Amy Benjamin Coordinating Literacy Strategies for the ELA Common Core and Content Areas: Out of the Egg Carton

Amy Benjaminwww.amybenjamin.com

Coordinating Literacy Strategies for the ELA Common Core and Content Areas:

Out of the Egg Carton

Into the Cake!

Responsibility – Control =

Humans learn through patterns and cohesion.

Turn and Talk: Why is this so?

Consider a student’s school day.

How does traditional secondary education foster disconnectedness?

Internal Connectedness External Connectedness

4 Kinds of Connectedness in Curriculum

1. English2. Social Studies3. Science4. Math5. Art6. Music7. Business8. Technology9. Phys Ed


1. Connected Content



2. Connected Skills


Linking Content Lessons to Strategic Reading Lessons

What do smart readers do?

BeforeDuringAfter

Content Standards:

http://www.clipart.com/en/close-up?o=4015248&a=c&q=link&k_mode=all&s=1&e=35&show=&c=&cid=&findincat=&g=&cc=485:35:577:18172:4:156:68&page=&k_exc=&pubid=&color=&b=k&date=


Content Standards:

Enduring Understanding: Content

Soc. St: Anthropologists believe thata key marker of advancedcivilization is division of labor.

Enduring Understanding: Strategic Reading

Smart readers assess the level ofdifficulty before reading and plan toadjust their pace, focus, andpreparation accordingly.

Pre-reading strategy:Assess and plan



Content Standards:

Enduring Understanding: Content

Science: There are three kindsof rocks: igneous, metamorphic,sedimentary. Rocks are categorizedon the basis of how they areformed.


Smart readers create mental pictureswhile reading.

During-reading strategy:Interact with the text by

visualizing. Use the available visualsin the text, plus your own imaginationand connections.



Subject-specific terminology


Smart readers use a variety of strategiesto learn and remember terminology:

Context cluesWord analysisGlossariesRepeated use of new wordUse of new word in multiple formsNon-verbal processing:

visualsgestures

Considering interdisciplinarycrossovers of words


3. Connected Vocabulary


Academic Word List: Subset 1analyze 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 percent period principle proceed process policy require research respond role section sector significant similar source specific structure theory vary

Academic Word List: Subset 2 achieve acquire administrate affect appropriate aspect assist category chapter commission community complex compute conclude conduct consequent construct 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 regulate relevant reside resource restrict secure seek select site strategy survey tradition transfer

Vocabulary-Content-Sentence (VCS)Daily Practice:

Write a sentence about something we are learning this week, employingone of these words. You may change the form of the words to fit yoursentence. Your sentence must be at least 8 words long.

assume benefit concept data economy factor indicate method proceed process policy role specific structure


4. Connected Kinds of Questions


Metaphor: The Ultimate Connection

She had a pleasing voice andstrong hands.

She had a velvety voice andleathery hands.

A World Without Metaphors:

Explain any of the following without the use of metaphor:

•A mathematical equation

•The Supreme Court

•Knowledge

•Ostracism

•Homeostasis

•Imperialism

•Disappointment

A World With Metaphors:

•A mathematical equation

•The Supreme Court

•Knowledge

•Ostracism

•Homeostasis

•Imperialism

•Disappointment

Consider the different partsof the brain that are stimulated by metaphor.

Consider the differences inyour language as you usedmetaphor.

Writing Rubric: Common Core Standards, Grades 6-12: Social Studies, Science, Technical Subjects

Developed by Amy Benjamin in accordance with the Common Core State Standards for Literacy in English Language Arts and Social Studies, Science, Technical Subjects, www.amybenjamin.com

Novice ProSemi-ProPre-Novice

Writing an introduction

Writing a conclusion

Type: Argumentation

Developing an argument

Using formal writingtone

Using TierII and IIVocabulary

Expressingrelationshipsbetween ideas

no conclusion

Good start toward developing claims andopposing claims; Includessome substantial evidence

Establishes clear and effectiveorganization through: paragraphing, sectioning, complex sentences, transitionsand other linking devices

Formal writing tone usedthroughout; Few or no glaringerrors in spelling, grammar,punctuation, capitalization;obvious care in presentation

Strong conclusion thatfollows from the evidencepresented and makes animpact on the reader

Transitions from paragraphto paragraph, but needsmore internal transition andlinkage within paragraphs

Mentions, but does notdevelop, sufficient evidence;

Does not attend to opposingclaim(s)

Effectively does ONE of the following: State importance of issue Make a claim Acknowledge opposing claim(s)

No Tier II or III vocabularyused

All or mostly simple sentences with no orvery few transition wordsand conjunctions usedNo paragraphing

Overall tone is too informal,including some or all of: “texting” abbreviations, slang,messiness, errors in spelling,punctuation, grammar

No relevant facts, statistics,reasons, or evidence.

Develops claims and opposingclaims thoroughly and fairlywith evidence: facts, stats,reasons, examples, anecdotes

Sufficient, appropriateuse of Tier IIand III language throughout

Effectively does TWO of the following: State importance of issue Make a claim Acknowledge opposing claim(s)

Effectively does NONE of the following: State importance of issue Make a claim Acknowledge opposing claim

Effectively does ALL of the following: State importance of issue Make a claim Acknowledge opposing claim(s)

A few organizationalstructures and transitionalwords

A few Tier II and II vocabularyused

Tier II and III vocabulary areevident, but there areseveral instances whereTier II vocabulary should beused instead of Tier I

Sketchy conclusion thatjust restates the claim and/or the issue; does notmake an impact on the reader

Good start toward astrong conclusion thatfollows from the evidenceand makes an impact onthe reader

Attempt at formalwriting style, but needsmore proofreading and/orcare in presentation

Good attempt at formal writing style and proofreading, but a fewglaring errors indicate that more careful proofreading is needed

Writing Rubric: Common Core Standards, Grades 6-12: Social Studies, Science, Technical Subjects

Developed by Amy Benjamin in accordance with the Common Core State Standards for Literacy in English Language Arts and Social Studies, Science, Technical Subjects, www.amybenjamin.com

Novice ProSemi-ProPre-Novice

Writing an introduction

Writing a conclusion

Type: Explanatory

Explaining theinformation

Using formal writingtone

Using TierII and IIIVocabulary

Expressingrelationshipsbetween ideas

No or very sketchy conclusion

Good start toward presenting relevant facts,definitions, concrete details,quotations, examples

Establishes clear and effectiveorganization through: paragraphing, sectioning, complex sentences, transitionsand other linking devices

Formal writing tone usedthroughout; Few or no glaringerrors in spelling, grammar,punctuation, capitalization;obvious care in presentation

Strong conclusion that clearlysummarizes the informationand explains its importance

Transitions from paragraphto paragraph, but needsmore internal transition andlinkage within paragraphs

Effectively does ONE of the following: Clarify the topic; Preview how it will be developed

No Tier II or III vocabularyused

All or mostly simple sentences with no orvery few transition wordsand conjunctions usedNo paragraphing

Overall tone is too informal,including some or all of: “texting” abbreviations, slang,messiness, errors in spelling,punctuation, grammar

No or few relevant facts,definitions, concrete details,quotations, examples

Sufficient, appropriateuse of Tier IIand III language throughout

Effectively does BOTH of the following: Clarify the topic; Preview how it will be developed

Effectively does NEITHER of the following: Clarify the topic; Preview how it will be developed

Effectively does BOTH of the following: Clarify the topic; Preview how it will be developed with headings and sub-headings

A few organizationalstructures and transitionalwords

A few Tier II and II vocabularyused

Tier II and III vocabulary isevident, but there areseveral instances whereTier II vocabulary should beused instead of Tier I

Some attempt at a conclusion that leaves thereader with a sense ofclosure

Good start toward a strongconclusion that explains theimportance of the information

Attempt at formalwriting style, but needsmore proofreading and/orcare in presentation

Good attempt at formal writing style and proofreading, but a fewglaring errors indicate that more careful proofreading is needed

Some relevant facts, definitionsconcrete details quotations,examples

Thorough presentation of facts,including graphics such as well-explained charts, tables, and/orother visuals

Into the Cake!

Documents

Amy Benjamin Coordinating Literacy Strategies for the ELA Common Core and Content Areas: Out of the Egg Carton