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05CL_CurrMap

05CL_CurrMap

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Published by: bgeller4936 on Aug 31, 2009
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Curriculum Map for Content Literacy
Essential Question –“How can I develop a question about a topic in a content areaand use what I know about research to do an independent project?”
Adapted by Juli Kendall, Whittier School, Long Beach Unified School District, 4/2004Adapted from
 Nonfiction Matters
, pgs. 194-196, by Stephanie Harvey, Stenhouse Publishers.
Unit 5 (10 weeks)
Research Projects
(Independent Inquiry based on
 Nonfiction Matters
)
Mini lessons
(Based on assessments)
Week 1Teacher gets studentsthinking of possible topics,asking questions.
 Nonfiction Matters
by StephanieHarvey
 Do I Really Have to Teach Reading?
by Cris Tovani
Teaching Middle School Students tobe Active Researchers
by Judith M.Zorfass and Harriet Copel, ASCD
The Art of Teaching Writing
by LucyCalkins--Introduce “umbrella topics” forresearch. Get students thinking of possible topics.--
 
Proper resources in place:nonfiction text in a variety of genres (magazines, newspapers, tradebooks, CD-ROMS, text books,Internet websites)--Introduce “Research Timeline forInquiry Projects” p. 194 in
 Nonfiction Matters
-
-
Share your own research processwith students including: choice of topic, possible questions, researchmaterials, note taking, etc.
Week 2Build background, focuslessons, and immersestudents.
 Nonfiction Matters
by StephanieHarvey
 Do I Really Have to Teach Reading?
by Cris Tovani
Teaching Middle School Students tobe Active Researchers
by Judith M.Zorfass and Harriet Copel, ASCD
The Art of Teaching Writing
by LucyCalkins--Build background knowledge byreading out loud.--Conduct focus lessons ondetermining text importance,highlighting, and using generalreading strategies.--Students immerse themselves inpossible topics, reading anything of interest and narrowing their choice.
 
Curriculum Map for Content Literacy
Essential Question –“How can I develop a question about a topic in a content areaand use what I know about research to do an independent project?”
Adapted by Juli Kendall, Whittier School, Long Beach Unified School District, 4/2004Adapted from
 Nonfiction Matters
, pgs. 194-196, by Stephanie Harvey, Stenhouse Publishers.
Week 3Students commit to topic.Research and note takingbegin.
 Nonfiction Matters
by StephanieHarvey
 Do I Really Have to Teach Reading?
by Cris Tovani
Teaching Middle School Students tobe Active Researchers
by Judith M.Zorfass and Harriet Copel, ASCD
The Art of Teaching Writing
by LucyCalkins
-
-Students commit to topic.--Student, parents, and teacher signcontract.--Teacher responds to studentresearch questions and helps studentsgenerate further questions as needed.--Students continue reading to findmore information, coding andmarking text with sticky notes.--Teacher continues reading-strategyinstruction and begins todemonstrate note-taking techniques.(Generally, intermediate studentshave already had some practice inwebbing, mapping, and listing. If not, now is the time to give themsome.)
Weeks 4 to 6Research and note takingcontinue. Weekly studentconferences.
 Nonfiction Matters
by StephanieHarvey
 Do I Really Have to Teach Reading?
by Cris Tovani
Teaching Middle School Students tobe Active Researchers
by Judith M.Zorfass and Harriet Copel, ASCD
The Art of Teaching Writing
by LucyCalkins--Research and note taking continue.--Students work on note-takingstrategies and take notes on theirquestions.--They add new questions as theyarise and research those questions.--Teacher continues teachingorganizational and synthesizingstrategies to support researchefforts.--Teacher confers with each studentevery week.--Teacher begins teaching writingstrategies.

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