Exploring the Literacy Standards: Exploring the Literacy Standards: Diverse Formats & Multiple TextsDiverse Formats & Multiple Texts

ReviewReview

R.8 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.

What graphic organizer(s) did you try with What graphic organizer(s) did you try with students?students?

What successes or challenges did you experience?

Focus StandardsFocus Standards

R.7 Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Focus StandardsFocus Standards

Diverse Formats and MediaDiverse Formats and Media–Text and videoText and video

–Text and visualText and visual–Text and audio Text and audio (actual recording)(actual recording)

–Text and podcast Text and podcast (student (student generated)generated)

Focus StandardsFocus Standards

““Analytic cubism Analytic cubism (1909–1912) is a style (1909–1912) is a style of painting Picasso of painting Picasso developed along with developed along with Georges Braque Georges Braque using monochrome using monochrome brownish and neutral brownish and neutral colors. Both artists colors. Both artists took apart objects and took apart objects and ‘analyzed’ them in ‘analyzed’ them in terms of their terms of their shapes.” shapes.”

Text taken from http://en.wikipedia.org.

Focus StandardsFocus Standards

Multiple TextsMultiple Texts–Literary and informational textLiterary and informational text

–Pro and con textPro and con text

–Informational text comparisonInformational text comparison

–Story and poemStory and poem

Focus StandardsFocus Standards

““Kristallnacht was a Kristallnacht was a series of coordinated series of coordinated attacks against Jews attacks against Jews throughout Nazi Germany throughout Nazi Germany and parts of Austria on 9–and parts of Austria on 9–10 November 1938. 10 November 1938. German authorities German authorities looked on without looked on without intervening. The attacks intervening. The attacks left the streets covered left the streets covered with broken glass from with broken glass from the windows of Jewish-the windows of Jewish-owned stores, buildings, owned stores, buildings, and synagogues.”*and synagogues.”*

Broken Windows, Broken Windows, Broken DreamsBroken Dreams

KristallnachtKristallnachtdestructive, discriminatorydestructive, discriminatory

menacing, frightening, menacing, frightening, disturbingdisturbing

violation of people, property, violation of people, property, and peaceand peace

depressing, crushing, depressing, crushing, frustratingfrustrating

hopeless, despairhopeless, despairbroken dreams broken dreams

*Text taken from http://en.wikipedia.org.

Graphic OrganizersGraphic Organizers

Diverse Formats & Multiple TextsDiverse Formats & Multiple Texts

Compare-Contrast*Compare-Contrast*

Compare-Contrast Matrix*Compare-Contrast Matrix*

Compare-Contrast T-Chart*Compare-Contrast T-Chart*

Venn Columns*Venn Columns*

Venn Diagram Venn Diagram

AssignmentAssignment

Assign at least one of the graphic Assign at least one of the graphic organizers to students.organizers to students.

May or may not ask students to write a May or may not ask students to write a paragraph as a result of the graphic paragraph as a result of the graphic organizer.organizer.

Bring stories of successes or challenges Bring stories of successes or challenges to the next meeting/workshop.to the next meeting/workshop.

ReviewReview

Key Ideas and Details1. Read closely to determine what the text says explicitly

and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Inference

Main Idea

Making Connections

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Craft and Structure4. Interpret words and phrases as they are used in a text,

including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Word Choice

Text Structure

POV & AP

ReviewReview

Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse

formats and media, including visually and quantitatively, as well as in words.

8. 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.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Diverse Formats

Argument

Multiple Texts