Suggestions for Unpacking Standards and Incorporating Literacy Step 1: “Unpack” and “Deconstruct” the Standards Process · As you unpack the state standards for the grade level or course for which you will develop your local curriculum, ask yourself: · What concepts are explicitly stated in the standards? · What are some implied concepts that students should understand? · What disciplinary skills and practices will students have to use? · What broad topics could I teach that support the concepts identified in the standards? · When “deconstructing” a clarifying objective, ask yourself: · What are the factual, conceptual, procedural, and/or metacognitive knowledge underpinning the clarifying objective? · What is the cognitive process in which students need to engage? Teaching Literacy in Non-ELA Subjects 1. Teach Vocabulary—When teaching content vocabulary teach variations of the word. For example, domestic has several major definitions (relating to home, within a country, paid to help with menial tasks, no longer wild). There are also related terms like domicile, domesticate, etc. This can increase their understanding of the content-specific word and provide new knowledge of valuable Tier 2 words. 2. Make Texts Accessible —Increase access to reading of above reading–level texts by providing scaffolding. Based on the needs of the students scaffolding can include: · Providing background content knowledge · Providing definitions for unknown terms that are time or content specific (i.e. “serf”) · Beginning with texts with a lower reading-level to build knowledge to access harder texts 3. Writing to Learn—Students should demonstrate their understanding through writing. Some ideas are exit slips, summarizing main ideas, questions about the text, recording steps of problem solving, or a procedure log. 4. Require Text-based Evidence—Support for answers in writing or speaking should be text-based. Students should cite specific textual evidence in their answers. The depth of evidence should increase as students become more advanced. For example, a sixth grader should cite textual evidence to support analysis. Tenth graders should cite strong and thorough evidence. By the twelfth grade, the textual evidence should include determining whether the text leaves matters uncertain. Resource: a chart of grade-level standards http://rt3nc.org/objects/standards/cclitmap/ela.html (McGready)

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