Alaska Standards for Literacy in History/Social Studies

Science/Technical SubjectsGrades 6-12

Summary of Topics

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Section 1 Reading and Comprehending Complex Text

Section 2 Alaska Standard Strand: Key Ideas and Details

Section 3 Alaska Standard Strand: Craft and Structure

Section 4 Text Structure

Section 5 Alaska Standard Strand: Integration of Knowledge and Ideas

Section 1

Reading and Comprehending Complex Text

• Reading Instruction: Breaking out of the English Department

• Close Reading: Strategies to help students comprehend complex text

• Text Dependent Questions: Strategies to help teachers guide students through and comprehend complex text.

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Framework for Reading• Reading in the Content Area• Every classroom can improve SBA reading scores• Shift from teacher talk instruction model

• Notes, audiovisual aids

• New model• Set authentic purposes for reading that pique students’ curiosity

• Allow students to:• Read diverse and complex text• Interact with key information and ideas• Have meaningful conversations about text• Read beyond the text book• Explore controversial ideas or points of view

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Framework for ReadingTraditional Lesson

Format

Before Reading• Assign Reading

During Reading• Read Assignment• Discuss Reading

After Reading• Quiz or Worksheet

Active Engagement Format

Activate Prior Knowledge• Make predictions• Raise Questions• Set Purpose

Guide Active Reading

Clarify, Reinforce, and Extend Knowledge

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Framework for ReadingD

ecod

ing

(

K-5

) • Word Recognition Strategies• Concepts About Print• Phonemic Awareness• Phonics

• Fluency• Sight Words• Automaticity

Com

pre

hen

sion

(K

-5, 6

-12

)

• Academic Language• Background knowledge• Vocabulary• Syntax/text structure

• Comprehension Strategies• Comprehension

monitoring• (re)organizing text• Syntax/text structure

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General Close Reading Practices

• Non-Fiction/Informational Text Genre• Activate prior knowledge.• Know characteristics of text such as bold print, illustrations,

graphs and tables.• Read the first and last line of each paragraph carefully.• Take notes or highlight/underline key words or phrases.• Make comparisons and contrasts.• Determine the author’s purpose.• Determine the writers’ opinion or attitude concerning the

subject.

7Thinking Notes

Close Reading Strategies with Informational Text

Text Dependent Questions• Can only be answered with evidence from the text.• Can be literal and must involve higher level thinking skills

(analysis, synthesis and evaluation).• Focus on vocabulary, sentence and paragraph, in addition to

larger ideas, themes or events.• Focus on the challenging sections of the passage.• Include prompts for writing and discussion.

Three types of questions• Assess theme and central ideas• Assess knowledge of vocabulary• Assess syntax and structure

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Progression of Text Dependent Questions

Opinions, Arguments, Intertextual Connections

Inferences

Author’s Purpose

Vocab & Text Structure

Key Details

General Understanding 9

Steps in Creating Text Dependent Questions

• Identify the Core Understanding• Start Small to Build Confidences and Key Ideas of the Text• Target Vocabulary and Text Structure• Tackle Tough Sections Head-on• Create Coherent Sequences of Text Dependent Questions• Identify the Standards That Are Being Addressed• Create the Culminating Assessment• Demonstrates mastery of one or more standard• Involves writing• Can be done independently

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http://www.achievethecore.org/ela-literacy-common-core/text-dependent-questions/

Back to Summary of Topics

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Brown University (2013, August 5). New explanation for odd double-layer Martian craters

Text Dependent Questions

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• Theme and Central Ideas

What evidence supports varied climate as a possible cause for double-layered craters on Mars?• Knowledge and Vocabulary

Impact (verb) means to strike forcefully. An impactor (noun) is something that strikes something else forcefully. What happened on Mars when its surface was struck by an impactor?• Syntax and Structure

An appositive is a noun or pronoun which adds extra information to clarify a noun in the sentence. Watching for the commas that surround the appositive, determine what James W. Head does at the University.

Creating Text Dependent Questions

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Step One: Identify the core understandings and key ideas of the text.

Step Two: Start small to build confidence.

Step Three: Target vocabulary and text structure.

Step Four: Tackle tough sections head-on.

Step Five: Create coherent sequences of text-dependent questions.

Step Six: Identify the standards that are being addressed.

Step Seven: Create the culminating assessment.

Section 2

Alaska Standard Strand: Key Ideas and Details

• Strategies to help students gather information from the text• Cite Evidence• Determine Central Ideas• Determine Sequence• Follow Multi-Step Processes

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Standard Strand:Key Ideas and Details

History/Social Studies Science/Technical Subjects

1. Cite evidence. 1. Cite evidence.

2. Determine central ideas. 2. Determine central ideas.

3. Determine sequence and analyze.

3. Follow complex multi-step processes.

Reading Strategies

KWL Charts Chunking Retelling

DR-TA SQ3R QAR

Sequential Organizers

Concept Maps

Academic Journals

Graphic Organizers Frayer Model15

Cite Evidence• Graphic organizer • Represents related

concepts• Organizational tool to help

understand difficult passages

• Visual representation of the ideas/concepts

• Accommodates different learning styles

http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/tr_AllConcept.pdf

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Determine Central Ideas

SQ3R Method• Survey• Look at all headings, bold words, pictures, charts. • Pay attention to introduction, beginning/ending sentences in paragraphs.

• Question• Formulate a question for each of the headings.

• Read• Read each section. Answer the question you created.

• Recite• Retell what you learned about each section to a partner, to yourself or in

writing.

• Review• Check for understanding, summarize information.

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Adapted from Robinson, F. P. (1946). Effective study. New York: Harper.

Determine Central Ideas• Student tool for providing a

basis for • Locating information• Determining text structures• Determining when an inference

would be required

• Helps analyze, comprehend and respond to text concepts

• Ties what they already know to the information in the text

• Helps student recognize if the information is present in the text or if they need to “read between the lines”

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  In the Book In My Head  

Right There

  

 Answers are in the text. The words in

the question usually match a sentence in

the text.   

 Answers are not directly in the text. You

need to think about what the author has

told you and what you already know about

the topic

Author and

Me

Think

and

Search

Answers are gathered from

several parts of the text and put

together to make meaning.

Answers are not in the text. You need to think about your personal experience to answer.

On

My Own

http://www.readinglady.com/mosaic/tools/QARQuestionAnswerRelationshipTeachingChildrenWheretoSeekAnswerstoQuestions.pdf

Question-Answer Relationships

Determine Sequence and Follow Multi-Step Processes

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Preview Text• Identify clues

• Beginning, middle, end

• Create a physical representation of text• Flow chart• Time line

Timetoast

Activity: GIST Statements• Description:• Assists students with

focusing on the main idea of the passage.

• Read the passage.• Write one statement

that reveals the “gist” of the selection.• Discuss the reading

and “gist” statements with the group

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Back to Summary of Topics

Section 3

Alaska Standard Strand: Craft and Structure

• Strategies to help students navigate the structure of complex text• Vocabulary• Recognize Point of View• Recognize Purpose

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Standard Strand:Craft and Structure

History/Social Studies Science/Technical Subjects

4. Vocabulary 4. Vocabulary

5. Analyze text structure 5. Analyze text structure

6. Recognize point of view 6. Recognize purpose

DR-TA Think Aloud QAR

Graphic Organizers

Venn Diagram

Discussion Web

Frayer Model Academic Journaling 22

Vocabulary• Better understanding

of complex words• Promotes critical

thinking• Draws on prior

knowledge to build new connections

• Accommodates different learning styles

• What the word is • synonyms

• What the word is not• antonyms

• Visual reference

http://www.worksheetworks.com/miscellanea/graphic-organizers/frayer.html

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• Building Science Vocabulary• This Teaching Channel Video

shares one teacher’s strategy for building high level vocabulary with high school students working in groups.

• Learning Difficult Vocabulary• Using Marzano’s approach to

teaching vocabulary, this teacher provides essential background knowledge prior to the lesson.

24Word CloudsCreate a word cloud like the one above using Wordlehttp://www.wordle.net/Click here for more examples of Word Clouds

Tiered Vocabulary

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Disciplinary Literacy• Tier III Vocabulary• Words that have a specific meaning within a

discipline.

Intermediate Literacy• Tier II Vocabulary• Words that are encountered in academic

discourse but are not specific to any discipline.

Basic Literacy• Tier I Vocabulary

• The most frequent words in English.

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Activity: Vocabulary• Survival Words• Choose several unfamiliar words from the text.• Have students copy the chart.• Students write the meaning of the words they know.• Work in groups to share words that they are most confident about.• Review charts with the entire class and help them clarify words

which they still have difficulty.

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Recognize Point of View• Divide the class into

groups to read text from an assigned point of view.• Provide guiding

questions to use during reading.• Encourage students to

identify information from the text that support their point of view.

Example:• Process of

Immigration• Possible Points of

View• Immigrant• Customs official• Former immigrant• Citizen• Luggage 28

Recognize Purpose• Common Purposes

for Nonfiction• Explain• Inform• Teach how to do

something• Express an opinion• Persuade• Entertain

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Back to Summary of Topics

Section 4

Text Structure

• Strategies and tools to help teach the five text structures.• Strategies to help students recognize the five text

structures for better comprehension.• Description• Sequence• Problem and Solution• Cause and Effect• Compare and Contrast

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Some Strategies to Teach Text Structure

• Introduce and work on different text structures.• Skim and Scan to predict text

structures.• Teach the signal words for each

text structure.• Teach and model the graphic

organizers to go with each text structure.• Provide writing opportunities

using the different text structures. 32

http://usd262.com/modules/groups/homepagefiles/cms/3550/File/Curriculum/Literacy/Comprehension/Textstructure_resources.pdf

Text Structure: Description• Signal Words and Phrases

• Comprehension Question Frames• What is the subject being described?• How is the topic being described (i.e., where is it, what it does, how it works,

what it looks like, its classification)>• What are the most important attributes or characteristics?

Position words (beside, near, in front of, above, along)

such as most important specifically

for instance features characteristics

appears to be made up of consists of

looks like in fact for example

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Text Structure: Description

T-Notes

• Helps organize information while reading or listening to descriptive text. 34

http://incompetech.com/graphpaper/

Topics, main points, vocabulary

Details bulleted, few words used, paraphrase

Cue Column

Note Taking Column

Text Structure: Sequence• Signal words or phrases

• Comprehension Question Frames• What sequence of events is being described?• What are the major events or incidents that occur?• What happens first, next, last?• How is the sequence or cycle revealed in the text?• What are the steps, directions, procedures to follow to make or do something?

during meanwhile finally

first/second/third directions as soon as

then before prior to

next now step

last after following

initially at the same time simultaneously

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Text Structure: Sequence

Sequential Organizer

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Event 1 Event 2 Event 3

Topic

Sequence

Main Idea Statement

Text Structure: Problem and Solution

• Signal Words or Phrases

• Comprehension Question Frames• What is the problem?• Why is it a problem?• What is causing the problem?• What solutions have been suggested or tried?• What are the pros and cons of various solutions?• Which solutions worked or seem to have the best chance for solving the problem?

problem answer so that

solution solved led to

dilemma cause issue

puzzle since advantage

because as a result of disadvantage

question in order to

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Problem and Solution

Use text clues to determine the different components of the problem solution text.

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Problem EvidencePossible

Solutions Result(s)

becausesince

the problem isthe puzzle is

the dilemma isthe question is

as a consequencethis led to

so thatneverthelessaccordingly

one reason for the problem

if so

perhapspossibly

a solution issolutions are

this resulted inone answer is

therefore

Text Structure: Problem and Solution

• Discussion Web• Look at both sides of a

problem before making a decision based on evidence

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Text Structure: Cause and Effect

• Signal Words and Phrases

• Comprehension Questions Frames• What were the specific events that happened?• Why did the events happen? What were the causes?• What were the results or outcomes of these events happening? What was the

effect?• Did prior events cause or influence the main event? If so, in what ways?• What is the significance of the event and/or the result (outcomes)?

because leads to on account of

so consequently outcome

therefore when/if-then effects of

as a result reasons for impact

since thus influenced by

in order to due to

is caused by for this reason

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Text Structure: Cause and Effect

• Cause and Effect Graphic Structure• Visual representation of what happened and why.

• Helps students • Organize events• State relationships of various events in a concrete way

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Text Structure: Compare and Contrast

• Signal words and Phrases

• Comprehension Question Frames• What subjects are being compared?• What is it about them that is being compared?• What characteristics of the subjects form the basis of comparison?• What characteristics do they have in common? How are they alike?• In what ways are they different?

both similarity either-oralso opposite yettoo different from on the contraryjust as compared to on the other handInstead of however in contrastalike alike same asunlike despite as opposed tobut In comparison

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Text Structure:Compare and Contrast

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Back to Summary of Topics

Section 5

Alaska Standards Strand: Integration of Knowledge and Ideas

• Strategies to help students • Text Features and their importance in text• Fact vs. Fiction• Fact vs. Reasoned Judgment and Speculation• Primary and Secondary Source Documents

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Standard Strand:Integration of Knowledge and Ideas

History/Social Studies Science/Technical Subjects

7. Relate text features (diagrams, pictures, maps, video, charts) back to the text.

7. Relate text features (charts, models, graphs, video, quantitative data) back to the text.

8. Fact vs. Fiction 8. Fact vs. reasoned judgment and speculation

9. Analyze primary and secondary sources on the same topic.

9. Analyze information gained from experiments vs. information from text.

Think Aloud Retelling QAR

Concept Maps Academic Journals

Venn Diagram

Discussion Web Cause/Effect Graphic Structure

SQ3R45

Text FeaturesPrint Features

Patterns of Organization

Table of Contents

Index

Glossary

Preface

Appendix

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IllustrationsExpand meaning

of text

Photos

Drawings

Magnification

Organizational FeaturesHelp find important information

Bold print Bullets Sub headings

Colored print Titles Captions

Italics Headings Labels/sidebars

Graphic AidsRepresent information in a specific way

Diagrams Maps

Flow Diagrams Charts/Tables

Sketches Cross Sections

Comparisons Overlays

Graphs Time lines

47http://browndigital.bpc.com/publication/?i=165903

Text Features

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Fact vs. Fiction

Fact• All about deductions• 100% true statements• Study and verification of facts

• Documented sources• Test date• First hand accounts

• Can be disguised as fiction using• Circular logic• Either-or statements• Rely on authority figures to

state what is true

Fiction• All about the character• What he/she wants• What he/she gets or

doesn’t get• How he/she changes• The world the author

created for him/her

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http://www.readwritethink.org/files/resources/lesson-docs/262-camp.pdf

Fact vs. Reasoned Judgment and Speculation

Reasoned Judgment• Opinion with factual

supporting evidence• More than one standard

of judgment

Speculation• Conclusion reached by

contemplation• Conjecture or surmise• Contemplation or

consideration of some subject

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Primary and Secondary Source Documents

• Offers a planned framework for examining critical questions• Integrates prior

knowledge with the text

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http://docsteach.org/ Source for Primary Source Documents

Range of Reading and Level of Text Complexity

History/Social Studies Science/Technical Subjects

10. Read and comprehend complex history/social studies texts independently and proficiently at grade level.

10. Read and comprehend complex science/technical subject texts independently and proficiently at grade level.

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Reading Strategies• Strategies for Explicit Instruction• K-W-L Charts• Chunking• DR-TA

• Direct Reading-Thinking Activity

• SQ3R• Survey, Question, Read-Recite-Review

• QAR• Question Answer Relationship

• Graphic organizers• Academic journals• Vocabulary development

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Reading Strategies

• Learner Strategies• Use prior knowledge before, during and after reading• Predict/Adjust/ Confirm• Skim/Preview• Raise Questions• Visualize• Self-Monitoring reading• Distinguish important ideas from less important ideas• Recognize and use text organization• Summarize• Interpret• Synthesize• Reflect/Evaluate/Apply

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Back to Summary of Topics

Alaska Department of Education and Early DevelopmentTeacher and Learning Support

Deborah RiddleDeborah.riddle@alaska.gov

907-465-3758

Dr. Bjorn WolterBjorn.wolter@alaska.gov

907-465-654255

801 West 10th Street, Suite 200P. O. Box 110500Juneau, AK 99811-0500

56Go Back

These Word Clouds were created with the same words, the format was changed by “randomizing” within Wordle.