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Content-area literacy

Content-area literacy. Kevin Raczynski The Georgia Center for Assessment The University of Georgia. Agenda. 1) Explore examples of text-based questions (K-5) in ELA, Science, SS, and Math 2) Tools for success on these kinds of questions 3) Explore a rubric

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Content-area literacy

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  1. Content-area literacy Kevin Raczynski The Georgia Center for Assessment The University of Georgia

  2. Agenda 1) Explore examples of text-based questions (K-5) in ELA, Science, SS, and Math 2) Tools for success on these kinds of questions 3) Explore a rubric 4) Score a few student responses, using this rubric 5) Suggestions for feedback 2

  3. My objectives 1) Clear communication  stop me if something is fuzzy 2) You leave with a better understanding of text- based literacy activities, in all subject areas 3) You feel even more comfortable teaching these skills 4) That this stuff is usable, day 1 5) That you have some fun! 3

  4. Kindergarten • Collaborative text-based activity • Incorporates a non-fiction text • Reading / writing / speaking and listening all wrapped together 4

  5. A quick word on color coding Topic sentence  Specific examples and details  Further elaboration Can help students see the importance of being specific. Go Green = Be specific!

  6. Start here There are many great words that begin with the letter T. One example is the word tree. Okay, good! Now, let’s draw a picture of a tree. 6

  7. Getting better There are many great words that begin with the letter T. One example is the word tree. Read the story “Winter Trees” as a group. 7

  8. Winter Trees 8

  9. Getting better There are many great words that begin with the letter T. One example is the word tree. Think about the story “Winter Trees.” Which tree was one of our favorites? 9

  10. Better still There are many great words that begin with the letter T. One example is the word tree. One of our favorites is the White Spruce. Great! Now, what is one cool thing we learned about the White Spruce tree in the story? 10

  11. Better still There are many great words that begin with the letter T. One example is the word tree. One of our favorites is the White Spruce. It has sharp needles. On which page number did we learn this fact? 11

  12. Better still There are many great words that begin with the letter T. One example is the word tree. One of our favorites is the White Spruce. It has sharp needles. We learned this fact on page 8. 12

  13. Grade 1 • Collaborative text-based activity, with independent elements • Incorporates a fiction text aligned with S.S. standard SS1E4: describe the costs and benefits of personal spending and saving choices. • Also math standard CCGPS.1.OA.1: use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. 13

  14. Grade 1 • Aligned with several ELA standards for reading literary texts • Aligned with several ELA standards for writing opinions • Bottom line: this activity brings together S.S., math, reading, writing, and speaking/listening 14

  15. The text Lexile = 570 (a bit high for first graders) Appropriate, though, for collaboration

  16. Excerpt 1 Last Sunday, when I used to be rich, I went to Pearson’s Drug and got bubble gum. And after the gum stopped tasting good, I got more gum. And after that gum stopped tasting good, I got more gum. And even though I told my friend David I’d sell him all the gum in my mouth for a nickel, he still wouldn’t buy it. Good-bye fifteen cents.

  17. Close Reading A bit of Sherlocking is in order!

  18. Example note grid: can be a handy tool

  19. Excerpt 2 Last Sunday, when I used to be rich, Cathy around the corner had a garage sale. I positively only went to look. I looked at the half-melted candle. I needed that candle. I looked at a bear with one eye. I needed that bear. I looked at a deck of cards that was perfect except for no seven of clubs and no two of diamonds. I didn’t need that seven or that two. Good-bye twenty cents.

  20. Excerpt 2 Last Sunday, when I used to be rich, I used to have a dollar. I do not have a dollar any more. I’ve got this dopey deck of cards. I’ve got this one-eyed bear. I’ve got this melted candle. (A picture shows Alexander frowning).

  21. Example note grid: can be a handy tool

  22. Bringing it all together Pick 1 thing Alexander spends money on that you think he shouldn’t have purchased. Write a letter to Alexander. Explain why you think he would be happier if he didn’t buy this thing. Use clues from the story (this is a gentle introduction to using textual evidence). 22

  23. Grade 2 • Collaborative text-based activity, with independent elements • Incorporates a fiction (ELA) text 23

  24. Grade 2 • Aligned with several ELA standards for reading literary texts • Aligned with several ELA standards for writing opinions • This activity brings together reading, writing, and speaking/listening 24

  25. The text Lexile = 420 (lower end of grades 2-3) Potentially suitable for independent reading

  26. Close Reading A bit of Sherlocking is in order!

  27. Example note grid: can be a handy tool

  28. Bringing it all together Pick 3 things the boy wants. Out of all the things, which one do you think he wants the most? Support your opinion with clues from the story (i.e., textual evidence).

  29. One approach: work collaboratively Pick 3 things the boy wants. Write a sentence naming these things.

  30. Getting better The boy in the story definitely wants a dog, but he also wants to go to the lake and to eat roast beef rather than lima beans. Great. Now, which of these things do you think he wants the most?

  31. Even better The boy in the story definitely wants a dog, but he also wants to go to the lake and to eat roast beef rather than lima beans. Out of all of these things, he wants a dog the most. Great. What clues from the story helped you make this decision?

  32. Really solid! The boy in the story definitely wants a dog, but he also wants to go to the lake and to eat roast beef rather than lima beans. Out of all of these things, he wants a dog the most. He mentions wanting the dog several times, but he mentions the other things only once.

  33. Grade 3 • Collaborative text-based activity, with independent elements • Incorporates a non-fiction (Sci.) text • Aligned with S3L1. Students will investigate the habitats of different organisms and the dependence of organisms on their habitat. • Adapted from a PARCC prototype • See parcconline.org for other examples 33

  34. Grade 3 • Aligned with several ELA standards for reading informational texts • Aligned with several ELA standards for informational writing. • This activity brings together reading, writing, and speaking/listening 34

  35. The text “How Animals Live” Leveled at the high-end of the Grade 3 band

  36. Example note grid: can be a handy tool

  37. Bringing it all together Read the following paragraph. How does a frog’s habitat change as it gets older? How does one of its features change to help it live in the new habitat?

  38. Excerpt from How Animals Live by Lisa Aram A Frog’s Life Cycle Frogs go through many changes. They start life in the water as eggs. Tadpoles hatch from the eggs. They breathe with gills and live underwater. The tadpole grows lungs and legs, and turns into an adult. Most adult frogs live near water. source: http://www.parcconline.org/sites/parcc/files/passage3.pdf

  39. One approach: work collaboratively Read “A Frog’s Life” carefully. How does a frog’s habitat change as it gets older?

  40. Getting better As it gets older, a frog moves from living underwater to living near water. Great. Now, how does one of its features change when it moves into this new habitat?

  41. Better still As it gets older, a frog moves from living underwater to living near water. It goes from having gills to having lungs. Great. Now, why do you think the frog develops lungs at this point in its life?

  42. Really solid! As it gets older, a frog moves from living underwater to living near water. It goes from having gills to having lungs. Gills are good for breathing underwater, but lungs are good when living on land near water.

  43. Grade 4 • Collaborative text-based activity, with more independent elements • Incorporates a non-fiction (Sci.) text • Aligned with S4L2. “Students will identify factors that affect the survival or extinction of organisms…” 43

  44. Grade 4 • Aligned with several ELA standards for reading informational texts • Aligned with several ELA standards for opinion writing. • This activity brings together reading, writing, and speaking/listening 44

  45. The text “Meet the Bats” Leveled at the middle of the Grade 4 band.

  46. Close Reading A bit of Sherlocking is in order!

  47. Example note grid: can be a handy tool At this stage, consider collaborating on the headings for the grid.

  48. Excerpt from text • “Bats are rodents. They’re like mice with wings. False. Bats are not rodents. In fact, they’re most closely related to primates. That group includes monkeys, apes, and humans.” • “Bats are dirty. False. Bats are very clean animals. They spend much of their time grooming themselves, twisting and turning to get at hard-to-reach places.” • “Bats commonly infect people with diseases, especially rabies. False. Like dogs, raccoons, and people, bats can catch rabies. But they rarely pass on the disease or any disease to people. Fewer than 20 people in North America have died of any bat-related disease in the last 40 years!”

  49. Excerpt from text • “Most people would never kick a stray cat or swat at a lost bird. But let a bat take a wrong turn into their living room and watch out!” • Most people will look for a “broom or tennis racket to be used in ‘self-defense.’”

  50. Bringing it all together Out of all the misconceptions (wrong ideas) people have about bats, pick 1 that seems to be a really big misconception. How might people act on this misconception in a way that is harmful to bats? Use clues from “Meet the Bats” to support your answer. 50

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