Instructional Practice 1: Explicitly teach critical literacy skills across the disciplines.
|Resource Title||Description||Subscores Addressed|
|MAISA Grammar Units||The standards addressed by these lessons are those that naturally fit into the writing process and/or the MAISA writing units. There are additional language standards that will need to be addressed through other curricular components, such as word study and reading instruction.||Standard English Conventions|
|Write Well Curriculum Grade Level Mini-Lessons for Grammar, Mechanics, and Usage||It is a new, carefully sequenced, coherent K–12 writing curriculum designed to meet Michigan writing standards and the Common Core State Standards.|
The WriteWell© Curriculum is designed to provide instruction for a Writer's Workshop. A Writing Workshop Model naturally differentiaties to meet the needs of all students. Note this particular link only takes you to 9th Grade Resources. To visit the Grade Level Mini-Lessons for Grammar, Mechanics, and Usage click in the link at that site with that exact title. They also exist for 10th Grade, 11th Grade, and 12th Grade.
|Standard English Conventions|
|Think Aloud All About Adolescent Literacy||Think-alouds have been described as "eavesdropping on someone's thinking." With this strategy, teachers verbalize aloud while reading a selection orally. Their verbalizations include describing things they're doing as they read to monitor their comprehension. The purpose of the think-aloud strategy is to model for students how skilled readers construct meaning from a text.||Command of Evidence and Words in Context|
|Think Aloud Reading Apprenticeship||Think-aloud||Crosscutting Concepts|
|Fisher & Frey’s PD Resource Center for Close and Critical Reading||Close Reading means reading to uncover layers of meaning that lead to deep comprehension||Command of Evidence|
|Mission Literacy Close Reading||Close Reading||Command of Evidence, Words in Context, Expression of Ideas|
|Flip Books from Mission Literacy (link will not work in Firefox)||Close Reading||Command of Evidence, Words in Context, Expression of Ideas|
|ASCD Close Reading||Close Reading||Command of Evidence|
|SAT Implementation Guide (Page 84)||OPTIC: The five letters in the word OPTIC (pertaining to the eye) provide a system for remembering the five steps for analyzing a visual or graphic (i.e. cartoons, pictures, graphs and charts). As students view the graphic they may participate in a discussion, write a paragraph, and/or complete a graphic organizer or chart to record the information. OPTIC O is for overview • Conduct a brief overview of the visual. P is for parts • Focus on the parts of the visual. • Read all labels. • Notice any details that seem important. T is for title • Read the title of the visual for a clear understanding of the subject. I is for interrelationships • Use the title to help identify the main idea or the big umbrella that connects the parts of the visual. C is for conclusion • Draw a conclusion about the visual as a whole. • What does it mean? -- Why was it included? • Summarize the visual in a few sentences or a well-constructed paragraph.||Crosscutting Concepts|
|OPTIC||OPTIC||Command of Evidence|
|PPT for Science Using OPTIC||OPTIC||Crosscutting Concepts|
|Collaborative Conversations||Collaborative Conversations by Fisher and Frey||Crosscutting Concepts, Expression of Ideas, Command of Evidence|
|SOAPSTone||SOAPSTone can be used as an introductory strategy for primary source analysis. It can be used to build fundamental skills for AP work: developing arguments; analyzing points of view, context, and bias; and assessing issues of change and continuity over time. The elements include: SPEAKER: Who or what delivers the message of the passage? (N.B.: This may not always be the author.) OCCASION: Where and when was the passage produced? What was happening there at that time? AUDIENCE: For whom was the document produced? PURPOSE: Why was the document produced? SUBJECT: What is the main topic of the document? TONE: What feeling or attitude does the document express? This strategy can be used to analyze political cartoons, posters, photos, artistic representations, or almost any other primary source.||Crosscutting Concepts, Expression of Ideas|
|History Soapstone Prezi with "I Have a Dream" Model||Soapstone for History||Crosscutting Concepts, Expression of Ideas|
|History SOAPSTONE Template||Soapstone for History||Crosscutting Concepts, Expression of Ideas|
|SOAPStone Examples||Soapstone for ELA/History||Crosscutting Concepts, Expression of Ideas|
|Presentation and sample lesson from West Ed||Literacy in Science||Crosscutting Concepts|
E: Evidence (Examples)
When applied to answering a reading comprehension question in writing, a mnemonic can provide a visual prompt for recollecting a formula, which if acted upon by the student, will produce a well-developed response. An example of such a mnemonic strategy is R.A.R.E., which stands for: • Restate the question • Answer the question • Reasons given • Examples from the text (Adapted from HCPSS, 1997)
|Command of Evidence|
|Content Literacy from West Ed||Content Literacy in Science and Social Science resources from West Ed - lessons and resources (see Dropbox at lower left)||Crosscutting Concepts, Command of Evidence|
|Two Column Notes Supporting Reading and Writing in Non-Fiction Texts||The two-column note-taking method requires active reading, that is, processing must occur for the notes to be taken. Two-column notetaking is an especially useful method for detailed and technical information. The act of separating main ideas from details strengthens the understanding and memory of the content area.||Command of Evidence, Crosscutting Concepts, Words in Context|
|Two Column Notes Template||Two-column notes|
|Using the RAFT Writing Strategy||RAFT assignments encourage students to uncover their own voices and formats for presenting their ideas about content information they are studying. Students learn to respond to writing prompts that require them to think about various perspectives:|
Role of the Writer: Who are you as the writer? A movie star? The President? A plant?
Audience: To whom are you writing? A senator? Yourself? A company?
Format: In what format are you writing? A diary entry? A newspaper? A love letter?
Topic: What are you writing about?
|Crosscutting Concepts, Standard English Conventions, Expression of Ideas|
|Annotation: Talking to the Text||Talking to the Text (TttT) is a Reading Apprenticeship® (RA) routine that helps the reader learn how to figure out the meaning of text based on his or her schema, paying attention to the text, and by focusing on his or her metacognitive processes as the reader reads on to make meaning of the text. Unlike the Think Aloud, which does not require writing, the TttT uses written comments to showcase the student’s thinking and metacognitive thoughts.||Crosscutting Concepts|
|Talking to the Text||Annotation: Talking to the Text||Crosscutting Concepts|
|College Board Words in Context||Words in Context: Students need to know how to find context clues embedded in text, how to use them to understand word meanings, and why they are important.||Words in Context|
|Vocabulary and Context Questions and Strategies for SAT Reading||Words in Context||Words in Context|
|Solving Word Meanings: Engaging Strategies for Vocabulary Development||Words in Context||Words in Context|
|Summarizing template from Cal State University Northridge||Summarizing Expository Text||Crosscutting Concepts|
|Written Conversation||Students read a text independently and then write a response to the text. The student then passes their writing to a partner and the partner responds in writing. Exchange two or three times before having a small group or whole group conversation about the text||Command of Evidence, Expression of Ideas, Words in Context, Crosscutting Concepts|
|Readworks||ReadWorks provides research-based units, lessons, and authentic, leveled nonfiction and literary passages.||Command of Evidence, Expression of Ideas, Words in Context, Standard English Conventions, Crosscutting Concepts|
|Kelly Gallagher Article of the Week Archives||Source of short expository texts to close read and write responses||Command of Evidence, Expression of Ideas, Words in Context, Standard English Conventions, Crosscutting Concepts|
|Dave Stuart Teaching Article of the Week Protocols||Protocols||Command of Evidence, Expression of Ideas, Words in Context, Standard English Conventions, Crosscutting Concepts|
|NEWSELA||Unlimited access to hundreds of leveled news articles and Common Core–aligned quizzes, with new articles every day.|
|Reading to Learn in Science||Reading to Learn in Science|
|Vocabulary Tier 1||VocabularyTier 1 Secondary Content Area Reading Strategies||Words in Context, Command of Evidence, Crosscutting Concepts|
|ReadTheory||Provides short differentiated, computer adaptive passages with comprehension questions including literary devices and logical fallacies.||Command of Evidence, Expression of Ideas|