RSW Model for Content Literacy

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Strength of Character and College Ready

Developed by Dr. Tandi Pressley and Dr. Jo-ne Bourassa

May, 2012

Table of Contents

I. Introductiona. Reflection 1 3b. Training Presentation 4c. Notes Page 7

II. Readinga. Science Training Example 1 10b. Science Training Example 2 13c. Social Studies Training Example 1 16d. Social Studies Training Example 2 19e. Training Strategy Descriptions 22f. Reflection 2 34

III. Seminara. Training Example – Socratic Seminar 37b. Directions for the Socratic Seminar 40c. Reflection 3 46

IV. Writinga. Training Presentation 48b. Informative 50c. Expository / Argumentative 51d. Training Examples 55e. Content Area Writing Rubric – Science 56f. Content Area Writing Rubric – Social Studies 58g. Writing Across the Curriculum Using Thinking Maps 60h. Reflection 4 62

V. RSW Process & Portfolioa. RSW Process 65b. RSW Planning Sheet 66c. RSW Monitoring Checklist 68

VI. Additional Resourcesa. Literacy Resources – Science 70b. Literacy Resources – Social Studies 71c. Additional Reading Strategies 73d. Academic Word List 89e. Literacy Standards for Reading in History / Social Studies 92f. Literacy Standards for Reading in Science/Technical Subjects 94g. Literacy Standards for Writing in History, Social Studies,

Science and Technical Subjects96

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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

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Reading WritingSpeaking

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

FACTS

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 doing?

Teachers need to be able to answer YES 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 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: ELACC6-8RST1, ELACC9-10RS T1 , andELACC11-12RS T1 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:

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A progressive development of reading comprehension so students gain more from what they read

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 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)

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Position paper

Science fiction story or Historical fiction

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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SUMMARY

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CUE WORDS or QUESTIONS NOTES WRITTEN

Before Reading – Article Set 1 ScienceAnticipation Guide

Class: Biology Unit: Organization GPS: SB3.d

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:

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 statement3. 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 ReadingAgree

Disagree

Statement Page where evidence is found

Agree

Disagree

Viruses are living cells.

We will never be able to cure all viral diseases.

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Reading

During Reading - Article Set 1 ScienceSplit-page (Two-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 1 ScienceRAFT – Role, Audience, Format, Topic

Instructions:

1. Determine the role or perspective the information could be re-presented2. Define the target audience3. Determine the best method to communicate information4. What is the topic you want to convey?

Role Audience Format Topic

Virus (personified) or a virus hunter

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Before Reading – Article Set 2 ScienceClass: Biology Unit: Organization GPS: SB3.d

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 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.

Definition Illustrations

Examples Non-examples

Definition Illustrations

Examples Non-examples

During Reading –Article Set 2 Science12

Scientific Research

Biosecurity

CodingInstructions:

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:

+ New Information* I know this information? I don’t understand / I have

questionsP ProblemS SolutionC ConnectionsX I disagree√ I agree

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After Reading – Article Set 2 Science

SPAWNInstructions:

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

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 – Article Set 1 Social StudiesAnticipation Guide

Class: US History Unit: 3 GPS: SSUSH5.d

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:

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 ReadingAgree

Disagree

Statement Page where evidence is found

Agree

Disagree

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

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contraband on jailed inmates.

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During Reading - Article Set 1 Social StudiesSplit-page (Two-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 Social StudiesRAFT – Role, Audience, Format, Topic

Instructions:

1. Determine the role or perspective the information could be re-presented2. Define the target audience3. Determine the best method to communicate information4. What is the topic you want to convey?

Role Audience Format Topic

Role (the 4th Amendment personified)

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Before Reading – Article Set 2 Social StudiesClass: US History Unit: 3 GPS: SSUSH5.d

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 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.

Definition Illustration

Examples Non-examples

Definition Illustration

Examples Non-examples

During Reading –Article Set 2 Social Studies19

Liberty

Security

CodingInstructions:

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:

+ New Information* I know this information? I don’t understand / I have

questionsP ProblemS SolutionC ConnectionsX I disagree√ I agree

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After Reading – Article Set 2 Social Studies

SPAWNInstructions:

Write a paragraph addressing the SPAWN prompt below.

Refute or defend Kaczynski's thesis in Industrial Society and Its Future (1995).

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 GuideDescription 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 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 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 AFTER READING

Agree

Disagree

Statement Page(s) where evidence found

Agree

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.

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Before, During, or After Reading

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. 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.

ScienceBefore, 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 StudiesBefore, 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 ModelDescription 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 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 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.

Definition Illustrations

Examples Non-examples

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

• 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.

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Concept Word

Before or After Reading

Science –Example

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 – Example

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 / ComprehensionDescription

This strategy helps students engage and interact with text and monitor comprehension as they read.

Purpose

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

Directions

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:

+ New information* I know this information? I don’t understand / I have questionsP Problem

C Connection√ I agreeX I disagree

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During Reading

S Solution

Extensions

• 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

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 sciencepink = life scienceorange = physical science

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 TakingDescription 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 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 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 1 Column 2KeywordMain ideaCauseConceptIssue

DefinitionDetailEffectExampleConnection 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

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During or After Reading

• Students share their responses with others and solicit feedback.

• Students can use two-column notes as study guides, support for writing essays/summaries, or to take notes from films or lectures.

ScienceAfter reading each chapter and completing the related lab or applied taskHave students keep a weekly journal to record their understanding of how science changes cause varied effects and reactions.Weekly topic: __________________Example: MagnetismCause EffectMotion 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 StudiesDuring reading about the powers of the presidency in U.S. historyHave students take notes as they read about the powers of the presidency and explain presidential implementation of the power.Power Implementation of

PowerThe 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) Description

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)

Purpose

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

Directions

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.

Role Audience Target FormatEnvironmental Scientist

US Congress Power point presentation

The need to immediately

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Before, During, or After Reading

enforce pollution 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

• 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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SPAWNDescription

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.

Purpose

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

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?

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Before, During, or After Reading

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.

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 2a: 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.

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Reading Resources for

_________________

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.

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During Reading

Before Reading

After Reading

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Seminar

Seminar PromptsScienceClass: Biology Unit: Organization GPS: SB3.d

Objective: The articles selected provide an extension of the concept of viruses and their relation to the organization of life.

Seminar Question: Is some biological research too dangerous to conduct or publish?

Social StudiesClass: US History Unit: 3 GPS: SSUSH5.d

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: “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:

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…

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• Do you agree that… 

SUMMARY

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NOTES WRITTENCUE WORDS or QUESTIONS

Student Handout Socratic SeminarDiscussion 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 SeminarSummary 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.’

Student Handouts: Open-Ended Questions and/or Critical Reasoning Analysis Sheet, Discussion Partner Evaluation

PurposeThe 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.

BackgroundIn 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 ElementsThere are several basic elements of a Seminar:• Text• Classroom Environment• Questions

TextAll 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 EnvironmentThe 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.

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The discussion norms should be prominently posted. Some teachers like to also post the initial key question.

QuestionsPrepare 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 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: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: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: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 Structure

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The Seminar can be divided into three time periods:

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 textAdditional 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 • 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.

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After the Seminar • Ask debriefing questions of the students. • Share your own experience with the seminar as a facilitator.

Interpretive QuestionsThe 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 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 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 QuestionsA 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: FishbowlIf 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

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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. AssessmentA 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.

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Student Handout Socratic SeminarOpen-Ended 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.

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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

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Subject 1

SubjectSubject

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Writing

Using Evidence in Writing

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.

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Expose After clearly expressing an idea, introduce the evidence and provide context.

Explain Provide an explanation of the significance of the Evidence and reveal how the evidence supports your idea.

Excerpt Cite the evidence. If a quotation, introduce it at the beginning of your sentence.

Writing Theme StatementsStep 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: 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)

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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 EssaysOne 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 Started

According to The Holt Handbook* (HH), an argumentative essay takes a position on an issue using logic and evidence to convince readers.

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: 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

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: 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: 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 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: 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

• Introduction

• Background

• Thesis statement

• Arguments in Support of Your Thesis

• Refutation of Opposing Arguments

• Conclusion

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.

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Training Examples ScienceClass: Biology Unit: Organization GPS: SB3.d

Informative Writing – Formal Lab Report

Writing Prompt: Complete a formal Lab report for your Cell Lab

Expository Writing – Position 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 StudiesClass: US History Unit: 3 GPS: SSUSH5.d

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 – Position 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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Content Area Writing Rubric –Science Grades 6-12Criteria 4 – Meets the Standard

(Expert)3 – Generally Meets the

Standard(Practitioner)

2 – Partially Meets the Standard

(Apprentice)

1 – Minimally Meets the Standard(Novice)

Content Communicati

on30%

Precisely and appropriately used multiple scientific representations and notations to organize and display information

Interpretation of data supported conclusions, and raised new questions or was applied to new contexts

Disagreements with data resolved when appropriate

Precisely and appropriately used scientific terminology

Provided evidence of in-depth, sophisticated understanding of relevant scientific concepts, principles, or theories (big ideas)

Revised prior misconceptions when appropriate

Observable characteristics and properties of objects, organisms, and /or materials used went beyond the task/investigation to make other connections or extend thinking.

Effectively used scientific representations and notations to organize and display information

Appropriately used data to support conclusions

Appropriately used scientific terminology

Provided evidence of understanding of relevant scientific concepts, principles or theories (big ideas)

Evidence of understanding observable characteristics and properties of objects, organisms, and/or materials used.

Attempted to use appropriate scientific representations and notations, but were incomplete (e.g. no labels on chart)

Conclusions not supported or were only partly supported by data

Used some relevant scientific terminology

Minimal reference to relevant scientific concepts, principles, or theories (big ideas)

Evidence of understanding observable characteristics and properties of objects, organisms, and/or materials used.

Did not use or inappropriately used scientific representations and notations (symbols, diagrams, graphs, tables)

No use, or mostly inappropriate use of scientific terminology

No mention or inappropriate references to relevant scientific concepts, principals, or theories (big ideas)

Some evidence of understanding observable characteristics and properties of objects, organisms, and /or materials used.

Organization20%

Clear and logical progression of ideas

Some evidence of a logical progress of ideas

Limited evidence of a logical progression of

Lacks evidence of a logical progression of ideas

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Strong introductory paragraph, supporting paragraphs and concluding paragraph

Sophisticated transition conveys relationships among ideas and paragraphs

Includes formatting (headings) and graphics to aid in comprehension

Introductory paragraph, supporting paragraphs and concluding paragraph

Appropriate use of transition between paragraphs

Typically includes formatting (headings) and graphics to aid in comprehension

ideas Introductory paragraph and concluding paragraph with limited supporting paragraphs

Repetitive use of transitionMay include some formatting (headings) and graphics to aid in comprehension

Lacks introductory paragraph, supporting paragraphs and/or concluding paragraph

Ineffective or overused transition

Includes little or no formatting (headings) or graphics to aid in comprehension

Development20%

Clear focus maintained for intended audience

Strong thesis statement for development of informative and persuasive writing

Strong use of examples, evidence or relevant details

Adequate focus maintained for intended audience

Adequate thesis statement for development of informative and persuasive writing

Sufficient use of examples, evidence or relevant details

Some evidence of focus for intended audience

Limited thesis statement for development of informative and persuasive writing

Some use of examples, evidence or supporting details

Lacks focus for intended audience

Lacks thesis statement for development of informative and persuasive writing

Lacks sufficient examples, evidence or other supporting details

Sentence Structure

10%

Sophisticated sentence structure; complete and correct sentences

Minor errors in sentence structure

Some errors in sentence structure (errors in more complex sentences begin todetract)

Contains fragments and/or run-ons (errors in more complex sentences detract)

Word Choice/Gram

mar Use10%

Consistent grammar usage Subject/verb agreement Singular/plural nouns Verb (tense and usage) Pronoun usage Adjective/Adverb

Somewhat consistent grammar usage Subject/verb agreement Singular/plural nouns Verb (tense and usage) Pronoun usage Adjective/Adverb

Several inconsistencies in grammar usage Subject/verb agreement Singular/plural nouns Verb (tense and usage) Pronoun usage Adjective/Adverb

Frequent inconsistencies in grammar usage Subject/verb agreement Singular/plural nouns Verb (tense and usage) Pronoun usage Adjective/Adverb

Mechanics10%

May have minor errors Punctuation Capitalization SpellingNeeds little or no editing

Some errors Punctuation Capitalization SpellingNeeds editing but doesn’t impede readability

Frequent errors Punctuation Capitalization SpellingBegins to impede readability

Consistent errors Punctuation Capitalization SpellingImpedes readability

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Content Area Writing Rubric –Social Studies Grades 6-12Criteria 4 – Meets the Standard

(Expert)3 – Generally Meets the

Standard(Practitioner)

2 – Partially Meets the Standard

(Apprentice)

1 – Minimally Meets the Standard(Novice)

Content Communicati

on30%

Interpretation of data/information supported conclusions, and raised new questions or was applied to new contexts

Disagreements with data/information resolved when appropriate

Precisely and appropriately used social studies terminology

Provided evidence of in-depth, sophisticated understanding of relevant social studies concepts, principles, or theories (big ideas)

Revised prior misconceptions when appropriate

Extensive support of claims with evidence

Effective acknowledgement of antitheses (argumentative)

Effective refutation of antithesis (argumentative)

Appropriately used data to support conclusions

Appropriately used social studies terminology

Provided evidence of understanding of relevant social studies concepts, principles or theories (big ideas)

Appropriate support of claims with evidence

Appropriate acknowledgement of antitheses (argumentative)

Appropriate refutation of antithesis (argumentative)

Conclusions not supported or were only partly supported by data

Used some relevant social studies terminology

Minimal reference to relevant social studies concepts, principles, or theories(big ideas)

Minimal support of claims with evidence

Minimal acknowledgement of antitheses (argumentative)

Minimal refutation of antithesis (argumentative)

No use, or mostly inappropriate use of social studies terminology

No mention or inappropriate references to relevant social studies concepts, principals, or theories (big ideas)

No support of claims with evidence

No acknowledgement of antitheses (argumentative)

No refutation of antithesis (argumentative)

Organization20%

Clear and logical progression of ideas

Strong introductory paragraph, supporting

Some evidence of a logical progress of ideas

Introductory paragraph, supporting paragraphs

Limited evidence of a logical progression of ideas

Introductory paragraph

Lacks evidence of a logical progression of ideas

Lacks introductory paragraph, supporting

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paragraphs and concluding paragraph

Sophisticated transition conveys relationships among ideas and paragraphs

Includes formatting (headings) and graphics to aid in comprehension

and concluding paragraph

Appropriate use of transition; transition between paragraphs

Typically includes formatting (headings) and graphics to aid in comprehension

and concluding paragraph with limited supporting paragraphs

Repetitive use of transition

May include some formatting (headings) and graphics to aid in comprehension

paragraphs and/or concluding paragraph

Ineffective or overused transition

Includes little or no formatting (headings) or graphics to aid in comprehension

Development20%

Clear focus maintained for intended audience

Strong thesis statement for development of informative and persuasive writing

Strong use of examples, evidence or relevant details

Adequate focus maintained for intended audience

Adequate thesis statement for development of informative and persuasive writing

Sufficient use of examples, evidence or relevant details

Some evidence of focus for intended audience

Limited thesis statement for development of informative and persuasive writing

Some use of examples, evidence or supporting details

Lacks focus on intended audience

Lacks thesis statement for development of informative and persuasive writing

Lacks sufficient examples, evidence or other supporting details

Sentence Structure

10%

Sophisticated sentence structure; complete and correct sentences

Minor errors in sentence structure

Some errors in sentence structure (errors in more complex sentences begin todetract)

Contains fragments and/or run-ons (errors in more complex sentences detract)

Word Choice/Gram

mar Use10%

Consistent grammar usage Subject/verb agreement Singular/plural nouns Verb (tense and usage) Pronoun usage Adjective/Adverb

Somewhat consistent grammar usage Subject/verb agreement Singular/plural nouns Verb (tense and usage) Pronoun usage Adjective/Adverb

Several inconsistencies in grammar usage Subject/verb agreement Singular/plural nouns Verb (tense and usage) Pronoun usage Adjective/Adverb

Frequent inconsistencies in grammar usage Subject/verb agreement Singular/plural nouns Verb (tense and usage) Pronoun usage Adjective/Adverb

Mechanics10%

May have minor errors Punctuation Capitalization SpellingNeeds little or no editing

Some errors Punctuation Capitalization SpellingNeeds editing but doesn’t impede readability

Frequent errors Punctuation Capitalization SpellingBegins to impede readability

Consistent errors Punctuation Capitalization SpellingImpedes readability

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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 – Conclusion2. Introduction – Similarities – Differences – Conclusion3. Introduction – Topic A – Topic B – Conclusion

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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

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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.

Reflection 4a. 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.

Causes Effects

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The implementation of writing across the curriculum

Reflection 4b. Using the Double Bubble map below, compare and contrast our current content literacy practices district wide to those of the school system portrayed in the video.

Differences Similarities Differences

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Bibb County

District in Video

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RSW Process & Portfolio

RSW Method for Content Literacy

RSW Design

I. Readinga. 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. Seminara. 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. Writinga. 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.

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RSW

RSW Planning SheetClass Unit GPS CoveredTopic:

ReadingReference Information Reading

Strategy UsedPrompts / Guiding

Questions1. Before

DuringAfter

2. BeforeDuringAfter

3. BeforeDuringAfter

Current Event BeforeDuringAfter

SeminarObjective:

Seminar Prompt:

ManagementInside Group 1 Outside Group

1 Inside Group 2 Outside Group 2

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WritingWriting type:

____Informative / Formal Lab Report

_____Argumentative ____Journal

Writing Prompt:

Draft 1 due:Peer and teacher evaluation due:Draft 2 due: (optional)

Teacher evaluation due:

Final Draft due:

Teacher evaluation due:

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RSW Monitoring ChecklistClass Unit GPS CoveredTopic:

ReadingYes No Comments

There were a minimum of 4 extra-text readingsOne 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

SeminarYes No Comments

Questions to stimulate Students thinking are presentStudent-Discussion Partner Observation sheet is present

WritingWriting type:

____Informative / Formal Lab Report

_____Argumentative ____Journal

Yes No CommentDraft 1 with peer and teacher comments is present:

Observer____________________________________

Date _______________________________________

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Additional Resources

Science Literacy Resource PagesAmerican 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/

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SS Literacy Resource Pageshttp://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 Historyhttp://law2.umkc.edu/faculty/projects/FTrials/ftrials.htm (Famous Trials) UMKC School of Lawhttp://etext.virginia.edu/salem/witchcraft/home.htmlhttp://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-warhttp://www.bbc.co.uk/history/british/launch_tl_kings_queens.shtmlhttp://byzantium.seashell.net.nz/http://www.fordham.edu/halsall/sbook.asp Internet Medieval Sourcebookshttp://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 Sourcebookhttp://www.hyperhistory.com/online_n2/History_n2/a.html (World History)http://ehistory.osu.edu/osu/default.cfmhttp://historyproject.ucdavis.edu/marchand/African-American and Southern Historyhttp://www2.vcdh.virginia.edu/afam/raceandplace/index.html http://www.history.umd.edu/Freedmen/http://docsouth.unc.edu/http://sohp.unc.edu/http://www.pbs.org/wgbh/aia/home.htmlhttp://public.csusm.edu/nadp/nadp.htm (Native Americans)

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http://www.archives.gov/research/guide-fed-records/groups/075.html (Native Americans)

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Group SummarizingDescription 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 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

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.

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Before, During, or After Reading

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 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: 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

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• Ask students to preview the text passage or chapter before reading to identify four major topics or concepts presented by the author.

• 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.

ScienceBefore, 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 StudiesBefore, 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

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JigsawDescription 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 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 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.

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During, or After Reading

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. 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

• 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.

ScienceBefore, during, and after reading text and online materials about the cardiovascular systemForm 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 StudiesBefore, during, and after reading about the early Roman world and the expansion of RomeHave 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

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Knowledge Rating ScaleA 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 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

Directions 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.

Term Know it / Use it Can describe it / Don’t use it

Don’t know it / Don’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

• Ask students to write definitions/explanations of terms they marked in the Know it/Use it column.

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Before, During, or After Reading

• 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.

ScienceBefore, during, and after reading text, online, and media resources about atomic structureUse 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 StudiesBefore, during, and after reading Adam Bagdasarian’s Forgotten Fire, a semi-biographical novel of a child survivor of the 1915 Armenian genocide by the TurksCreate 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

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Paired ReadingDescription 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 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 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) from their reading to the Word Wall, adding to their learning

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During Reading

log or journal based on what was read, or asking the partners to write a collaborative summary of what they read.

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.

ScienceDuring the text review and before the lab experiment for Newton’s Second Law of Motion—force and accelerationHave 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 StudiesBefore, during, and after reading about Roosevelt’s New DealHave 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)

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QAR – Question – Answer RelationshipDescription 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 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

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 bookThe answer is stated directly in the text.

2. Think and searchThe answer is in the text but is not stated directly. The reader interprets the meaning from different parts of the text.

3. Author and meThe answer is not in the text. The reader must read the text in order to answer, but must use personal

4. On my ownThe answer is not in the text. The reader must develop the answer based on knowledge and personal experience only.

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During Reading

knowledge with the information provided by the author.

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

• 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

ScienceAfter reading a variety of articles on global warmingModel 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

Social StudiesDuring reading a text chapter about slavery and the Underground RailroadTo 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

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• On my own: what do you think, based on your experience, if you were this person

agreed on the type of question that was asked and if the strategy helped them find the best answer to the questions.

Reciprocal TeachingDescription 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 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

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.

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During Reading

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.

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

• Use with Paired Reading or Save the Last Word for Me

• Have students write individual summaries after they finish reading the selection together.

ScienceDuring 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.

Social StudiesBefore, 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,

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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.

and Predictor.

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

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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.

Step 4: Reflect

Step 5: Review

* Step 6: Recapitulate

Second Version is the one Q/Five R Version:

* Step 1: Record

Step 2: Question

Step 3: Recite

Step 4: Reflect

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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. 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.

Step 5: Review

* 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.

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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.

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.

The Academic Word List(Averil Coxhead, 2000): a list of 570 high-incidence and high-utility academic word families for Secondary School, Higher 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, theheadword 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 andefficiency, 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: 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 consistcontext constitute contract data define derive distribute economy environmentestablish estimate evident factor finance formula function income indicate individual

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2. achieve acquire administrate affect appropriate aspect assist category chapter commission community complex compute conclude conduct consequent constructconsume credit culture design distinct equate element evaluate feature finalfocus impact injure institute invest item journal maintain normal obtain participateperceive positive potential previous primary purchase range region regulate relevantreside 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

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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 nuclear offset paragraph plus practitioner predominant prospect radical random reinforce restore revise schedule tense terminate theme thereby uniform vehicle via virtual visualWidespread

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 \

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Literacy Standards for Reading in History/Social Studies

The standards below begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former 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 specific textual evidence to support analysis of primary and secondary source.

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

2. Determine the central ideas or information ofprimary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

3. Evaluate various explanations for actions or eventsand determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

Craft and Structure Craft and Structure Craft and Structure

4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies

4. Determine the meaning of words and phrasesas they are used in a text, including vocabularydescribing political, social, or economic aspects of history/social studies.

4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

5.. Describe how a text presents information (e.g., sequentially, comparatively, causally).

5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

5. Analyze in detail how a complex primary sourceis structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

6. Compare the point of view of two or moreauthors for how they treat the same or similartopics, including which details they include and emphasize in their respective accounts.

6. Evaluate authors’ differing points of view on thesame historical event or issue by assessing the authors’ claims, reasoning, and evidence.

Integration of Knowledge and Ideas Integration of Knowledge and Ideas Integration of Knowledge and Ideas

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7. Integrate visual information (e.g., in charts,graphs, photographs, videos, or maps) with other information in print and digital texts.

7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

7. Integrate and evaluate multiple sources ofinformation presented in diverse formats and media(e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

8. Distinguish among fact, opinion, and reasoned judgment in a text.

8. Assess the extent to which the reasoning and evidence in a text support the author’s claims.

8. Evaluate an author’s premises, claims, and evidenceby corroborating or challenging them with other information.

9. Analyze the relationship between a primary and secondary source on the same topic.

9. Compare and contrast treatments of the same topic in several primary and secondary sources.

9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies 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 end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.

10. By the end of grade 10, read and comprehend history/ social studies texts in the grades 9–10 text complexity band independently and proficiently.

10. By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and proficiently.

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Literacy Standards for Reading in Science & Technical Subjects

The standards below begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former 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 specific textual evidence to support analysis of science and technical texts.

1. Cite specific textual evidence to support analysis of science and technical texts attending to the precise details of explanations or descriptions.

1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

Craft and Structure Craft and Structure Craft and Structure

4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

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6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text., defining the question the author seeks to address.

6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

Integration of Knowledge and Ideas Integration of Knowledge and Ideas Integration of Knowledge and Ideas

7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. [fact vs opinion of author]

8. Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. [is the opinion supported by the evidence presented]

8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.[does the whole investigation support the conclusion – what is designed well enough to substantiate the conclusion]

9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when 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 end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.

10. By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.

10. By the end of grade 12, read and comprehend science/technical texts in the grades 11–12 text complexity band independently and proficiently.

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Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects

The standards below begin at grade 6; standards for K–5 writing in history/social studies, science, and technical subjects are integrated into the K–5 Writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former 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. Write arguments focused on discipline-specific content.

a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d. Establish and maintain a formal style.

e. Provide a concluding statement or section that follows from and supports the argument presented.

1. Write arguments focused on discipline-specific content.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from or supports the argument

1. Write arguments focused on discipline-specific content.

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from or supports the argument presented.

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presented.

2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style and objective tone.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating

2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

e. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

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implications or the significance of the topic).

3. (See note; not applicable as a separate requirement)

3. (See note; not applicable as a separate requirement)

3. (See note; not applicable as a separate requirement)

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 coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Research to Build and Present Knowledge Research to Build and Present Knowledge Research to Build and Present Knowledge

7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

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8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

9. Draw evidence from informational texts to support analysis reflection, and research.

9. Draw evidence from informational texts to support analysis, reflection, and research

9. Draw evidence from informational texts to support analysis, reflection, and research.

Range of Writing Range of Writing Range of Writing

10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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