Focus on the Common Core


Integrating Literacy Skills across Content Areas
Deborah Myers Boyd, Ed.D.
2014 ASCD Conference on Teaching Excellence
June 29, 2014

Key Shifts in CCSS ELA and Literacy
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Content-rich non-fiction? Let’s talk!



Strategies! Social Studies:  Vocabulary.Teach Me Again! What does this look like in  grades K-4?  grades 5-8?  grades 9-12? Science/CTE  Vocabulary-Shades of meaning  Reading.Secret Recipe  Speaking & Listening.Be a Detective  Writing.Making a Claim  Speaking & Listening.Illustrate! (Drawing It Out!!)  Reading.Conversation Starters What does this look like in  grades K-4?  grades 5-8?  grades 9-12? 2 .Text Rendering  Writing.

students take turns reading the sentences. In round two. Students can then think-pair-share the word and illustration. they read the phrases. The group discusses repetitions and new insights and understandings.nsrfharmony. they read the words. In small groups.and making meaning. Students are reading. listening . writing. students read what they have marked for individually.     In round one. FADE GLOW FADE FADE FADE Text Rendering Adapted from National School Reform Faculty protocol available at http://www. put a box around the phrase. speaking.Illustrate! (Drawing It Out!) The teacher presents one to three Tier 2 words from the text. students listen to what others choose to read. and circle the word that is most meaningful or significant to them or the author (depending on instructional purpose).pdf Students read text. In round three. They then individually draw it out using word drawings or sketching the word. Students brainstorm either individually or in pairs or small groups about the meaning of the Throughout the rendering. then go back and underline the sentence. 3 .

_________________________________________________________ 3. _________________________________________________________ 2 Analogies 1. _________________________________________________________ 3. _________________________________________________________ 2. _________________________________________________________ OR 3 Examples 1. _________________________________________________________ 2. _________________________________________________________ 2. complete the recipe below with specific words from the text. _________________________________________________________ 1 Relationship 1. _________________________________________________________ 3.Secret Recipe Using the text assigned. _________________________________________________________ Or Metaphors 2. _________________________________________________________ 3 Details 1. _________________________________________________________ Stir together and use what you have found to answer these questions: What is the point of the text? ________________________________________________ ________________________________________________________________________ What does the author want readers to learn? ____________________________________ ________________________________________________________________________ What big idea is here? ______________________________________________________ ________________________________________________________________________ 4 . 3 Facts/Data 1.

the teacher lists words the students brainstorm. 85-87. Adapted from: Goodman. Students use paint chip strips as a metaphor for "shades of meaning" between and among similar words. Upper Saddle River. the inner circle turns to the right and moves to the next partner in the outer circle.E." In Teaching Vocabulary: 50 Creative Strategies. "Shades of Meaning: Relating and Expanding Word Knowledge. After a specified time.) Give students cards index cards with numbered questions that explore the text. and the outer circle partner answers and defends his/her response. The goal is to expand their understanding of the shades of meaning among similar terms. what words seem synonymous and what differences subtle meanings make in the text. Students develop sentences next to each block on their paint chips. Tompkins and C. Have the inner circle turn to face the outer circle. Using these paint strips. for example).Inner Circle After students have interacted with a text. NJ: Merrill Prentice Hall. Students analyze why an author has selected one word over another. one inside the other. and on the board. Shades of Meaning This strategy helps students talk and explore the meanings of words and the gradients of meaning and to organize the words on a continuum. volume. or these can be created in common computer applications.using shades of color as the metaphor. The process repeats until all questions have been asked and answered. Students brainstorm possible terms. matching up in pairs. (This is similar to the Wagon Wheel Protocol detailed by the National School Reform Faculty. ed. 5 . Pairing this strategy with the Accountable Talk Language Stems from the Institute for Learning (IFL) ensures that students listen more closely and respond with productive comments and questions. the outer partner asks the next question. The teacher helps students discover that effective writers and speakers understand the subtle differences in meaning among related words. The inner circle partner asks the first question. G. Blanchfield. Most paint stores have paint cards that they will donate for classroom activities. Grades K-12. or temperature. the teacher models the shades of meaning with a concrete example of something that is obvious continuum (light. have them separate into two equal groups and form two circles. The teacher asks students to make choices about the subtle differences in the words and place them on the continuum on their chart (paint chip). and the pattern is repeated. 2004. When the first two questions have been discussed. Laurie.

. What’s in the Text? 6 .Be a Detective! Finding the Evidence and Making the Case!!! What I think….

Name ___________________________________ Date _____________________ (Guiding Question)? Claim Argument Text Evidence to Support It → → → → → Melanie Maxwell & Julie Simone | Lipscomb University College of Education | May 2013 7 .

asks questions to extend the discussion. review a chart.. and the other student summarizes..” “Can you explain more about . Students will first read a text...” “…...Conversation Starters This is a strategy to encourage students to have meaningful conversation around a text... etc..?” 8 ... is a great point!” “I heard you say . Offering the students sentence stems and possible questions is helpful..” “I like how you said . but …..?” “I’m not sure I understand what you said about .. Each student speaks to the prompt in turn.             “I have a question about . or adds to the discussion. view a video clip. Another example I have thought about is .” “Have you thought about.” “That’s right. but what about. “What would happen if…” “I agree with what you said because .” “I see your point. video clip.. Students are then paired and given a prompt by the teacher based in the content they have read or seen.?” “That’s a valid point...” Then state the question. etc....

& Perini. F. H. Linder. & Johansen... Upper Saddle River. Laurie. S. 2004. J. McNeill.. VA: ASCD. MA: Pearson Education. 71(3). Tompkins and C. 85-87. D. D.E. R..Notes Reference List Cherry-Paul. and reasoning framework for talk and writing. ed. N. G. J. (2012)." In Teaching Vocabulary: 50 Creative Strategies. Blanchfield. (2013). Frey. Teaching interpretation: using text-based evidence. evidence. 9 . Inc. K. Upper Saddle River. (10-15). & Fisher. Sliver. K. (2013). J. CA: Corwin. Thousand Oaks. (2014). Shanahan. Chart sense: Common sense charts to teach 3-8 informational text and literature. McNeill. "Shades of meaning: Relating and expanding word knowledge. (2014). Zembal–Saul. (2012). (2013). Rigorous reading: 5 access points for comprehending complex texts. T. R. Educational Leadership. K. Atlanta. Unlocking the secrets of complex text. NH: Heinemann. T. What’s your evidence?: Engaging k5 students in constructing explanations in science. M. LLC. C. Inc. & Krajcik. Supporting grade 5-8 students in constructing explanations in science: The claim. Grades K-12. L. You want me to read what?! Educational Leadership. L. NJ: Pearson Education. Portsmouth.. NJ: Merrill Prentice Hall. Alexandria. GA: The Literary Initiative. Ehrenworth. 71(3)... The core six: Essential for achieving excellence with the common core. Boston. (2013). Goodman. M. Dewing. & Hershberger. (16-21).