Cross-Curricular Adolescent Literacy: Mission Impossible?

Cross-Curricular Adolescent Literacy: Mission Impossible?

Rachel Hamilton, ELA

Sandy Lorick, Math

Langston Charter Middle School, Greenville, SC

Goals

• Recognize the benefits of cross-curricular literacy strategies in developing and supporting students’ learning.

• Improve students’ achievement by improving content area teaching through real-world, culturally relevant approaches using common core curriculum.

HOW do you teach Common Core?

• How do you grab attention?

• How do you ask questions?

• How do you assess (formal/informal)?

• How do you grade?

• How do you give feedback (verbal/written)?

The Learning Cycle

• Preactive

• Draw from prior knowledge

• Grab attention

• Interactive

• Learning “with” the concept

• Questioning

• Informal assessment

• Reflective

• Check for understanding /application of critical thinking

• Formal assessment

Write one vocabulary term

from your subject area.

Preactive Anticipation Guide Prediction Guide Structured brainstorming Gallery walk Consensogram

Anticipation/Prediction Guides

• Assess prior knowledge

• Engage students using real-world relevance

• Encourage class-wide discussion

• Pre/post inventory for a reading selection.

ELA Anticipation GuideFlowers for Algernon

• Flowers for Algernon

In the blanks beside each statement, write true or false.

Before After

______ ______ Mentally challenged people are incapable of functioning in society. ______ ______ Mental retardation can be reversed.

______ ______ People treat the mentally challenged with disrespect.

______ ______ Mentally challenged people have no emotions.

______ ______ Mentally challenged people don’t know what is going on around them.

ELA Prediction GuideThree Skeleton Key

Giant rats

Ghost ship

Lightho

useThree men

TerrorInsanit

yDeath

Before we begin our study of multiplying and dividing fractions, let’s see how much you already know! In the table below, look at each problem. If you believe the answer is correct put a checkmark in the BEFORE column. If not, put an X in the BEFORE column.

BEFORE PROBLEM AFTER

1/2 • 1/3 = 1/6

1/3 • 2/3 = 3/6

3 1/2 • 2 1/3 = 6 1/6

2 • 3/4 = 2 3/4

4/5 • 2/3 = 8/15

2/7 • 2/7 = 4/14 3 • 1/2 = 1 1/2

Math Anticipation Guide

An Anticipation Guide for the Order of Operations

Directions: We have already studied the four basic number operations.

Now, we are going to examine expressions that involve two or more operations.

Before reading section 2.3, “Order of Operations Agreement,” think about

the mathematical expressions and their simplified values listed below.

Based on the expression and its simplified value, predict a rule for the order

in which mathematical operations are computed. Be able to explain your decisions.

Expression Simplified Value Predict Rule

1. 4 + 8 / 2 8

2. 18 / 2 + 7 16

3. 4 x 3 + 4 x 4 28

4. 10 – 3 x 5 -5

Statistics Prediction Guide

Directions: In the column labeled Me, place a check next to any statement with which you agree. After reading the text, compare your opinions about those statements with information in the text.

Me Text

___ ___ 1. There are several kinds of averages for a set of data.

___ ___ 2. The mode is the middle number in a set of data.

___ ___ 3. Outliers are always ignored.

Math Structured Brainstorming

List – Group – Label

• Have students generate a list for a particular word or concept

• After creating list, have students categorize words

MeasurementStudent-Generated List

meter width ruler

distance area temperature

mile cup pound

CategorizeUnits of Measure Things Measured Tools for Measurement

meter distance cup

mile area ruler

ELA Structured Brainstorming

• Post wall-sized “post-its”/chart paper around the room with one part of speech for each heading.

• In pairs, students will write a set of 10 words from previous study (usually vocabulary). Write each word on a sticky note.

• Pairs will post sticky notes under corresponding parts of speech for each word (categorize).

• Keep charts posted to aid sentence construction, context clue activities, bell work lessons/activities.

ELA Gallery Walk The Diary of A Young Girl

Anne Frank play

• Post pictures from WWII concentration camps around the room.

• Play music that sets mood.

• Students will silently walk around the room observing the pictures.

• In their writing notebooks, students will write ONE emotionally-charged word for each picture (no phrases/sentences).

• Volunteers will share words with the class.

• Come back to this activity after reading the story (reflective).

Consensogram

• Accessing prior knowledge

• Collaborative learning

• Kinesthetic learning

Interactive Paired Reading Round the Room Questions Hold Your Thinking Think-Pair-Share Frayer Model Facebook Friday!

Paired Reading • Select a passage for reading.

• Pair students – ask one to be the coach and one to be the reader.

• Have the reader read part of the selection aloud to the coach.

• Have the coach summarize the main idea. The coach can ask reader clarifying questions.

• Have students reverse roles and continue with same format for the whole selection.

• MATH: Classifying numbers, common core vocabulary

• ELA: Summarize, paraphrase, main idea, inference

• SS: Time periods in a nutshell, matching leaders with countries/conflicts

• SCIENCE: Classifying species, diseases

• FOREIGN LANGUAGE: Passage translation

Round the Room Questions

• Type and print sets of questions

• Story

• Grammar

• Literary concepts

• Historical event

• Cut questions into strips and tape each in various places around the room

• In pairs, students will answer each question (orally or on paper).

• Move students clockwise and give a one or two minute time limit for each question.

• Adaptable to any subject!

Round the Room Questions

MATH

• Write math problems on large poster paper

• Place problems in various places around the room

• Place students into groups of three or four

• Give each group a specific colored sharpie

• Have each group solve the problem on the poster paper

• Move students clockwise and give a time limit for each question

• When a group gets to a problem already solved, they place a check next to the solution if they agree or they rework the problem

• When all problems have been solved, the class reviews as a whole

Hold Your Thinking

• Pass out sticky notes to each student.

• As students read a passage, they will use the sticky notes to write any questions or comments that come to mind as they’re reading.

• When they’re finished reading, students will re-visit these questions/comments.

• Spurs class/group discussion

Frayer Model

• Vocabulary strategy – supports learning vocabulary terms

• Definition in own words

• Essential characteristics

• Non-essential characteristics

• Examples

• Non-examples

Math Frayer ModelESSENTIAL CHARACTERISTICS/DEFINITION IN OWN WORDS

NON-ESSENTIAL CHARACTERISTICS/FACTS

EXAMPLES NON-EXAMPLES

TERM

Math Frayer ModelDEFINITION

A whole number with exactly two factors, one and itself.

FACTS

2 is the only even prime number.0 and 1 are not prime.Every number can be written as a product of prime.

2, 3, 5, 7, 11, 13

EXAMPLES

0, 1, 4, 6, 8, 9

NON-EXAMPLES

PRIME

Math Frayer Model

DEFINITION

A number you get when you divide two whole numbers.

FACTS

Prime numbers have 2 factors.Composite numbers have more than 2 factors.Divisibility rules help find factors.

24: 1,2,3,4,6,8,12,24

EXAMPLES

10 + 14 = 2424: 14, 10

Factors are not addends.NON-EXAMPLES

FACTOR

ELA Frayer Model

WORDS ACTIONS

APPEARANCE OTHERS’ VIEW OF THIS PERSON

CHARACTER

ELA Frayer Model

INTERROGATIVE

WhoWhomWhoseWhich

DEMONSTRATIVE

ThatThoseThis

These

WhichWhoThatWhose

RELATIVE

SomeoneEveryone

AllMany

INDEFINITE

PRONOUN

FACEBOOK FRIDAY!ELA

• Use social media, signs, menus, newspapers, magazines, TV, internet etc. to find grammar errors.

• Integrated learning

• Immersion in concepts

• Real-world relevance

• School-wide initiative to enhance literacy

• Adaptable across curriculum

• Find errors/good examples in print/non-print/social media

Reflective Vocabulary Four Square Gallery Walk RAFT Ticket Out the Door (TODD) Biopoem Cinquain Tracking Changes Peer rubrics Peer assessment

Four Square

• Vocabulary strategy – supports learning vocabulary terms

• Definition in own terms

• Drawings

• Synonyms/Antonyms

• Connections

• Examples

• Essential characteristics

• Symbols

Four Square

Term / definition in own words Diagram / word art / cue to remember

Examples / uses / synonyms/ antonyms

Uses / essential characteristics / synonyms/ antonyms

Four Square Strategy - Fraction

Numerical Representation

Graphical Representation Verbal Representation or Real-Life Example

Word Form

Three - Fifths 3/5

Three pieces of a pizza that is cut into five pieces.

1) Verbal description and/or extend the pattern

add 3 tiles each time

2) Make a table Term # of Tiles

012345n

1 4 71013163n + 1

3) Write the formula

3n + 1

4) Graph the function

4-Square Strategy—FunctionsFunction A

c

Word with your own definition, part of speech

2 synonyms/antonyms

Drawing of word meaning Sentence using word correctly in context

Vocabulary Four Square ELA

Sinister adj.

threatening some kind of trouble

MenacingCreepy

Coating himself in Kryptonite, Lex Luther proved to be Superman’s most sinister opponent.

Gallery WalkInteractive:

• Work a problem with the students using a four square.

• Divide students into pairs and assign problems. Allow them to create four square and put on large post-it paper.

Reflective:

• Have a gallery walk and allow students to see each others work.

• Have students specifically look for their pattern done by the other class.

• Students note any differences seen between their work and be ready to offer an explanation of the differences.

ELA RAFT•Role• Imaginary snake from Roald Dahl’s Poison

•Audience• Harry, the main character who thinks there’s a snake in

his bed

•Format• Letter

•Topic• Harry’s overreaction to a snake being in his bed when

the snake apparently didn’t even exist

Dear shivering, sweating over-reactor,

Dude, what the heck is your problem?! Yeah…you think I’m here, but I’m really not. So I don’t know why you’re freaking out like this. I’ve been long gone, BELIEVE me. I wasn’t really enjoying being in your stupid, psycho dream anyway. Oh, and you can’t just put people of other races down, especially when they’re trying to help you. Indian doctors are the BEST! You’re so dumb for treating Dr. G the way you did. You lose it like a crazy person and imagine things that aren’t really there! Great way to win friends… For real man, I think you might need a psych evaluation and some meds for your whacko hallucinations. If I ever come back, I’m gunna bite you, even though I’m just a phantom. So, be ready next time! HAAAAAA…!

Sincerely,Your Slithery Delusion 8th grade boy

MATH RAFT

•Role• Denominator

•Audience• Fractions

•Format• Letter

•Topic• Importance of the denominator

To all my fellow fraction friends,I am here to help you understand the importance

of my job. Being the denominator, I support all of you. Without me, you are nothing. The numerators sit all high and mighty on top of the fraction bar looking down on us denominators while we are hard at work. We are the whole while the numerators are only a part! Don’t forget where your support comes from.

Sincerely,

Denominator 6th grade boy

Math Ticket Out the Door

• Explain to a friend who was sick today how to divide decimals. Use words and numbers in your explanation. Assume your friend already knows how to divide whole numbers.

ELA Ticket Out the Door

• Write one sentence explaining the main idea of the story read in class today. OR, write one sentence explaining the most important concept learned today.

• Theme

• Character traits

• Setting

• Opinion of the story/article

• Grammar concept

Biopoem

• Line 1: First name

• Line 2: Four traits that describe character

• Line 3: Relatives of

• Line 4: Lover of (list three things)

• Line 5: Who feels (list three items)

• Line 6: Who needs (list three items)

• Line 7: Who fears (list three items)

• Line 8: Who gives (list three items)

• Line 9: Who would like to see (list three items)

• Line 10: Resident of

• Line 11: Last name

FreakLonely, smart, dying, bold

Friend of MaxLover of nerdy stuff, fighting crime, friendship,

Who needs medical help, love, a challengeWho fears dying, loneliness, hospitals

Who gives advice, friendship, criminals a run for their money

Who feels insecurity, fear, smarter than everyone elseWho hates fakeness, being disabled, Max’s father

Who would like to live, catch Max’s father, equality Resident of a small home

The Mighty

CINQUAINFIVE LINE POEM

Line 1 one-word/phrase titleLine 2 two words that describeLine 3 three words expressing actionLine 4 four words expressing feelingLine 5 another word/phrase for title

◦ Does not rhyme◦ Phrases or lists of words◦ May just give additional information◦ Conveys most important information about a

term/concept

Math Cinquain

Integers

Positive, Negative

Includes Zero, Too

2, -74, 13, -8

Numbers

Pride and Prejudice CinquainElizabeth

Confident, boldHelping, hurting,

lovingWise beyond her

yearsBennett

Tracking Changes

Peer Rubrics

• Constructive feedback (teacher should model)

• Gives students time to think

• Avoids thoughtless remarks

• Gives students ownership

• Initiates class discussion

Honors Reading Riot PP presentationPeer rubric

Title significance /10 Indirect characterization (2 examples) /5BRIEF plot summary /10 3 important quotes /5Setting /10 Recommendation/changes /5 Character/conflictimpact /10 Notes /10 Minor conflicts/ /5 Time limit /5 conflict resolution (4 min./6 max.)Eye contact /5 Presentation skills /10 Visual /10 Evidence of practice /10(error-free and engaging)

Comments:

Rubric for Problem Solving PortfolioSkill 3 2 1 Point

s Earne

dShowing Mathematical Work

Solution complete. Steps taken were very clear, easy to follow, and correct.

Solution complete. Steps taken were correct, but not easy to follow or very clear.

Solution incomplete or incorrect due to major error or numerous minor errors.

Explanation of Solving Process

Results are presented in a clear and orderly manner using appropriate math language. 

Results were understood by the reader, but lacked appropriate math language.

Results were very poorly communicated.

Strategy chosen and why

Overall Grade: _______

Strategy named and reasoning is easy to understand and makes sense.

Comments:

 Strategy named but reasoning is not easy to understand and/or does not make sense.

 Strategy not named and/or reasoning not given.

Peer Assessment

• Create practice quiz for a partner from notes

• Student-led review games

• Teacher as guide

• Students can come up with their own questions using notes as a guide

• Use student questions/ideas in quizzes/tests

Cross-curricular adolescent literacy IS

possible! • Each strategy can be adapted to any

academic subject!

• Character Ed./Leadership training/Team-building

Questions? Please contact us!

Rachel Hamilton

rhamilton@langstoncharter.org

Sandy Lorick

slorick@langstoncharter.org