moon-for-kids

National Geographic http://www.nationalgeographic.com/

Physics Today http://www.physicstoday.org/

Science News http://www.sciencenews.org/?_kk=science%20magazines&_kt=60cec0b9-132a-446e-8eec-6654f917c5cf&gclid=CKyM_anGoK8CFQLonAodSiylQQ

Science World (some free articles) http://classroommagazines.scholastic.com/products/science-world

Weekly Reader (some free articles) http://www.weeklyreader.com/scispin

Lexile Framework for Reading http://www.lexile.com/

NSTA Outstanding Science Trade books http://www.nsta.org/publications/ostb/

American Association of Physics Teachers http://aapt.org/Publications/

BBC Bite Size Science http://www.bbc.co.uk/schools/ks2bitesize/science/

Eduhound Site Sets http://www.eduhound.com/site_sets/Fact_or_Opinion.cfm

Scientific American Ask the Experts http://www.scientificamerican.com/section.cfm?id=ask-the-experts

RSC Publishing (some free articles) http://pubs.rsc.org/

Science NetLinks http://sciencenetlinks.com/

MIT+K12 http://k12videos.mit.edu/

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SS Literacy Resource Pages

http://memory.loc.gov/ammem/index.html (Library of Congress) http://avalon.law.yale.edu/ (Avalon Project) http://moa.cit.cornell.edu/ (Cornell University) http://www.vlib.us/amdocs/ Documents for the Study of American History http://law2.umkc.edu/faculty/projects/FTrials/ftrials.htm (Famous Trials) UMKC School of Law http://etext.virginia.edu/salem/witchcraft/home.html http://www.americanrhetoric.com/speechbank.htm (Online Speech Bank) http://www.fbi.gov/foia/ (FBI) http://history.state.gov/ (US Historian-Dept. of State) http://www.findlaw.com/casecode/supreme.html (Supreme Court) http://thomas.loc.gov/home/thomas.php (US Congress) http://www.gwu.edu/~nsarchiv/ (National Security Archive) http://mapserver.lib.virginia.edu/ (UVA-Historical Census) http://womhist.alexanderstreet.com /(Women's History) http://ecssba.rutgers.edu/ (Stanton/Anthony Documents) http://www.pbs.org/weta/thewest/resources/archives/index.htm (American West) http://www.library.csi.cuny.edu/westweb/ (American West) http://www.si.edu/ SMITHSONIAN

http://arthistoryresources.net/ARTHLinks.html (Art HisTory Resources)

http://www.louvre.fr/ (Louvre-Art)

http://www.moma.org/ (Museum of Modern Art)

http://www.vam.ac.uk/ (Victoria and AlbeRt Museum)

http://eudocs.lib.byu.edu/index.php/Main_Page (EuropeAn History)

http://worldhistoryforusall.sdsu.edu/

http://edsitement.neh.gov/lesson-plan/witnesses-joan-arc-and-hundred-years-war

http://www.bbc.co.uk/history/british/launch_tl_kings_queens.shtml

http://byzantium.seashell.net.nz/

http://www.fordham.edu/halsall/sbook.asp Internet Medieval Sourcebooks http://galileo.rice.edu/ http://www.fordham.edu/halsall/mod/modsbook.asp (Modern History) http://chnm.gmu.edu/revolution/ (French Revolution) http://www.fordham.edu/halsall/ancient/asbook03.asp Internet Ancient History Sourcebook http://www.hyperhistory.com/online_n2/History_n2/a.html (World History) http://ehistory.osu.edu/osu/default.cfm http://historyproject.ucdavis.edu/marchand/ African-American and Southern History http://www2.vcdh.virginia.edu/afam/raceandplace/index.htmlhttp://www2.vcdh.virginia.edu/afam/raceandplace/index.htmlhttp://www2.vcdh.virginia.edu/afam/raceandplace/index.htmlhttp://www2.vcdh.virginia.edu/afam/raceandplace/index.html http://www.history.umd.edu/Freedmen/http://www.history.umd.edu/Freedmen/http://www.history.umd.edu/Freedmen/http://www.history.umd.edu/Freedmen/ http://docsouth.unc.edu/http://docsouth.unc.edu/http://docsouth.unc.edu/http://docsouth.unc.edu/ http://sohp.unc.edu/http://sohp.unc.edu/http://sohp.unc.edu/http://sohp.unc.edu/ http://www.pbs.org/wgbh/aia/home.htmlhttp://www.pbs.org/wgbh/aia/home.htmlhttp://www.pbs.org/wgbh/aia/home.htmlhttp://www.pbs.org/wgbh/aia/home.html http://public.csusm.edu/nadp/nadp.htmhttp://public.csusm.edu/nadp/nadp.htmhttp://public.csusm.edu/nadp/nadp.htmhttp://public.csusm.edu/nadp/nadp.htm (Native Americans)(Native Americans)(Native Americans)(Native Americans)

72

http://www.archives.gov/research/guidehttp://www.archives.gov/research/guidehttp://www.archives.gov/research/guidehttp://www.archives.gov/research/guide----fedfedfedfed----records/groups/075.htmlrecords/groups/075.htmlrecords/groups/075.htmlrecords/groups/075.html (Native Americans)(Native Americans)(Native Americans)(Native Americans)

73

Group Summarizing

Description Description Description Description This strategy helps students work together to preview text before reading, locate supporting information and examples during reading, and summarize their ideas on a four-quadrant chart after reading. The charted information provides a structure to write the group summary. Purpose Purpose Purpose Purpose Use before, during, and after reading to: • Involve students in constructing a meaningful synthesis of what they have read • Help students learn how to do a summary before they are asked to create their own • Provide practice in paraphrasing • Allow students to demonstrate understanding of concepts through the completed group

summary chart • Link the different parts of the reading process • Develop higher order critical thinking skills Directions Directions Directions Directions 1. Providing four major topics, model the group summary process by preparing a sample of

a completed chart. Then set up the topics for a chart with prepared summary sentences. After students read, have them link the sentences to the topic/concept and write the sentences in the correct chart quadrant.

2. Divide students into small groups. 3. Have each student create a four-quadrant chart and label each quadrant with the topic

or concept. Explain the purpose for reading is to learn important information about each of the topics or concepts they selected.

4. During reading, students jot down notes under each heading with page number

references.


74

5. After students have read the text and make their notes, tell the group to discuss with one another what information and ideas they found that were important about the key words or concepts on the chart.

6. When the group agrees that the supporting information is important, it is added to the

chart. 7. Once the charts are finished, ask the group to re-read what they have written and be

sure their ideas are clearly expressed. Sample Group Summarizing Charts

Part 1. Individual IdeasPart 1. Individual IdeasPart 1. Individual IdeasPart 1. Individual Ideas: As you read, take notes on your individual chart about important information related to the four key topics or ideas. List page numbers next to each note.

Key topic / Idea: ____________________

Key topic / Idea: _______________________

Key topic / Idea: _____________________

Key topic/Idea: _______________________

Part 2. Group Ideas: Part 2. Group Ideas: Part 2. Group Ideas: Part 2. Group Ideas: Discuss your ideas with your group and come to agreement on important information. Add the agreed-upon ideas to the group summary chart. Re-read the final chart to be sure all ideas have been clearly expressed.

Key topic / Idea: ____________________

Key topic / Idea: _______________________

Key topic / Idea: _____________________

Key topic/Idea: _______________________

Extensions Extensions Extensions Extensions • Ask students to preview the text passage or chapter before reading to identify four major

topics or concepts presented by the author.

75

• Have students create their charts on the whiteboard or wall poster, so others in the class can see how the ideas of different groups are similar or different.

• Have students use the group summary chart to write an individual summary.

Science Science Science Science Before, during, and after reading, watching demonstrations, and solving related problems about electrostatics Use group summarizing for an individual and small group review of primary concepts for the unit test, such as: • Conservation of charge • Coulomb’s law • Charging by friction and contact • Charging by induction

Social Studies Social Studies Social Studies Social Studies Before, during, and after reading several civics text chapters about the functions of government Widen students’ perspectives about government by having them individually summarize the crucial functions of government and check their understanding with their peers regarding: • Laws and rules • Distributed, shared, and limited powers • Organization and relationships of national, state, and local government • Operations of the U.S. government under the Constitution

76

Jigsaw

Description Description Description Description Jigsaw is a group learning strategy where students read different selections and are responsible to share that information with a small group. It is effective for involving all students in a learning task and provides opportunity for differentiated learning. (Aronson et al., 1978) Purpose Purpose Purpose Purpose Use during and after reading to: • Involve students in reading and communicating what they have learned with their peers • Address a wide range of student abilities and interests through reading tasks of

differing reading levels, genres, text length, and topics • Provide a way to connect different types of reading materials linked to a common theme • Help students develop reading, listening, and speaking skills and learn from others how

to construct and convey important concepts from written text • Engage students through small group interactions • Support understanding about a topic without having every student read every reading

selection • Provide practice in synthesizing important information from text and communicating

that information to others Directions Directions Directions Directions 1. Identify what students need to learn for a unit of study and locate three to six selections that contain the desired content information. Try to vary the reading levels and select high interest materials. To avoid confusion during grouping, mark each selection with a number or color code. 2. Organize students into groups of three to six members, depending on the number of selections to be read. 3. Assign, or ask team members to select, one selection for which each will be responsible to read independently and communicate the information learned to the whole team. 4. Explain the jigsaw process and how learning will be evaluated, such as an individual quiz. 5. Provide time for students to read their selection and take notes or create a graphic organizer that lists the important concepts and supporting details from their reading. 6. Re-group the students who have been assigned the same selection, using the selection number or color code.

During, or After Reading

77

7. Have the same-selection groups share their notes and discuss how to present the information back to their small groups. 8. Return to the original group where each student is responsible to explain the key concepts of their reading selection to the other group members who did not read that selection. Extensions Extensions Extensions Extensions • Use the jigsaw for independent inquiry topics within a general unit of study. • Have each same-selection group form three or four essential questions to be used for

post-assessment of the learning.

Science Science Science Science Before, during, and after reading text and online materials about the cardiovascular system Form study groups to collaboratively read and research one of the three areas below, then form jigsaw groups after reading is completed for peers to share materials and teach each other the essential components and related vocabulary for each system: • Blood composition • The heart • Vessels and blood circulation

Social Studies Social Studies Social Studies Social Studies Before, during, and after reading about the early Roman world and the expansion of Rome Have students self-select from the following topics for small group research, followed by jigsaw presentations that include information, visual depictions, and links to today’s world: • The arts of government • Roman life and society • The Latin novel • Roman art and architecture • Cicero and Rome • Virgil’s poetry

78

Knowledge Rating Scale

A before, during, and after reading activity in which students analyze their understanding of vocabulary words or concepts from the text or unit of study. (Blachowicz, 1986) Purpose Purpose Purpose Purpose Use before reading to: • Introduce list of key terms to students • Determine students’ knowledge of a word or concept • Activate existing background knowledge • Help students make connections to new concepts • Assess learning when used before and after reading DirectioDirectioDirectioDirections ns ns ns

1. Select a list of important terms from the text. Prepare a handout that lists the terms followed by three columns: Know it/Use it, Can describe it/Don’t use it, Don’t know it/Don’t use it.

TermTermTermTerm Know it / Use itKnow it / Use itKnow it / Use itKnow it / Use it Can describe it / Can describe it / Can describe it / Can describe it / Don’t use itDon’t use itDon’t use itDon’t use it

Don’t know Don’t know Don’t know Don’t know it / it / it / it / Don’t use itDon’t use itDon’t use itDon’t use it

2. Give the Knowledge Rating Guide with the terms to students. Ask each student to rate their level of knowledge about each term by placing an X in the appropriate column. 3. Place students in small groups to talk about the terms and/or lead the class in a discussion about the terms students know. 4. Ask students to read the text. 5. After reading the text, have students reexamine their sheets and see what words they can now define/use. Extensions Extensions Extensions Extensions • Ask students to write definitions/explanations of terms they marked in the Know it/Use

it column.


79

• Before discussing the terms as a class, have members of each small group discuss the terms and explain them to one another, and only discuss as a class the terms no one knows.

Science Science Science Science Before, during, and after reading text, online, and media resources about atomic structure Use the KRG to stimulate interest and activate knowledge about atomic structure by using a mix of statements related to atomic theory and authentic real-life applications, such as: • Artificial ingredients in foods • Dalton’s atomic theory of matter • Static electricity in the home (dryer, rug, pet) • Cathode rays • Electrons • Nuclear power plants • Nuclear atom • Atomic numbers

Social Studies Social Studies Social Studies Social Studies Before, during, and after reading Adam Bagdasarian’s Forgotten Fire, a semi-biographical novel of a child survivor of the 1915 Armenian genocide by the Turks Create a KRG that helps students anticipate, comprehend, and critically respond to the novel’s essential themes and concepts that are still relevant in today’s troubled world, such as: • Why a country wants to control another country and how it justifies its actions • Countries where one religious group tries to control or eliminate another religious group • True or fictional stories of child survivors of a war and the characteristics of a survivor • Impact of the death of a parent or other family members • How the spirit helps one endure even when one knows that each day could be the last

80

Paired Reading

Description Description Description Description This strategy helps students in being actively involved in the structured reading aloud of a shared text. Students benefit from the intensive sessions of reading, speaking, and active listening. Purpose Purpose Purpose Purpose Use during reading to: • Give students practice in oral reading; to build fluency • Provide practice with active listening, reading aloud, and summarizing • Promote active engagement with reading • Develop specific skills related to reading comprehension Directions Directions Directions Directions 1. Basic paired reading requires establishing ground rules about when and how help will be asked for/offered when reading, how turns will be taken, and what each role will include. One basic set of ground rules might be the following:

• In pairs, take turns reading a paragraph at a time from an assigned reading. • The reader reads in a low voice, loud enough only for the listener to hear. • When the reader completes the paragraph, the listener provides a summary of the

paragraph that needs to be “approved” by the reader. If the summary is not clear or accurate, the pair goes back to the text and rereads silently to add what is necessary.

• Then the two switch roles, with the first reader becoming the active listener and

summarizer. • If the reader stumbles on a word or is having difficulty, the reader can ask for help

from the partner. If help is not asked for, then the listener should give the reader the opportunity to figure it out.

2. Give directions for what the pair should do when they are done with the reading. This might include: discussing what they each found interesting about what they have read, answering questions or completing a graphic organizer together or separately, interviewing another pair about their reading session (what went well/what did not), asking pairs to contribute three interesting words (or words that meet specific criteria)

During Reading

81

from their reading to the Word Wall, adding to their learning log or journal based on what was read, or asking the partners to write a collaborative summary of what they read. Extensions Extensions Extensions Extensions • Have students extend the listening/summarizing role to include clarifying, predicting,

and questioning. • Let readers read for longer segments of the text than just a paragraph before switching

roles. • Give pairs a set of cards that direct them to do different things with the text: visualize,

clarify, make a connection, etc. The listener picks a card before the reader begins to read and then shares according to the card after the reader completes the section.

Science Science Science Science During the text review and before the lab experiment for Newton’s Second Law of Motion—force and acceleration Have students do a Paired Read to summarize the text explanations of Newton’s Second Law with the key outcome of understanding: • The proportional relationship between acceleration and net force • The inversely proportional relationship of acceleration and mass • Reactions that will occur when acceleration, net force, or the mass changes

Social Studies Social Studies Social Studies Social Studies Before, during, and after reading about Roosevelt’s New Deal Have pairs of students read about the New Deal in a variety of texts or online resources. Stress that during their summary responses, students should focus on learning how the New Deal would impact American life in relation to: • Labor and employment • Housing • Business and the economy • Farm programs and rural life • Retirement • Everyday life (e.g., repeal of prohibition)

82

QAR – Question – Answer Relationship

Description Description Description Description This strategy involves students in assessing the thinking demands of a passage and developing answers for four types of questions: right there (answer is directly stated in text); think and search (answer is in the text, but not stated directly); author and me (the answer is not in the text; it is derived from integrating the author’s information with one’s own background knowledge and experiences); and on my own (the answer is not in the text; the reader must develop the answers solely from background knowledge). Purpose Purpose Purpose Purpose Use during reading to: • Characterize questions and know where to look for the answers • Refute common misperception by students that the text tells all • Become more analytical and evaluative about responding to questions • Separate factual, implied, inferred, and predictive information while reading • Determine the supporting evidence for responses to questions • Monitor comprehension of text Directions Directions Directions Directions 1. Prepare a sample text reading with several questions that correspond to the four QAR

types. 2. Ask students how they locate or determine the answer to questions about text. Explain

that this strategy helps them determine how to seek answers to questions in text. 3. Show students the four types of QAR questions.

1. In the book 1. In the book 1. In the book 1. In the book The answer is stated directly in the text.

2. Think and search 2. Think and search 2. Think and search 2. Think and search The answer is in the text but is not stated directly. The reader interprets the meaning from different parts of the text.

3. Author and me 3. Author and me 3. Author and me 3. Author and me The answer is not in the text. The reader must read the text in order to answer, but must use personal knowledge with the information provided by the author.

4. On my own 4. On my own 4. On my own 4. On my own The answer is not in the text. The reader must develop the answer based on knowledge and personal experience only.

During Reading

83

4. Introduce several examples of “right there” questions, then introduce several “think and search” questions. Emphasize that these types of questions require locating information within the text.

5. Introduce several “author and me” and “on my own” questions for the same text reading. 6. Then provide guided practice in pairs or small groups with several progressively longer

pieces of text. 7. As students become more proficient, provide independent practice and give feedback to

individual students about their QAR choices. 8. Once students can effectively use QAR to answer questions, have them generate their

own questions to practice the various types and use QAR independently. Extension Extension Extension Extension • Link the QAR types of questions to Bloom’s Taxonomy of Critical Thinking: the Right

There questions require only the knowledge level of abstraction; the Think and Search questions add the comprehension and application levels; the Author

Science Science Science Science After reading a variety of articles on global warming Model the QAR question development with one article and then have small groups of students practice creating their own QAR questions to analyze the facts and opinions in the articles, using the following cue words to identify the type of question: • Right there: who, where, list, when, how many, name, what, based on this passage • Think and search: summarize, what caused, contrast, explain, retell, how did, find • Author and me: in what instances • On my own: what do you think, based on your experience, if you were this person

SocialSocialSocialSocial Studies Studies Studies Studies During reading a text chapter about slavery and the Underground Railroad To provide practice for students in understanding that textbook writers and test publishers often use the same four kinds of questions, have students answer the end of chapter questions, coding each question with the appropriate QAR type: • RT = Right there • TS = Think and search • A&ME = Author and me • ME = On my own Before they submit their answers, have them review their QAR codes with another student to see if they agreed on the type of question that was asked and if the strategy helped them find the best answer to the questions.

84

Reciprocal Teaching

Description Description Description Description Reciprocal teaching is a collaborative routine for improving reading comprehension. Four-person teams use the skills of summarizing, questioning, clarifying, and predicting to bring meaning to the text. (Palinscar and Brown, 1984) Purpose Purpose Purpose Purpose Use during reading to: • Improve students’ skills at summarizing, questioning, clarifying, and predicting • Help struggling readers practice the habits and skills of strong readers • Encourage collaborative exploration of text Directions Directions Directions Directions 1. Create groups of four students. 2. Distribute one note card to each member of the group identifying each person's role. a. summarizer c. clarifier

b. questioner d. predictor

3. Have students silently read a few paragraphs of the assigned text selection. Encourage them to use note taking strategies, such as selective underlining or sticky notes, to help them better prepare for their role in the discussion.

4. At the given stopping point, the Summarizer will highlight the key ideas up to this

point in the reading. 5. The Questioner will then pose questions about the selection. 6. The Clarifier addresses confusing parts and attempts to answer the questions. 7. The Predictor can offer guesses about what the author will tell the group next. 8. The roles in the group then switch one person to the right, and the next selection is

read. Students repeat the process using their new roles. This continues until the entire selection is read.

Note: It is important to teach, model, and practice each of the four roles/skills before expecting students to do all four together.

During Reading

85

Possible Verbal Prompts: Possible Verbal Prompts: Possible Verbal Prompts: Possible Verbal Prompts: Summarizing: The important ideas in what I read are _________________________________ Questioning: What connections can I make? How does this support my thinking? What is the author telling me by this comment? Clarifying: I don’t understand the part where _________________________________________ I need to know more about ______________________________________________ Predicting: I think_________________, I wonder_______________, I predict_______________ Extensions Extensions Extensions Extensions • Use with Paired Reading or Save the Last Word for Me • Have students write individual summaries after they finish reading the selection

together.

Science Science Science Science During reading of a difficult chemistry chapter on chemical equilibrium and Le Chatelier’s Principle Have students take on the four roles of Summarizer, Questioner, Clarifier, and Predictor after reading each of the sections. Tell each role to focus on specific content when reading: The Summarizer: Focus on the opening and closing paragraphs of each 1–2 page section The Questioner: Read the Section Review Questions and ask the group any you don’t understand yourself. The Clarifier: Review the graphs and figures that explain the reactions. The Predictor: Read the sample problems and Chemistry in Action tips to predict why it matters for students to understand chemical equilibrium.

Social Studies Social Studies Social Studies Social Studies Before, during, and after reading a chapter on problems of the presidency with the case study of Watergate Ask small groups of students to compare the President’s problems during Watergate with the problems of today’s President, focusing on the theme: does the President have too many jobs and too much power? Have students guide their discussion by taking on the four roles of Reciprocal Teaching: Summarizer, Questioner, Clarifier, and Predictor.

86

The Cornell Note-Taking System:

1. Use 8 1/2 by 11 paper to create note sheet. Down the left side, draw a vertical line 2 1/2 inch from the

edge of the paper. End this line 2-inches above the bottom of the paper. Draw a horizontal line across

the bottom of the paper, 2-inches above the paper's edge.

2. In the narrow (2 1/2") column on the left, you will write cue words or questions. In the wide (6")

column on the right, you will write lecture notes.

3. In the space at the bottom of the sheet, you will summarize your notes.

There are two versions of the Cornell System:

First Version is the Six R Version:

* Step 1: Record

Step 2: Reduce

Step 3: Recite

Step 4: Reflect

Step 5: Review

In the wide column, record as many facts and ideas. Use telegraphic sentences by leaving out unnecessary words. Use

the key words only. Grammar rules are ignored. Write down a streamlined version of the lecturer's key points.

Reread your notes and rethink the entire lecture. Reduce each fact and idea in your notes to key words and phrases.

Column on the left write down cue words: the word or phrase that you extracted from the fact or idea. The key words

or phrases will act as memory cues. Column on the left write down cue words.

Cue Words: are key words or phrases written in the 2 1/2" column that act as cues to help you recall a full fact or idea.

Cover up the wide column of your note sheet, exposing only the cue words or questions in the narrow column. Read

each cue word or question out loud. In your own words, the answers to questions, facts, or ideas indicated by the cue

words.

Reflection is thinking about and applying the facts and ideas that you have learned. Reflect on the material by asking

yourself questions, such as these: What is significance of these facts? What principles are they based on? How can I

apply them? How do they fit in with what I already know? What is beyond these facts and principles?

The best way to prepare for examinations is to keep reviewing and keep reciting the set of notes that you will be held

responsible for. Every evening, before you settle down to study, quickly review your notes. Pick up a designated set of

notes and recite them. Short, fast, frequent reviews will produce far better understanding and far better remembering

than long, all-day or all-night sessions can.

87

* Step 6: Recapitulate

Second Version is the one Q/Five R Version:

* Step 1: Record

Step 2: Question

Step 3: Recite

Step 4: Reflect

Step 5: Review

Recapitulate is a sure fire way to gain a deep understanding of facts and ideas in your notes, and reviewing summaries

makes studying for exams a breeze. Take the time to summarize your notes, your understanding deepens - you have

the whole picture instead of an assortment of facts. Write your summary in the space below the horizontal line at the

bottom of the note sheet.

Summarize according to one of these plans: 1. Summarize the content of each note sheet. 2. Summarize the content of

the entire lecture on the last note sheet for that lecture. 3. Do both 1 and 2.

In the wide column, record as many facts and ideas. Use telegraphic sentences by leaving out unnecessary words. Use

the key words only. Grammar rules are ignored. Write down a streamlined version of the lecturer's key points.

Reread your notes and rethink the entire lecture. Then formulate questions based on your notes. Column on the left

write down - opposite the fact or ideas in your notes - write a brief question that can be answered with the information

in your notes. Writing questions helps to clarify meanings, reveal relationships, establish continuity, and strengthen

memory. It also sets the stage for studying for exams.

Cover up the wide column of your note sheet, exposing only the cue words or questions in the narrow column. Read

each cue word or question out loud. In your own words, the answers to questions, facts, or ideas indicated by the cue

words. Cue Words: are key words or phrases written in the 2 1/2" column that act as cues to help you recall a full fact

or idea.

Reflection is thinking about and applying the facts and ideas that you have learned. Reflect on the material by asking

yourself questions, such as these: What is significance of these facts? What principles are they based on? How can I

apply them? How do they fit in with what I already know? What is beyond these facts and principles?

The best way to prepare for examinations is to keep reviewing and keep reciting the set of notes that you will be held

responsible for. Every evening, before you settle down to study, quickly review your notes. Pick up a designated set of

notes and recite them. Short, fast, frequent reviews will produce far better understanding and far better remembering

than long, all-day or all-night sessions can.

88

* Step 6: Recapitulate

* Notes made in class is Step 1 and the summary written during study time is Step 6 are placed in the

wide column of the note sheet.

Recapitulate is a sure fire way to gain a deep understanding of facts and ideas in your notes, and reviewing summaries

makes studying for exams a breeze. Take the time to summarize your notes, your understanding deepens - you have

the whole picture instead of an assortment of facts. Write your summary in the space below the horizontal line at the

bottom of the note sheet.

Summarize according to one of these plans: 1. Summarize the content of each note sheet. 2. Summarize the content of

the entire lecture on the last note sheet for that lecture. 3. Do both 1 and 2.

89

The Academic Word List

(Averil Coxhead, 2000):(Averil Coxhead, 2000):(Averil Coxhead, 2000):(Averil Coxhead, 2000): a list of 570 higha list of 570 higha list of 570 higha list of 570 high----incidence and highincidence and highincidence and highincidence and high----utility academic word utility academic word utility academic word utility academic word familiesfamiliesfamiliesfamilies for Secondary School, for Secondary School, for Secondary School, for Secondary School, Higher Education, CareerHigher Education, CareerHigher Education, CareerHigher Education, Career There is a very important specialized vocabulary for learners intending to pursue academic studies in English at the secondary and post-secondary levels. The Academic Word List, compiled by Coxhead (2000), consists of 570 word families that are not in the most frequent 2,000 words of English but which occur reasonably frequently over a very wide range of academic texts. These 570 words are grouped into ten sublists that reflect word frequency and range. A word like analyze falls into Sublist 1, which contains the most frequent words, while the word adjacent falls into Sublist 10 which includes the least frequent (amongst this list of high incidence and high utility words). The following ten sublists contain the headwords of the families in the Academic Word List. In other words, the ten sublists contain the most frequent form of the word, more often a noun or verb form, although there may be one or more important related word forms. For example, the headword analyze would also include analyst, analytic, analytical and analytically in the word family. The Academic Word List is not restricted to a specific field of study. That means that the words are useful for learners studying in disciplines as varied as literature, science, health, business, and law. This high utility academic word list does not contain technical words likely to appear in only one, specialized field of study such as amortization, petroglyph, onomatopoeia, or cartilage. Two-thirds of all academic English words come from Latin, French (through Latin), or Greek. Understandably, knowledge of the most high incidence and high utility academic words in English can significantly boost a student’s comprehension level of school-based reading material. Secondary students who are taught these high-utility academic words and routinely placed in contexts requiring their usage are likely to be able to master academic material with more confidence and efficiency, wasting less time and energy in guessing words or consulting dictionaries than those who are only equipped with the most basic 2000-3000 words that characterize ordinary conversation. Sources: Sources: Sources: Sources: Coxhead, Averil. (2000). A new academic word list. TESOL Quarterly, 34, 213-238. Averil Coxhead’s website: http://language.massey.ac.nz/staff/awl/index.shtml 1. analyze approach area assess assume authority available benefit concept consist context constitute contract data define derive distribute economy environment establish estimate evident factor finance formula function income indicate individual interpret involve issue labor legal legislate major method occur percent period principle proceed process policy require research respond role section sector significant similar source specific structure theory vary 2. achieve acquire administrate affect appropriate aspect assist category chapter commission community complex compute conclude conduct consequent construct

90

consume credit culture design distinct equate element evaluate feature final focus impact injure institute invest item journal maintain normal obtain participate perceive positive potential previous primary purchase range region regulate relevant reside resource restrict secure seek select site strategy survey text tradition transfer 3. alternative circumstance comment compensate component consent considerable constant constrain contribute convene coordinate core corporate correspond criteria deduce demonstrate document dominate emphasis ensure exclude fund framework illustrate immigrate imply initial instance interact justify layer link locate maximize minor negate outcome partner philosophy physical proportion publish react register rely remove scheme sequence sex shift specify sufficient task technical technique technology valid volume 4. access adequacy annual apparent approximate attitude attribute civil code commit communicate concentrate confer contrast cycle debate despite dimension domestic emerge error ethnic goal grant hence hypothesis implement implicate impose integrate internal investigate job label mechanism obvious occupy option output overall parallel parameter phase predict prior principal professional project promote regime resolve retain series statistic status stress subsequent sum summary undertake 5. academy adjust alter amend aware capacity challenge clause compound conflict consult contact decline discrete draft enable energy enforce entity equivalent evolve expand expose external facilitate fundamental generate generation image liberal license logic margin mental medical modify monitor network notion objective orient perspective precise prime psychology pursue ratio reject revenue stable style substitute sustain symbol target transit trend version welfare whereas 6. abstract acknowledge accuracy aggregate allocate assign attach author bond brief capable cite cooperate discriminate display diverse domain edit enhance estate exceed expert explicit federal fee flexible furthermore gender ignorance incentive incorporate incidence index inhibit initiate input instruct intelligence interval lecture migrate minimum ministry motive neutral nevertheless overseas precede presume rational recover reveal scope subsidy tape trace transform transport underlie utilize 7. adapt adult advocate aid channel chemical classic comprehensive comprise confirm contrary convert couple decade definite deny differentiate dispose dynamic equip eliminate empirical extract file finite foundation globe grade guarantee hierarchy identical ideology infer innovate insert intervene isolate media mode paradigm phenomenon priority prohibit publication quote release reverse simulate sole somewhat submit successor survive thesis topic transmit ultimate unique visible voluntary 8. abandon accompany accumulate ambiguous appendix appreciate arbitrary automate bias chart clarify commodity complement conform contemporary contradict crucial currency denote detect deviate displace drama eventual exhibit exploit fluctuate guideline highlight implicit induce inevitable infrastructure inspect intense manipulate minimize

91

nuclear offset paragraph plus practitioner predominant prospect radical random reinforce restore revise schedule tense terminate theme thereby uniform vehicle via virtual visual Widespread 9. accommodate analogy anticipate assure attain behalf cease coherent coincide commence compatible concurrent confine controversy converse device devote diminish distort duration erode ethic found format inherent insight integral intermediate manual mature mediate medium military minimal mutual norm overlap passive portion preliminary protocol qualitative refine relax restrain revolution rigid route scenario sphere subordinate supplement suspend team temporary trigger unify violate vision 10. adjacent albeit assemble collapse colleague compile conceive convince depress encounter enormous forthcoming incline integrity intrinsic invoke levy likewise nonetheless notwithstanding odd ongoing panel persist pose reluctance so-called straightforward undergo whereby \

92

Literacy Standards for Reading in History/Social Studies

The stan

dards below beg

in at grade 6; stan

dards for K–5 reading in history/social studies, scien

ce, an

d technical subjects are integrated into the K–5 R

eading

stan

dards. The CCR anch

or stan

dards an

d high sch

ool stan

dards in literacy w

ork in tan

dem

to define co

lleg

e an

d career read

iness ex

pectations—

the form

er

providing broad

standards, the latter providing additional specificity.

Grades 6-8

Grades 9-10

Grades 11-12

Key Ideas and Details



1. Cite sp

ecific tex

tual eviden

ce to support

analysis of primary and secondary source.

1. Cite sp

ecific tex

tual eviden

ce to support

analysis of primary and secondary sources,

attending to such

fea

tures as the date an

d origin

of the inform

ation.

1. Cite sp

ecific tex

tual eviden

ce to support analysis of

primary and secondary sources, co

nnecting insights

gained

from spec

ific details to an understan

ding of the

text as a w

hole.

2. Determine the ce

ntral ideas or inform

ation

of a primary or seco

ndary source; provide an

accu

rate summary of the source distinct from

prior knowledge or opinions.

2. Determine the ce


ation of

primary or seco


accu

rate summary of how key

even

ts or ideas

dev

elop over the co

urse of the text.

2. Determine the ce


ation of a primary

or seco


acc

urate summary that

makes clear the relationships am

ong the key

details and

ideas.

3. Iden

tify key

steps in a tex

t’s description of a

process related

to history/social studies (e.g.,

how a bill bec

omes law

, how interest rates are

raised

or lowered

).

3. Analyze in detail a series of ev

ents described

in a tex

t; determine whether earlier even

ts

caused later ones or simply preceded

them

.

3. Evaluate various ex

planations for actions or ev

ents

and determine which explanation best ac

cords with

textual eviden

ce, acknowledging w

here the text leav

es

matters uncertain.

Craft and Structure

Craft and Structure

Craft and Structure

4. Determine the mea

ning of words an

d

phrases as they

are used in a tex

t, including

voca

bulary spec

ific to domains related to

history/social studies


ning of words an

d phrases

as they

are used in a tex

t, including voca

bulary

describing political, social, or economic aspec

ts

of history/social studies.


ning of words an

d phrases as they

are used in a tex

t, including analyzing how an author uses

and refines the mea

ning of a key

term over the co

urse of a

text (e.g., how M

adison defines faction in Federalist N

o.

10).

5.. D

escribe how a tex

t presents inform

ation

(e.g., seq

uen

tially, co

mparatively, ca

usally).

5. Analyze how a tex

t uses structure to

emphasize key

points or ad

van

ce an explanation

or an

alysis.

5. Analyze in detail how a complex primary source

is structured, including how key

sen

tence

s, parag

raphs,

and larger portions of the text co

ntribute to the whole.

6. Iden

tify asp

ects of a text that rev

eal an

author’s point of view or purpose (e.g., load

ed

languag

e, inclusion or av

oidan

ce of particu

lar

facts).

6. Compare the point of view of tw

o or more

authors for how they

treat the same or similar

topics, including w

hich details they

include an

d

emphasize in their respec

tive ac

counts.

6. Evaluate au

thors’ differing points of view on the

same historical ev

ent or issue by assessing the au

thors’

claims, rea

soning, an

d eviden

ce.

Integration of Knowledge and Ideas



93

7. Integrate visual inform

ation (e.g., in charts,

graphs, photographs, video

s, or map

s) w

ith

other inform

ation in print an

d digital tex

ts.

7. Integrate quan

titative or tech

nical analysis

(e.g., charts, research

data) w

ith qualitative

analysis in print or digital tex

t.

7. Integrate and evaluate multiple sources of

inform

ation presented in diverse form

ats an

d m

edia

(e.g., visually, quan

titatively, as w

ell as in w

ords) in

order to address a question or solve a problem.

8. Distinguish among fac

t, opinion, an

d

reasoned

judgmen

t in a tex

t.

8. Assess the ex

tent to w

hich the reasoning and

eviden

ce in a tex

t support the au

thor’s claims.

8. Evaluate an

author’s premises, claims, and eviden

ce

by corroborating or ch

allenging them

with other

inform

ation.

9. Analyze the relationship between a primary

and secondary source on the same topic.

9. Compare an

d contrast treatm

ents of the same

topic in sev

eral primary and sec

ondary sources.

9. Integrate inform

ation from diverse sources, both

primary and secondary, into a coheren

t understan

ding of

an idea

or ev

ent, noting discrep

ancies among sources.

Range of Reading and Level of Text

Complexity


Complexity

Range of Reading and Level of Text Complexity

10. By the en

d of grade 8, read

and

comprehen

d history/social studies texts in the

grades 6–8 tex

t co

mplexity ban

d indep

enden

tly

and proficien

tly.

10. By the en

d of grade 10, read

and

comprehen

d history/ social studies texts in the

grades 9–10 tex

t co

mplexity ban

d

indep

enden

tly and proficien

tly.

10. By the en

d of grade 12, read

and comprehen

d

history/social studies texts in the grades 11–CCR tex

t

complexity ban

d indep

enden

tly and proficien

tly.

94

Literacy Standards for Reading in Science & Technical Subjects

The stan

dards below beg

in at grade 6; stan

dards for K–5 reading in history/social studies, scien

ce, an

d technical subjects are integrated into the K–5 R

eading

stan

dards. The CCR anch

or stan

dards an

d high sch

ool stan

dards in literacy w

ork in tan

dem

to define co

lleg

e an

d career read

iness ex

pectations—

the form

er

providing broad


Grades 6-8

Grades 9-10

Grades 11-12




1. Cite sp

ecific tex

tual eviden

ce to support

analysis of science and technical tex

ts.

1. Cite sp

ecific tex

tual eviden

ce to support


ts atten

ding

to the precise details of ex

planations or

descriptions.

1. Cite sp

ecific tex

tual eviden

ce to support


ts, attending to

importan

t distinctions the au

thor mak

es and to any

gap

s or inco

nsisten

cies in the ac

count.

2. Determine the ce

ntral ideas or co

nclusions

of a text; provide an

accurate summary of the

text distinct from prior knowledge or opinions.

2. Determine the ce

ntral ideas or co

nclusions of

a text; trace the text’s ex

planation or dep

iction

of a co

mplex proce

ss, phen

omen

on, or co

ncept;

provide an

accurate summary of the text.

2. Determine the ce

ntral ideas or co

nclusions of a

text; summarize co

mplex conce

pts, processes, or

inform

ation presented in a tex

t by parap

hrasing

them

in sim

pler but still accu

rate terms.

3. Follow precisely a m

ultistep procedure

when

carrying out ex

perim

ents, taking

mea

suremen

ts, or perform

ing tec

hnical tasks.


ultistep procedure w

hen

carrying out ex

perim

ents, taking

mea

suremen

ts, or perform

ing tec

hnical tasks,

attending to spec

ial ca

ses or ex

ceptions defined

in the text.


ultistep procedure w

hen

carrying out ex

perim

ents, taking m

easu

remen

ts, or

perform

ing tec

hnical tasks; analyze the sp

ecific

results based

on explanations in the text.

Craft and Structure

Craft and Structure

Craft and Structure


ning of symbols, key

term

s, and other domain-spec

ific w

ords an

d

phrases as they

are used in a specific scien

tific

or tech

nical context relevan

t to grades 6–8

texts and topics.



term

s, and other domain-spec

ific w

ords an

d

phrases as they


tific

or tech

nical context relevan

t to grades 9–10

texts and topics.



terms,

and other domain-spec

ific w

ords an

d phrases as

they


tific or tech

nical

context relevan

t to grades 11–12 texts and topics.

5. Analyze the structure an author uses to

organ

ize a text, including how the major

sections co

ntribute to the whole and to an

understan

ding of the topic.

5. Analyze the structure of the relationships

among conce

pts in a tex

t, including

relationships am

ong key

terms (e.g., force,

friction, reaction force, energy).

5. Analyze how the text structures inform

ation or

ideas into categ

ories or hierarchies, dem

onstrating

understan

ding of the inform

ation or ideas.

95

6. Analyze the au

thor’s purpose in providing

an explanation, describing a proce

dure, or

discu

ssing an experim

ent in a tex

t.

6. Analyze the au

thor’s purpose in providing an

explanation, describing a proce

dure, or

discu

ssing an experim

ent in a tex

t., defining the

question the au

thor seek

s to address.

6. Analyze the au

thor’s purpose in providing an

explanation, describing a proce

dure, or discu

ssing

an experim

ent in a tex

t, iden

tifying importan

t issues that rem

ain unreso

lved

.




7. Integrate quan

titative or tech

nical

inform

ation expressed

in w

ords in a tex

t with a

version of that inform

ation expressed

visually

(e.g., in a flowch

art, diagram, model, graph, or

table).

7. Translate quan

titative or tech

nical

inform

ation expressed

in w

ords in a tex

t into

visual form

(e.g., a tab

le or ch

art) and translate

inform

ation expressed

visually or

mathem

atically (e.g., in an equation) into

words.

7. Integrate and evaluate multiple sources of

inform

ation presented in diverse form

ats an

d

med

ia (e.g., quan

titative data, video

, multim

edia)

in order to address a question or solve a problem.

8. Distinguish among fac

ts, reasoned

judgmen

t

based

on research findings, and spec

ulation in

a text. [fact vs opinion of au

thor]

8. Assess the ex

tent to w

hich the reasoning and

eviden

ce in a tex

t support the au

thor’s claim or

a reco

mmen

dation for solving a scien

tific or

tech

nical problem. [is the opinion supported

by

the ev

iden

ce presented]

8. Evaluate the hypotheses, data, analysis, and

conclusions in a scien

ce or tech

nical tex

t,

verifying the data when

possible and corroborating

or ch

allenging conclusions with other sources of

inform

ation.[does the whole investigation support

the co

nclusion – w

hat is designed

well en

ough to

substan

tiate the co

nclusion]

9. Compare an

d contrast the inform

ation

gained

from experim

ents, simulations, video

,

or multim

edia sources w

ith that gained

from

read

ing a tex

t on the same topic.

9. Compare an

d contrast findings presented in a

text to those from other sources (including their

own experim

ents), noting w

hen

the findings

support or co

ntrad

ict previous ex

planations or

acco

unts.

9. Synthesize inform

ation from a ran

ge of sources

(e.g., tex

ts, ex

perim

ents, simulations) into a

coheren

t understan

ding of a process, phen

omen

on,

or co

nce

pt, resolving conflicting inform

ation w

hen

possible.


Complexity



10. By the en

d of grade 8, read

and

comprehen

d scien

ce/tec

hnical tex

ts in the

grades 6–8 tex

t co

mplexity ban

d

indep

enden

tly and proficien

tly.

10. By the en

d of grade 10, read

and

comprehen

d scien

ce/tec

hnical tex

ts in the

grades 9–10 tex

t co

mplexity ban

d

indep

enden

tly and proficien

tly.

10. By the en

d of grade 12, read

and comprehen

d

science/tec

hnical tex

ts in the grades 11–12 tex

t co

mplexity ban

d indep

enden

tly and proficien

tly.

96

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

The stan

dards below beg

in at grade 6; stan

dards for K–5 w

riting in history/social studies, scien

ce, an

d technical subjects are integrated into the K–5 W

riting

stan

dards. The CCR anch

or stan

dards an

d high sch

ool stan

dards in literacy w

ork in tan

dem

to define co

lleg

e an

d career read

iness ex

pectations—

the form

er

providing broad


Grades 6-8

Grades 9-10

Grades 11-12

Text Types and Purposes



1. W

rite argumen

ts focu

sed on discipline-

specific content.

a. Introduce

claim

(s) ab

out a topic or

issue, ack

nowledge an

d distinguish the

claim(s) from alternate or opposing

claims, and organ

ize the reasons an

d

eviden

ce logically.

b. Support claim

(s) with logical rea

soning

and relev

ant, accurate data an

d eviden

ce

that dem

onstrate an understan

ding of the

topic or text, using credible sources.

c. U

se w

ords, phrases, and clauses to

create cohesion and clarify the

relationships am

ong claim

(s),

counterclaim

s, rea

sons, and eviden

ce.

d. Estab

lish

and m

aintain a form

al style.

e. Provide a co

ncluding statemen

t or

section that follows from and supports the

argumen

t presented.

1. W

rite argumen

ts focu

sed on discipline-sp

ecific

content.

a. Introduce

precise claim

(s), distinguish the

claim(s) from alternate or opposing claim

s, and

create an organ

ization that estab

lish

es clear

relationships am

ong the claim(s),

counterclaim

s, rea

sons, and eviden

ce.

b. Dev

elop claim

(s) an

d counterclaim

s fairly,

supplying data an

d eviden

ce for each

while

pointing out the strengths an

d lim

itations of

both claim

(s) an

d counterclaim

s in a discipline-

appropriate form

and in a m

anner that

anticipates the au

dience’s knowledge level and

concerns.

c. U

se w

ords, phrases, and clauses to link the

major sections of the text, create co

hesion, an

d

clarify the relationships betwee

n claim

(s) an

d

reasons, between rea

sons an

d eviden

ce, an

d

between claim

(s) an

d counterclaim

s.

d. Estab

lish

and m

aintain a form

al style and

objective tone while attending to the norm

s an

d

conven

tions of the discipline in w

hich they

are

writing.

e. Provide a co

ncluding statemen

t or section

that follows from or su

pports the argumen

t

1. W

rite argumen

ts focu

sed on discipline-sp

ecific content.

a. Introduce

precise, knowledgea

ble claim

(s), estab

lish

the significan

ce of the claim(s), distinguish the claim(s)

from alternate or opposing claim

s, and create an

organ

ization that logically seq

uen

ces the claim(s),

counterclaim

s, rea

sons, and eviden

ce.

b. Dev

elop claim

(s) an

d counterclaim

s fairly and

thoroughly, su

pplying the most relev

ant data an

d

eviden

ce for ea

ch w

hile pointing out the strengths an

d

limitations of both claim

(s) an

d counterclaim

s in a

discipline-ap

propriate form

that anticipates the

audience’s knowledge level, co

ncerns, values, an

d

possible biases.

c. U

se w

ords, phrases, and clauses as w

ell as varied

syntax to link the major sections of the text, create

cohesion, an

d clarify the relationships between claim

(s)

and rea

sons, between reasons an

d eviden

ce, an

d

between claim

(s) an

d counterclaim

s.

d. Estab

lish

and m

aintain a form

al style and objective

tone while attending to the norm

s an

d conven

tions of

the discipline in w

hich they

are w

riting.

e. Provide a co

ncluding statemen

t or section that

follows from or su

pports the argumen

t presented.

97

presented.

2. W

rite inform

ative/ex

planatory tex

ts,

including the narration of historical ev

ents,

scientific procedures/ experim

ents, or

tech

nical processes.

a. Introduce

a topic clearly, previewing

what is to follow; organ

ize ideas,

conce

pts, an

d inform

ation into broad

er

categories as ap

propriate to ach

ieving

purpose; include form

atting (e.g.,

hea

dings), graphics (e.g., charts, tables),

and m

ultim

edia w

hen

useful to aiding

comprehen

sion.

b. Dev

elop the topic w

ith relev

ant, w

ell-

chosen facts, definitions, concrete details,

quotations, or other inform

ation and

exam

ples.

c. U

se appropriate an

d varied transitions

to create co

hesion and clarify the

relationships am

ong idea

s an

d concepts.

d. Use precise lan

guag

e an

d domain-

specific voca

bulary to inform

about or

explain the topic.

e. Estab

lish

and m

aintain a form

al style

and objective tone.

f. Provide a co

ncluding statemen

t or

section that follows from and supports the

inform

ation or ex

planation presented.

2. W

rite inform

ative/ex

planatory tex

ts, including

the narration of historical ev

ents, scientific

procedures/ experim

ents, or tech

nical processes.

a. Introduce

a topic and organ

ize idea

s,

conce

pts, an

d inform

ation to m

ake im

portan

t

connections an

d distinctions; include

form

atting (e.g., hea

dings), graphics (e.g.,

figures, tab

les), an

d m

ultim

edia w

hen

useful to

aiding comprehen

sion.

b. Dev

elop the topic w

ith w

ell-ch

osen, relevan

t,

and sufficient facts, extended

definitions,

concrete details, quotations, or other

inform

ation and exam

ples ap

propriate to the

audience’s knowledge of the topic.

c. U

se varied transitions an

d sen

tence structures

to link the major sections of the text, create

cohesion, an

d clarify the relationships am

ong

ideas an

d concepts.

d. Use precise lan

guag

e an

d domain-spec

ific

voca

bulary to m

anag

e the co

mplexity of the

topic and convey

a style appropriate to the

discipline an

d context as w

ell as to the

expertise of likely rea

ders.

e. Estab

lish

and m

aintain a form

al style and

objective tone while attending to the norm

s an

d

conven

tions of the discipline in w

hich they

are

writing.

f. Provide a co

ncluding statemen

t or section

that follows from and supports the inform

ation

or ex

planation presented (e.g., articulating

implications or the significan

ce of the topic).

2. W

rite inform

ative/ex

planatory tex

ts, including the

narration of historical ev

ents, scientific proce

dures/

experim

ents, or tech

nical proce

sses.

a. Introduce

a topic and organ

ize co

mplex ideas,

conce

pts, an

d inform

ation so that each new

elemen

t

builds on that w

hich precedes it to create a unified

whole; include form

atting (e.g., hea

dings), graphics

(e.g., figures, tab

les), an

d m

ultim

edia w

hen

useful to

aiding comprehen

sion.

b. Dev

elop the topic thoroughly by selecting the most

significan

t an

d relev

ant facts, extended

definitions,

concrete details, quotations, or other inform

ation and

exam

ples ap

propriate to the au

dience’s knowledge of

the topic.

c. U

se varied transitions an

d sen

tence structures to link

the major sections of the text, create co

hesion, an

d

clarify the relationships am

ong complex ideas an

d

conce

pts.

d. Use precise lan

guag

e, domain-spec

ific voca

bulary

and tec

hniques such

as metap

hor, sim

ile, and analogy

to m

anag

e the co

mplexity of the topic; co

nvey

a

knowledgea

ble stance

in a style that responds to the

discipline an

d context as w

ell as to the ex

pertise of

likely readers.

e. Provide a co

ncluding statemen

t or section that

follows from and supports the inform

ation or

explanation presented (e.g., articulating implications or

the significan

ce of the topic).

98

3. (S

ee note; not ap

plicable as a separate

requirem

ent)

3. (S

ee note; not ap

plicable as a separate

requirem

ent)

3. (S

ee note; not ap

plicable as a separate requirem

ent)

Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into

arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals

or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use

in their investigations or technical work that others can replicate them and (possibly) reach the same results.

Production and Distribution of Writing



4. Produce

clear and coheren

t writing in

which the dev

elopmen

t, organ

ization, an

d

style are appropriate to task, purpose, an

d

audience

.

4. Produce

clear and coheren

t writing in w

hich

the dev

elopmen

t, organ

ization, an

d style are

appropriate to task, purpose, an

d audience

.

4. Produce

clear and coheren

t writing in w

hich the

dev

elopmen

t, organ

ization, an

d style are appropriate to task,

purpose, an

d audience

.

5. W

ith some guidan

ce and support from

pee

rs and adults, dev

elop and stren

gthen

writing as needed

by planning, revising,

editing, rewriting, or trying a new

approach,

focu

sing on how w

ell purpose and audience

hav

e bee

n addressed

.

5. Dev

elop and stren

gthen

writing as needed

by

planning, revising, ed

iting, rewriting, or trying

a new

approach, focu

sing on addressing w

hat is

most significan

t for a sp

ecific purpose and

audience

.

5. Dev

elop and stren

gthen

writing as needed

by planning,

revising, ed

iting, rewriting, or trying a new

approach, focu

sing

on addressing w

hat is most significan

t for a sp

ecific purpose

and audience

.

6. Use tec

hnology, including the Internet, to

produce and publish w

riting and present the

relationships betwee

n inform

ation and ideas

clearly and efficiently.

6. Use tec

hnology, including the Internet, to

produce, publish

, an

d update individual or

shared

writing products, tak

ing advan

tage of

tech

nology’s cap

acity to link to other

inform

ation and to display inform

ation flexibly

and dynam

ically.

6. Use tec

hnology, including the Internet, to produce

, publish

,

and update individual or shared

writing products in response to

ongoing fee

dback, including new

argumen

ts or inform

ation.

Research to Build and Present Knowledge



7. Conduct short research projects to answ

er a

question (including a self-gen

erated

question), drawing on sev

eral sources and

gen

erating additional related

, focu

sed

questions that allow for multiple aven

ues of

exploration.

7. Conduct short as well as m

ore sustained

research

projects to answ

er a question

(including a self-gen

erated

question) or solve a

problem; narrow or broad

en the inquiry w

hen

appropriate; synthesize multiple sources on the

subject, dem

onstrating understan

ding of the

subject under investigation.

7. Conduct short as well as m

ore sustained

research projects to

answ

er a question (including a self-gen

erated

question) or solve

a problem; narrow or broad

en the inquiry w

hen

appropriate;

synthesize multiple sources on the su

bject, dem

onstrating

understan

ding of the su

bject under investigation.

99

8. Gather relev

ant inform

ation from m

ultiple

print an

d digital sources, using sea

rch terms

effectively; assess the cred

ibility and

accu

racy

of each

source; and quote or

parap

hrase the data an

d conclusions of others

while av

oiding plagiarism

and following a

stan

dard form

at for citation.

8. Gather relev

ant inform

ation from m

ultiple

authoritative print an

d digital sources, using

advan

ced sea

rches effectively; assess the

usefulness of each

source in answ

ering the

research

question; integrate inform

ation into the

text selectively to m

aintain the flow of idea

s,

avoiding plagiarism

and following a standard

form

at for citation.

8. Gather relev

ant inform

ation from m

ultiple authoritative print

and digital sources, using advan

ced searches effectively; assess

the strengths an

d lim

itations of each

source in terms of the

specific task, purpose, an

d audience; integrate inform

ation into

the text selectively to m

aintain the flow of ideas, avoiding

plagiarism

and overrelian

ce on any one source an

d following a

stan

dard form

at for citation.

9. Draw eviden

ce from inform

ational tex

ts to

support analysis reflection, an

d research.

9. Draw eviden

ce from inform

ational tex

ts to

support analysis, reflection, an

d research

9. Draw eviden

ce from inform

ational tex

ts to support analysis,

reflection, an

d research.

Range of Writing

Range of Writing

Range of Writing

10. W

rite routinely over extended

tim

e fram

es

(tim

e for reflection and rev

ision) an

d shorter

time fram

es (a single sitting or a day

or tw

o)

for a range of discipline-sp

ecific tasks,

purposes, and audiences.

10. W


tim

e fram

es

(tim

e for reflection and rev

ision) an

d shorter

time fram

es (a single sitting or a day

or tw

o) for

a range of discipline-sp

ecific tasks, purposes,

and audience

s.

10. W


tim

e fram

es (time for

reflection and rev

ision) an

d shorter tim

e fram

es (a single sitting

or a day

or tw

o) for a range of discipline-sp

ecific tasks,

purposes, and audiences.