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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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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
Instructions:Instructions:Instructions:Instructions:
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
Class: Class: Class: Class: Biology Unit:Unit:Unit:Unit: Organization GPS:GPS:GPS:GPS: SB3.d
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
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
Instructions:Instructions:Instructions:Instructions:
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
Instructions:Instructions:Instructions:Instructions:
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
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
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
Instructions:Instructions:Instructions:Instructions:
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
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
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.
DefinitionDefinitionDefinitionDefinition
IllustrationIllustrationIllustrationIllustration
ExamplesExamplesExamplesExamples
NonNonNonNon----examplesexamplesexamplesexamples
DefinitionDefinitionDefinitionDefinition
IllustrationIllustrationIllustrationIllustration
ExamplesExamplesExamplesExamples
NonNonNonNon----examplesexamplesexamplesexamples
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
Instructions:Instructions:Instructions:Instructions:
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 Article Set 2 Article Set 2 Article Set 2 Social StudiesSocial StudiesSocial StudiesSocial Studies
SPAWN
Instructions:Instructions:Instructions:Instructions:
Write a paragraph addressing the SPAWN prompt below.
Refute or defend Kaczynski's thesis in Industrial Society and Its Future (1995).
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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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.
DefinitionDefinitionDefinitionDefinition
IllustrationsIllustrationsIllustrationsIllustrations
ExamplesExamplesExamplesExamples
NonNonNonNon----examplesexamplesexamplesexamples
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.
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 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)
DescriptionDescriptionDescriptionDescription
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)
PurposePurposePurposePurpose
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
Before, During, or After Reading
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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
DescriptionDescriptionDescriptionDescription
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.
PurposePurposePurposePurpose
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)
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)
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.
Before, During, or After Reading
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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
Class: Class: Class: Class: Biology Unit:Unit:Unit:Unit: Organization GPS:GPS:GPS:GPS: SB3.d
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
Class: Class: Class: Class: US History Unit: Unit: Unit: Unit: 3 GPS: GPS: GPS: GPS: SSUSH5.d
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…
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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:
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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.
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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:
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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.
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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
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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
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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.
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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.
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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.
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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
Class: Class: Class: Class: Biology Unit:Unit:Unit:Unit: Organization GPS:GPS:GPS:GPS: SB3.d
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
Class: Class: Class: Class: US History Unit: Unit: Unit: Unit: 3 GPS: GPS: GPS: GPS: SSUSH5.d
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.
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ren
ce t
o re
leva
nt
scie
nti
fic
con
cep
ts,
pri
nci
ple
s, o
r th
eori
es (
big
id
eas)
• E
vid
ence
of
un
der
stan
din
g ob
serv
able
ch
ara
cter
isti
cs
an
d p
rop
erti
es o
f ob
ject
s,
orga
nis
ms,
an
d/o
r m
ate
ria
ls
use
d.
•
Did
not
use
or
inap
pro
pri
ate
ly
use
d s
cien
tifi
c re
pre
sen
tati
ons
an
d n
otati
ons
(sym
bol
s,
dia
gram
s, g
rap
hs,
tab
les)
•
No
use
, or
mos
tly
inap
pro
pri
ate
use
of
scie
nti
fic
term
inol
ogy
•
No
men
tion
or
inap
pro
pri
ate
re
fere
nce
s to
rel
evan
t sc
ien
tifi
c co
nce
pts
, p
rin
cip
als
, or
th
eori
es (
big
id
eas)
•
Som
e ev
iden
ce o
f u
nd
erst
an
din
g ob
serv
able
ch
ara
cter
isti
cs a
nd
pro
per
ties
of
obje
cts,
org
an
ism
s, a
nd
/or
m
ate
rials
use
d.
Org
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
•
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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
Ref
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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
2. Before During After
3. 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 _______________________________________
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/
71
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.
Before, During, or After Reading
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.
Before, During, or After Reading
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
Key Ideas and Details
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
ntral ideas or inform
ation of
primary or seco
ndary source; provide an
accu
rate summary of how key
even
ts or ideas
dev
elop over the co
urse of the text.
2. Determine the ce
ntral ideas or inform
ation of a primary
or seco
ndary source; provide an
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
4. Determine the mea
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.
4. Determine the mea
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
Integration of Knowledge and Ideas
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
Range of Reading and Level of Text
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
standards, the latter providing additional specificity.
Grades 6-8
Grades 9-10
Grades 11-12
Key Ideas and Details
Key Ideas and Details
Key Ideas and Details
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
analysis of science and technical tex
ts atten
ding
to the precise details of ex
planations or
descriptions.
1. Cite sp
ecific tex
tual eviden
ce to support
analysis of science and technical tex
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.
3. Follow precisely a m
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.
3. Follow precisely a m
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
4. Determine the mea
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.
4. Determine the mea
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 9–10
texts and topics.
4. Determine the mea
ning of symbols, key
terms,
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 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
.
Integration of Knowledge and Ideas
Integration of Knowledge and Ideas
Integration of Knowledge and Ideas
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.
Range of Reading and Level of Text
Complexity
Range of Reading and Level of Text Complexity
Range of Reading and Level of Text 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
standards, the latter providing additional specificity.
Grades 6-8
Grades 9-10
Grades 11-12
Text Types and Purposes
Text Types and Purposes
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
Production and Distribution of Writing
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
Research to Build and Present Knowledge
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
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 audience
s.
10. W
rite routinely over extended
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.