Amy Benjamin 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.English 2.Social Studies 3.Science 4.Math 5.Art 6.Music 7.Business 8.Technology 9.Phys Ed

4 Kinds of Connectedness in Curriculum 1. Connected Content 1.English 2.Social Studies 3.Science 4.Math 5.Art 6.Music 7.Business 8.Technology 9.Phys Ed

4 Kinds of Connectedness in Curriculum 2. Connected Skills 1.English 2.Social Studies 3.Science 4.Math 5.Art 6.Music 7.Business 8.Technology 9.Phys Ed

Linking Content Lessons to Strategic Reading Lessons What do smart readers do? Before During After Content Standards:

Linking Content Lessons to Strategic Reading Lessons Content Standards: Enduring Understanding: Content Soc. St: Anthropologists believe that a key marker of advanced civilization is division of labor. Enduring Understanding: Strategic Reading Smart readers assess the level of difficulty before reading and plan to adjust their pace, focus, and preparation accordingly. Pre-reading strategy: Assess and plan

Linking Content Lessons to Strategic Reading Lessons Content Standards: Enduring Understanding: Content Science: There are three kinds of rocks: igneous, metamorphic, sedimentary. Rocks are categorized on the basis of how they are formed. Enduring Understanding: Strategic Reading Smart readers create mental pictures while reading. During-reading strategy: Interact with the text by visualizing. Use the available visuals in the text, plus your own imagination and connections.

Linking Content Lessons to Strategic Reading Lessons Subject-specific terminology Enduring Understanding: Strategic Reading Smart readers use a variety of strategies to learn and remember terminology: Context clues Word analysis Glossaries Repeated use of new word Use of new word in multiple forms Non-verbal processing: visuals gestures Considering interdisciplinary crossovers of words

4 Kinds of Connectedness in Curriculum 3. Connected Vocabulary 1.English 2.Social Studies 3.Science 4.Math 5.Art 6.Music 7.Business 8.Technology 9.Phys Ed

Academic Word List: Subset 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 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, employing one of these words. You may change the form of the words to fit your sentence. Your sentence must be at least 8 words long. assume benefit concept data economy factor indicate method proceed process policy role specific structure

4 Kinds of Connectedness in Curriculum 4. Connected Kinds of Questions 1.English 2.Social Studies 3.Science 4.Math 5.Art 6.Music 7.Business 8.Technology 9.Phys Ed

Metaphor: The Ultimate Connection She had a pleasing voice and strong hands. She had a velvety voice and leathery 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 parts of the brain that are stimulated by metaphor. Consider the differences in your language as you used metaphor.

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, NoviceProSemi-Pro Pre-Novice Writing an introduction Writing a conclusion Type: Argumentation Developing an argument Using formal writing tone Using Tier II and II Vocabulary Expressing relationships between ideas no conclusion Good start toward developing claims and opposing claims; Includes some substantial evidence Establishes clear and effective organization through: paragraphing, sectioning, complex sentences, transitions and other linking devices Formal writing tone used throughout; Few or no glaring errors in spelling, grammar, punctuation, capitalization; obvious care in presentation Strong conclusion that follows from the evidence presented and makes an impact on the reader Transitions from paragraph to paragraph, but needs more internal transition and linkage within paragraphs Mentions, but does not develop, sufficient evidence; Does not attend to opposing claim(s) Effectively does ONE of the following: State importance of issue Make a claim Acknowledge opposing claim(s) No Tier II or III vocabulary used All or mostly simple sentences with no or very few transition words and conjunctions used No 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 opposing claims thoroughly and fairly with evidence: facts, stats, reasons, examples, anecdotes Sufficient, appropriate use of Tier II and 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 organizational structures and transitional words A few Tier II and II vocabulary used Tier II and III vocabulary are evident, but there are several instances where Tier II vocabulary should be used instead of Tier I Sketchy conclusion that just restates the claim and/or the issue; does not make an impact on the reader Good start toward a strong conclusion that follows from the evidence and makes an impact on the reader Attempt at formal writing style, but needs more proofreading and/or care in presentation Good attempt at formal writing style and proofreading, but a few glaring 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, NoviceProSemi-Pro Pre-Novice Writing an introduction Writing a conclusion Type: Explanatory Explaining the information Using formal writing tone Using Tier II and III Vocabulary Expressing relationships between ideas No or very sketchy conclusion Good start toward presenting relevant facts, definitions, concrete details, quotations, examples Establishes clear and effective organization through: paragraphing, sectioning, complex sentences, transitions and other linking devices Formal writing tone used throughout; Few or no glaring errors in spelling, grammar, punctuation, capitalization; obvious care in presentation Strong conclusion that clearly summarizes the information and explains its importance Transitions from paragraph to paragraph, but needs more internal transition and linkage within paragraphs Effectively does ONE of the following: Clarify the topic; Preview how it will be developed No Tier II or III vocabulary used All or mostly simple sentences with no or very few transition words and conjunctions used No 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, appropriate use of Tier II and 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 organizational structures and transitional words A few Tier II and II vocabulary used Tier II and III vocabulary is evident, but there are several instances where Tier II vocabulary should be used instead of Tier I Some attempt at a conclusion that leaves the reader with a sense of closure Good start toward a strong conclusion that explains the importance of the information Attempt at formal writing style, but needs more proofreading and/or care in presentation Good attempt at formal writing style and proofreading, but a few glaring errors indicate that more careful proofreading is needed Some relevant facts, definitions concrete details quotations, examples Thorough presentation of facts, including graphics such as well- explained charts, tables, and/or other visuals

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