Rachel Hamilton ELA Sandy Lorick Math Langston Charter Middle School Greenville SC Goals Recognize the benefits of crosscurricular literacy strategies in developing and supporting students learning ID: 442608
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Slide1
Cross-Curricular Adolescent Literacy: Mission Impossible?
Rachel Hamilton, ELA
Sandy Lorick, Math
Langston Charter Middle School, Greenville, SCSlide2
Goals
Recognize the benefits of cross-curricular literacy strategies in developing and supporting students’ learning.
Improve students’ achievement by improving content area teaching through real-world, culturally relevant approaches
using common core curriculum. Slide3
HOW do you teach
Common Core?
How
do you grab attention?
How
do you ask questions?
How
do you assess (formal/informal)?
How
do you grade?
How
do you give feedback (verbal/written)?Slide4
The Learning Cycle
Preactive
Draw from prior knowledge
Grab attention
Interactive
Learning “with” the concept
Questioning
Informal assessment
Reflective
Check for understanding /application of critical thinking
Formal assessment Slide5
Write one vocabulary term from your subject area.Slide6
Preactive
Anticipation Guide
Prediction Guide
Structured brainstorming
Gallery walk
ConsensogramSlide7
Anticipation/Prediction Guides
Assess prior knowledge
Engage students using real-world relevance
Encourage class-wide discussion
P
re/post inventory for a reading selection.
Slide8
ELA Anticipation GuideFlowers for Algernon
Flowers for Algernon
In the blanks beside each statement, write true or false.
Before
After
______ ______
Mentally challenged people are incapable of functioning in society.
______
______
Mental retardation can be reversed.
______ ______ People treat the mentally challenged with disrespect.
______ ______ Mentally challenged people have no emotions.
______ ______ Mentally challenged people don’t know what is going on
around them. Slide9
ELA Prediction GuideThree Skeleton Key
Giant rats
Ghost ship
Lighthouse
Three
men
Terror
Insanity
DeathSlide10
Before we begin our study of multiplying and dividing fractions, let’s see how much you already know! In the table below, look at each problem. If you believe the answer is correct put a checkmark in the
BEFORE column.
If not, put an X in the
BEFORE
column.
BEFORE
PROBLEM
AFTER
1/2 • 1/3 = 1/6
1/3
•
2/3 = 3/6
3 1/2
•
2 1/3 = 6 1/6
2 • 3/4 = 2 3/4
4/5
•
2/3 = 8/15
2/7
•
2/7 = 4/14
3
•
1/2 = 1 1/2
Math Anticipation Guide Slide11
An Anticipation Guide for the Order of Operations
Directions: We have already studied the four basic number operations.
Now, we are going to examine expressions that involve two or
more operations
.
Before reading section 2.3, “Order of Operations Agreement,” think about
the mathematical expressions and their simplified values listed below.
Based on the expression and its simplified value, predict a rule for the order
in which mathematical operations are computed. Be able to explain your decisions.
Expression Simplified Value Predict Rule
4 + 8 / 2 8
18 / 2 + 7 16
4 x 3 + 4 x 4 28
10 – 3 x 5 -5Slide12
Statistics Prediction Guide
Directions: In the column labeled
Me,
place a check next to any statement with which you agree. After reading the text, compare your opinions about those statements with information in the text
.
Me Text
___ ___ 1. There are several kinds of averages for a set of data.
___ ___ 2. The mode is the middle number in a set of data.
___ ___ 3. Outliers are always ignored.Slide13
Math Structured Brainstorming
List – Group – Label
Have students generate a list for a particular word or concept
After creating list, have students categorize wordsSlide14
Measurement
Student-Generated List
meter width ruler
distance area temperature
mile cup pound
Categorize
Units of Measure
Things Measured Tools for Measurement meter distance cup
mile area
rulerSlide15
ELA Structured Brainstorming
Post wall-sized “post-its”/chart paper around the room with one part of speech for each heading.
In pairs, students will write a set of 10 words from previous study (usually vocabulary). Write each word on a sticky note.
Pairs will post sticky notes under corresponding parts of speech for each word (categorize).
Keep charts posted to aid sentence construction, context clue activities, bell work lessons/activities. Slide16
ELA Gallery Walk
The Diary of A Young Girl
Anne Frank play
Post pictures from WWII concentration camps around the room.
Play music that sets mood.
Students will silently walk around the room observing the pictures.
In their writing notebooks, students will write ONE emotionally-charged word for each picture (no phrases/sentences).
Volunteers will share words with the class.
Come back to this activity after reading the story (reflective). Slide17
Consensogram
Accessing prior knowledge
Collaborative learning
Kinesthetic learningSlide18Slide19
Interactive
Paired Reading
Round the Room Questions
Hold Your Thinking
Think-Pair-Share
Frayer Model
Facebook Friday! Slide20
Paired Reading
Select a passage for reading.
Pair students – ask one to be the
coach
and one to be the
reader.
Have the reader read part of the selection aloud to the coach.
Have the coach summarize the main idea. The coach can ask reader
clarifying questions
.Have students reverse roles and continue with same format for the whole selection.
MATH
: Classifying numbers, common core vocabulary
ELA
: Summarize, paraphrase, main idea, inference
SS:
Time periods in a nutshell, matching leaders with countries/conflicts
SCIENCE:
Classifying species, diseases
FOREIGN LANGUAGE:
Passage translation Slide21
Round the Room Questions
Type and print sets of questions
Story
Grammar
Literary concepts
Historical event
Cut questions into strips and tape each in various places around the room
In pairs, students will answer each question (orally or on paper).
Move students clockwise and give a one or two minute time limit for each question.
Adaptable to any subject! Slide22
Round the Room Questions
MATH
Write math problems on large poster paper
Place problems in various places around the room
Place students into groups of three or four
Give each group a specific colored sharpie
Have each group solve the problem on the poster paper
Move students clockwise and give a time limit for each question
When a group gets to a problem already solved, they place a check next to the solution if they agree or they rework the problem
When all problems have been solved, the class reviews as a whole Slide23
Hold Your Thinking
Pass out sticky notes to each student.
As students read a passage, they will use the sticky notes to write any questions or comments that come to mind as they’re reading.
When they’re finished reading, students will re-visit these questions/comments.
Spurs class/group discussionSlide24
Frayer Model
Vocabulary strategy – supports learning vocabulary terms
Definition in own words
Essential characteristics
Non-essential characteristics
Examples
Non-examplesSlide25
Math Frayer
Model
ESSENTIAL CHARACTERISTICS/DEFINITION IN OWN WORDS
NON-ESSENTIAL CHARACTERISTICS/FACTS
EXAMPLES
NON-EXAMPLES
TERMSlide26
Math Frayer
Model
DEFINITION
A whole number with exactly two factors, one and itself.
FACTS
2 is the only even prime number.
0 and 1 are not prime.
Every number can be written as a product of prime.
2, 3, 5, 7, 11, 13
EXAMPLES
0, 1, 4, 6, 8, 9
NON-EXAMPLES
PRIMESlide27
Math Frayer
Model
DEFINITION
A number you get when you divide two whole numbers.
FACTS
Prime numbers have 2 factors.
Composite numbers have more than 2 factors.
Divisibility rules help find factors.
24: 1,2,3,4,6,8,12,24
EXAMPLES
10 + 14 = 24
24: 14, 10
Factors are not addends.
NON-EXAMPLES
FACTORSlide28
ELA Frayer
Model
WORDS
ACTIONS
APPEARANCE
OTHERS’ VIEW OF THIS PERSON
CHARACTERSlide29
ELA Frayer
Model
INTERROGATIVE
Who
Whom
Whose
Which
DEMONSTRATIVE
That
Those
This
These
Which
Who
That
Whose
RELATIVE
Someone
Everyone
All
Many
INDEFINITE
PRONOUNSlide30
FACEBOOK FRIDAY!
ELA
Use social media, signs, menus, newspapers, magazines, TV, internet etc. to find grammar errors.
Integrated learning
Immersion in concepts
Real-world relevance
School-wide initiative to enhance literacy
Adaptable across curriculum
Find errors/good examples in print/non-print/social media Slide31Slide32Slide33Slide34Slide35Slide36Slide37
Reflective
Vocabulary Four Square
Gallery Walk
RAFT
Ticket Out the Door (TODD)
Biopoem
Cinquain
Tracking Changes
Peer rubrics
Peer assessment Slide38
Four Square
Vocabulary strategy – supports learning vocabulary terms
Definition in own terms
Drawings
Synonyms/Antonyms
Connections
Examples
Essential characteristics
SymbolsSlide39
Four Square
Term / definition in own words
Diagram / word art / cue to remember
Examples / uses / synonyms/ antonyms
Uses / essential characteristics / synonyms/ antonymsSlide40
Four Square Strategy - Fraction
Numerical Representation
Graphical Representation
Verbal Representation or Real-Life Example
Word Form
Three - Fifths
3/5
Three pieces of a pizza
that is cut into five
pieces.Slide41
Verbal description and/or extend the pattern
add 3 tiles each time
2) Make a table
Term
# of Tiles
0
1
2
3
4
5
n
1
4
7
10
13
16
3n + 1
3) Write the formula
3n + 1
4) Graph the function
4-Square Strategy—Functions
Function ASlide42
c
Word with your own definition,
part
of speech
2 synonyms/antonyms
Drawing of word meaning
Sentence using word correctly
in
context
Vocabulary Four Square ELASlide43
Sinister
adj.
threatening some kind of trouble
Menacing
Creepy
Coating himself in Kryptonite,
Lex
Luther proved to be Superman’s most
sinister
opponent.
Slide44
Gallery Walk
Interactive
:
Work
a problem with the students using a four square.
Divide students into pairs and assign
problems. Allow
them to create four
square and put on large post-it paper.
Reflective:Have a gallery walk and allow students to see each others work.Have students specifically look for their pattern done by the other class.Students
note
any differences seen between their work and be ready to offer an explanation of the differences.Slide45Slide46
ELA RAFT
Role
Imaginary snake from Roald Dahl’s
Poison
Audience
Harry, the main character who thinks there’s a snake in his bed
Format
Letter
Topic
Harry’s overreaction to a snake being in his bed when the snake apparently didn’t even existSlide47
Dear shivering, sweating over-reactor,
Dude, what the heck is your problem?!
Yeah…you
think I’m here
, but
I’m really
not. So
I don’t know why you’re freaking out like this. I’ve been long gone, BELIEVE me. I wasn’t really enjoying being in your stupid, psycho dream anyway. Oh, and you
can’t
just put
people
of other
races down,
especially when they’re trying to help you. Indian doctors are the BEST! You’re
so dumb
for treating Dr. G the way you did. You
lose it like a crazy person and
imagine things that aren’t really
there! Great way to win friends…
For real man, I think you might need a
psych
evaluation and some
meds
for your whacko hallucinations. If I ever come back
, I’m gunna bite you, even though I’m just
a phantom. So
, be ready next time! HAAAAAA…!
Sincerely,
Your Slithery Delusion
8
th
grade boy Slide48
MATH RAFT
Role
Denominator
Audience
Fractions
Format
Letter
Topic
Importance of the denominatorSlide49
To all my fellow fraction friends,I am here to help you understand the importance of my job. Being the denominator, I support all of you. Without me, you are nothing. The numerators sit all high and mighty on top of the fraction bar looking down on us denominators while we are hard at work. We are the whole while the numerators are only a part! Don’t forget where your support comes from.
Sincerely,
Denominator
6
th
grade boySlide50
Math Ticket Out the Door
Explain to a friend who was sick today how to divide decimals. Use words and numbers in your explanation. Assume your friend already knows how to divide whole numbers.Slide51
ELA Ticket Out the Door
Write one sentence explaining the main idea of the story read in class today. OR, write one sentence explaining the most important concept learned today.
Theme
Character traits
Setting
Opinion of the story/article
Grammar concept Slide52
Biopoem
Line 1: First name
Line 2: Four traits that describe character
Line 3: Relatives of
Line 4: Lover of (list three things)
Line 5: Who feels (list three items)
Line 6: Who needs (list three items)
Line 7: Who fears (list three items)
Line 8: Who gives (list three items)
Line 9: Who would like to see (list three items)Line 10: Resident ofLine 11: Last nameSlide53
FreakLonely, smart, dying, bold
Friend of Max
Lover of nerdy stuff, fighting crime, friendship,
Who needs medical help, love, a challenge
Who fears dying, loneliness, hospitals
Who gives advice, friendship, criminals a run for their money
Who feels insecurity, fear, smarter than everyone else
Who hates fakeness, being disabled, Max’s father
Who would like to live, catch Max’s father, equality
Resident of a small home
The Mighty Slide54Slide55
CINQUAIN
FIVE
LINE POEM
Line 1 one-word/phrase title
Line 2 two words that describe
Line 3 three words expressing action
Line 4 four words expressing feeling
Line 5 another word/phrase for title
Does not rhyme
Phrases or lists of words
May just give additional
information
Conveys most important information about a term/concept Slide56
Math Cinquain
Integers
Positive, Negative
Includes Zero, Too
2, -74, 13, -8
NumbersSlide57
Pride and Prejudice
Cinquain
Elizabeth
Confident, bold
Helping, hurting, loving
Wise beyond her years
BennettSlide58
Tracking Changes Slide59Slide60
Peer Rubrics
Constructive feedback (teacher should model)
Gives students time to think
Avoids thoughtless remarks
Gives students ownership
Initiates class discussionSlide61
Slide62Slide63
Honors Reading Riot PP presentationPeer rubric
Title significance
/
10
Indirect
characterization (2 examples)
/5
BRIEF plot summary
/10 3 important quotes /5Setting /10 Recommendation/changes /5
Character/conflict
impact
/
10
Notes /10
Minor conflicts/
/
5
Time
limit /5 conflict resolution (4 min./6 max.)Eye contact
/5 Presentation skills
/10 Visual /
10 Evidence of practice /10
(error-free and engaging)
Comments: Slide64
Rubric for Problem Solving Portfolio
Skill
3
2
1
Points Earned
Showing Mathematical Work
Solution complete. Steps taken were very clear, easy to follow, and correct.
Solution complete. Steps taken were correct, but not easy to follow or very clear.
Solution incomplete or incorrect due to major error or numerous minor errors.
Explanation of Solving Process
Results are presented in a clear and orderly manner using appropriate math language.
Results were understood by the reader, but lacked appropriate math language.
Results were very poorly communicated.
Strategy chosen and
why
Overall
Grade: _______
Strategy named and reasoning is easy to understand and makes sense
.
Comments:
Strategy named but reasoning is not easy to understand and/or does not make sense.
Strategy not named and/or reasoning not given.
Slide65
Peer Assessment
Create
practice quiz for a partner from
notes
Student-led
review
games
Teacher as guide
Students can come up with their own questions using notes as a guide
Use student questions/ideas in quizzes/tests Slide66
Cross-curricular adolescent literacy IS
possible!
Each strategy can be adapted to any academic subject!
Character Ed./Leadership training/Team-buildingSlide67
Questions?
Please
c
ontact us!
Rachel Hamilton
rhamilton@langstoncharter.org
Sandy Lorick
slorick@langstoncharter.org