All these provided opportunities for embedded literacy instruction. For bell ringers , Jason assigned short paragraphs from a textbook or from other sources. Students read the paragraph, answered direct questions, and underlined the evidence in the text that supported their answers. Initially, he asked questions directly from the text; students could easily find and underline the answers.
Gradually, he assigned longer passages of text and posed questions that forced students to analyze, compare, or infer. They continued to identify the parts of the text that led them to reach their conclusions, but now the text did not provide exact answers to the questions. The purpose of the bell ringers was not to review content from the previous class.
Text sets: Building blocks of background knowledge | The Thomas B. Fordham Institute
Rather, students were required to think about concepts in a new way or to learn a new concept. To reinforce the literacy component, however, he could add one or two text-related questions such as:. The idea is for the text to support, challenge, or explore the classroom concepts in a thought-provoking way. Jason also adjusted his note-taking techniques in class.
He was already using graphic organizers or note-taking guides for mini-lectures. He noticed opportunities for students to use these tools when they were watching videos or reading.
ELA Tools Aligned to Common Core Standards
One of his favorites was note-taking matrices. In one activity, he wanted his students to consider the environmental impact of sources of energy. He provided students with a matrix and had them do research to complete the chart and reach a conclusion about the most environmentally friendly energy source. Students work together to develop deeper learning.
To promote vocabulary and concept development, Jason used a Guess and Adjust activity. For the first sentence, identify the main idea about the entire article hint: re-read the introductory and concluding paragraphs. For the next three sentences, write down the supporting details that you find in the article hint: notice that your article is divided into three sections; use each of these sections to write your three sentences.
For your last sentence, explain what is important about this article hint: think about why this topic is important. As students became more adept at summarizing, Jason could stop giving hints and specific parameters.
The Beginnings of Common Core State Standards
Literacy skills can be embedded in the science classroom. Attending to this requirement was less about creating new activities and more about being intentional in teaching and using existing activities. Sometimes, it was just a matter of asking additional questions of students. For example, when introducing an argumentative piece about global warming, Jason asked questions like these:.
After the class read the text, he debriefed and repeated this type of discussion with texts that represented alternative views. A comparison could be made between competing arguments, prompting discussions about purpose, structure, content, evidence, reasoned arguments vs. This deep thinking is prompted by a few well-placed and well-designed questions.
Argument Map Engage in rhetorical analysis in order to identify various elements of an argument.
Bringing the Socrative Seminar to the 21st Century. Integration of Knowledge and Ideas. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. Analyzing Advertisements Analyze advertisement to better understand persuasive techniques. Analyzing Data Analyze and interpret data in informational texts.
Analyzing Visuals Analyze visuals in a text to better understand content and author's purpose. Evaluating Sources Use this handout to evaluate the credibility of print and online sources. Making the Common Core More Common In Our Classrooms. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Analyzing Evidence Identify evidence in a text and analyze how it is used. Argument Poster Visually represent the main ideas or central argument in a text.
Synthesizing Claims Synthesize claims in a text in order to understand an author's central claim.
Understanding Argument Writing Standards. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Synthesizing Sources Analyze and synthesize two or more sources in order to create new knowledge.
The Core Six is for educators who already have a strong grasp on the Common Core and are eager to do something about it. Reading and understanding rigorous texts. Evaluating evidence and using it to support positions. Conducting comparative analyses. Finding important patterns and structures built into content. Mastering academic vocabulary and integrating it into speech and writing. Understanding and contributing to meaningful discussions about content. Using writing to advance learning and clarify thinking.
Figure I. Thanks to more than 40 years of research on classroom practice, we know better than ever what works. We know which strategies are likely to increase engagement and raise student achievement, and we know which are not worthy of instructional time. Every strategy in this book is backed by a strong research base. But research is only part of the story. There is a real gap between research and practice, and any strategy can fall flat in the classroom. When teachers make moves like these, student learning takes off.
The promise of the research is realized. That's why, during the last 35 years, we have worked with thousands of teachers who have helped us test and refine strategies so that they are not only research-based but also classroom-proven. This holds true for every strategy in this book: all of them have been refined over time with the intent of making research come to life in the classroom.
The strategy helps build these Common Core skills:. Managing text complexity. Evaluating and using evidence. Developing the core skills of reading e. Conducting comparative analyses of academic content e. Conducting comparative readings of two or more texts. Integrating information from multiple sources.senjouin-renshu.com/wp-content/20/3869-localizar-celular-lumia.php
Content Area Vocabulary Learning
Inductive Learning helps students find patterns and structures built into content through an inductive process analyzing specifics to form generalizations. Finding patterns and making logical inferences. Supporting thinking with evidence. Mastering academic vocabulary. Circle of Knowledge is a strategic framework for planning and conducting classroom discussions that engage all students in deeper thinking and thoughtful communication.
Speaking, listening, and presenting. Integrating and evaluating information. Collaborating with peers. Write to Learn helps teachers integrate writing into daily instruction and develop students' writing skills in the key text types associated with college and career readiness.
Developing higher-order thinking through writing.