ioer.ilsharedlearning.orgioer.ilsharedlearning.org/.../city_colleges_of_chicago_la_… · web...

NRS Level 6
Content Area: Reading
NRS Level: 6
Essential Understandings:
· Based on the purpose of the text, different reading strategies can be applied.
· Strategies and resources can be used to determine or clarify the meaning of unknown words and phrases.
· There is an identified list of vocabulary students need to have to be prepared for reading, writing, speaking, and listening at the college and career readiness level.
· Analyzing information and following directions is dependent upon the use of content, technical concepts, and vocabulary.
Essential Questions:
· How can unknown words and phrases be understood?
· How does the reader determine which reading strategies to use with a particular text?
Students will be able to…..
· Determine the meaning of unknown and multiple-meaning words and phrases found in appropriately-leveled text, using sentence- or paragraph-level context clues, word change patterns (e.g., conceive, conception, conceivable), and specialized reference materials. 6.R.VA.1
· Identify and analyze new terminology applying knowledge of word origins and derivations in a variety of contexts. 6.R.VA.1
· Demonstrate comprehension of figurative language such as similes, analogies, metaphors, and idioms in level-appropriate texts. 6.R.VA.2
· Acquire and accurately use general academic and domain-specific words and phrases sufficient for communication at the college and career readiness level. 6.R.VA.4
· Demonstrate use of content, technical concepts and vocabulary when analyzing information and following directions. 6.R.VA.5
Evidence for Assessing Learning
Building the Learning Plan
Sample Classroom Activities and/or Lesson Plans:
· Define unknown words through the use of dictionaries, thesaurus, and on-line resources.
· Daily vocabulary practice including word origins, derivations, and usage.
· Complete puzzles containing new vocabulary words.
· Play games that build on word origins and derivations.
· Utilize vocabulary words during classroom discussions and writing.
· Students give speeches using multiple meaning words and phrases based on the meanings.
· Students give short presentations utilizing as many vocabulary words as possible.
· Complete culminating group project using content, technical concepts, and vocabulary.
Example: students pick a book from which a movie has been made and prepare a PowerPoint presentation identifying the similes, analogies, metaphors, and idioms that are used to extend language development and understanding.
· Explain how words are used to enhance meaning.
Learning Activities:
· Peer Tutoring
· Help students determine what they do and don’t understand about word origins and vocabulary
· One-on-One Tutoring
· Find a personal connection for student: whenever possible teach the essential understandings, relating examples, illustrations, models, patterns or cases to adult learners’ life experiences and realities.
List of Instructional Materials:
· Full-length books students are reading in class from which vocabulary words are chosen
· Vocabulary List for NRS Level 6 – Adult Educators can use the Language Arts Glossary to extrapolate those words that would be useful for the reading, writing, speaking, and listening required at the college and career readiness level and expand this list, utilizing other resources of their choice
· Six Way Paragraphs in the Content Areas by Walter Pauk, Jamestown Publishers
List of Technology Resources:
· GED Ready vouchers
· The reader’s analysis of the text should be supported by strong citation of textual evidence, both explicit and inferred.
· Text can be analyzed in a range from the level of word meanings up to the level of authorial interpretation of source material.
· A text may have two or more themes that interact and build on one another.
· How can textual evidence for supporting an analysis be identified?
· How does structure of the text contribute to its meaning and aesthetic impact?
· Cite explicit evidence and apply inferential comprehension skills to support analysis of a text. 6.R.CL.1
· Examine and analyze the development of themes in literary selections; provide a summary. 6.R.CL.2
· Analyze how an author’s choice in developing and structuring specific parts and elements of a text contributes to its overall structure, meaning and aesthetic impact 6.R.CL.3, 6.R.CL.5
· Determine and analyze various elements of word choice, symbolism, figurative language, mood, irony, foreshadowing, flashback, persuasion, and point-of-view in a wide range of texts 6.R.CL.4, 6.R.CL.6
· Analyze multiple interpretations of a story, drama or poem (e.g., recorded or live production of a play, novel, or poetry), evaluating how each version interprets the source text. 6.R.CL 7
· Explain knowledge gained from foundational works of American literature as a means of understanding contemporary, historical, economic, social, and political issues 6.R.CL.8
· Read and comprehend level-specific material with fluency and accuracy 6.R.CL.9
· Reading journals
· Homework assignments
· Instructor-led Think-Alouds: Instructor reads aloud and then pauses to discuss thoughts aloud (making predictions, verbalizing mental visualization, discussing obstacles in comprehension, discussing personal experience and connection with the text, etc.)
· Write in reading response journals.
· Write different types of questions about a text they have read and then ask and answer one another’s questions.
· Use Jigsaw Reading for large reading samples
· Practice metacognitive strategies (such as rereading what came directly before the part they didn’t understand, rereading what came directly after what they didn’t understand, rereading the part that is unclear, connecting what they are reading to things they already know, getting outside help) and keep a metacognitive log to track their progress.
· Analyze or compare/contrast how authors’ perspectives differ on similar themes or topics
· Create character maps and discuss the how characters have changed throughout a text.
· Use vivid adjectives to describe a character’s personality traits and find evidence in the text to support their claims.
· Create Venn diagrams to compare and contrast characters or other information.
· Find examples of symbolism, figurative language, mood, irony, foreshadowing, flashback, persuasion, and point-of-view in a text and explain how each contributes to the meaning of a text.
· Cite textual evidence that clarifies an author’s point-of-view.
· Literary Tour that explores presentations from authors with debating views
· Demonstrate understanding of various genres.
· Design projects that demonstrate knowledge and understanding of level-specific material.
· Critique authors’ interpretation and utilize visual graphic organizers.
· Develop a logical argument using two or three texts with supporting evidence.
· Create culminating group project.
· Explore literary devices through creative hands-on activities:
· Create a Simile Restaurant Menu in which food is described using similes
· Create product advertisements using metaphors and similes
· Create posters illustrating a figure of speech
· Make a list of objects in the classroom and share their personifications
· Explore character development through creative interaction:
· Conduct a role playing interview with a main character from the text
· Books at appropriate level to be read in class and at home, such as: America’s Dream (Santiago), Harper Perennial, How the Garcia Girls Lost Their Accent (Alvarez), Algonquin Books; The Bean Trees (Kingsolver), Harper Torch; A Lesson Before Dying (Gaines), Vintage Books; Their Eyes Were Watching God, (Hurston),Harper Perennial; A Tree Grows in Brooklyn (Smith), Harper Perennial; This Won’t Hurt a Bit (Sheard), Hardball Press; Life on the Outside: The Prison Odyssey of Elaine Bartlett (Gonnerman), Picador Press; Having Our Say Delaney & Hearth) Dell Publishing; Maggie’s American Dream (Comer), Plume; The Pact: Three Young Men Make a
Promise and Fulfill a Dream (Davis, Jenkins, Hunt, Wilson), Riverhead Books; Coming of Age in Mississippi,(Moody), Dell Publishing; La Vida Loca/Always Running: Gang Days in L.A. (Rodriguez), TouchstoneBooks; The Color Of Water (McBride), Riverhead Books; Breath Eyes, Memory (Danticat), Vintage Books.
· Poetry by a variety of writers
· The reader’s analysis of the text should be supported by strong citation of textual evidence, both explicit and inferred.
· The author’s analysis can be determined through the connection between the central ideas and how they interact and build on one another.
· The author’s choices with regard to craft and structure impact the reader’s understanding of the text.
· Sources of information should be evaluated for accuracy, validity, bias, relevance, and/or significance.
· Understanding and evaluating the reasoning behind seminal U.S. texts of historical and literary significance is critical to its comprehension.
· How can textual evidence for supporting an analysis be identified?
· How does the reader differentiate between fact and opinion in order to make decisions?
· What techniques are used to help the reader understand and evaluate the reasoning in seminal U.S. texts of historical and literary significance?
· Cite strong textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text; apply inferential comprehension skills to examine texts. 6.R.CI.1
· Identify and analyze the development of two or more central ideas of a text; provide an objective summary of the text. 6.R.CI.2
· Analyze a complex set of ideas or sequence of events and other information from a variety of texts, including primary source materials and professional journals. 6.R.CI.3
· Determine the meaning of words/phrases as used in a text, including figurative, connotative, and technical meanings; analyze the use of key terms. 6.R.CI.4
· Critique the author’s use of structure to make points clear, convincing, and engaging in expositional and argumentative writing. 6.R.CI.5
· Analyze how the style and content contribute to the effectiveness of the rhetoric in a text; determine the author’s purpose or point of view. 6.R.CI.6
· Gather, integrate, and evaluate information from a variety of sources and media (e.g. video, quantitative data, journals, computers, catalogs, encyclopedia, atlases, and thesauruses) in order to solve a problem. 6.R.CI.7
· Explain knowledge and reasoning gained from seminal U.S. texts and documents of historical and literary significance as a means of understanding contemporary and historical economic, social, and political issues. 6.R.CI.8; 6.R.CI.1
· Differentiate between fact and opinions in order to make decisions. 6.R.CI.9
· Independently and proficiently comprehend a variety of level-appropriate nonfiction material. 6.R.CI.11
· Read multiple sources of information presented in diverse formats and media in order to identify assumptions, purpose, outcomes, etc. 6.R.CI.12
· CCC NRS Level 6 (High ASE) Final Reading Assessment
· Questioning activity: students write, ask, and answer one another’s questions.
· Questioning activity: as above, with the included requirement that students identify various types of questions: right there, pulling-it-together, text and me, on my own.
· Jigsaw Reading (a large text is broken up to be covered by all in the class)
· Think-Pair-Share of responses to check for validity, biases, and relevance in text
· Utilize graphic organizers to demonstrate comparison/contrast; fact/opinion; accuracy, validity, biases and sequence of events in text
· Work in small groups to develop different perspectives on one piece of informational text
· Write in learning journals
· Develop a logical argument with use of textual evidence with strong citation
· Create debate teams to advocate for authors’ significance and contribution to humanity
· Read summaries of significant Supreme Court decisions: Plessy v. Ferguson, Brown v. Board of Education, etc.
· Read, discuss, summarize important documents in U.S. history: Bill of Rights, sections of the Constitution, Gettysburg Address, Emancipation Proclamation, Washington’s Farewell Address, Douglass’s “What to a Slave is the Fourth of July?”, etc.
· Summarize texts from various sources/genres and defend their points of view
· Read articles from a U.S. newspaper and a foreign newspaper reporting the same account. Discuss similarities and discrepancies in reports. Discuss as a class and in writing tone, author’s viewpoint, opinion vs. fact, validity of facts.
· Explain how words and phrases are used in a text to determine the central ideas
· Discuss the list of key words that imply tone, and then read and find words in a written text.
· Oral question review
· Power Point presentation
· Peer teaching
· Tutoring
· Find a personal connection for student – if and when possible always teach the essential understanding relating examples, illustrations, models, patterns or cases to adult learners’ life experiences and realities.
· The Bond (same as above) Riverhead Books
· Chew on This (Schlosser and Wilson) Houghton, Miflin Books
· CCC science curriculum
· Maggie’s American Dream (Comer) Plume Books
· La Vida Loca: Always Running – Gang Days in L.A. (Rodriguez) Touchstone Books
· Narrative of the Life of Frederick Douglass (Douglass) Dover Books
· Having Our Say (Delaney and Hill Hearth) Dell Books
· The Color of Water (McBride) Riverhead Books
· Farewell to Manzanar (Wakatsuki Houston) Ember Books
· Dreams from My Father (Obama) Broadway Books
· My Beloved World (Sotomayor) Vintage Books
READING IN THE CONTENT AREAS: HISTORY AND SOCIAL STUDIES (RH)
6.R.RH.1 / 6.R.RH.2 / 6.R.RH.3 / 6.R.RH.4 / 6.R.RH.5 / 6.R.RH.6 / 6.R.RH.7 / 6.R.RH.8 / 6.R.RH.9 / 6.R.RH.10 / 6.R.RH.11 / 6.R.RH.12 / 6.R.RH.13
· Analyzing primary and secondary resources indicates the relationships among the key details and ideas of the text.
· Information in primary and secondary sources can be analyzed in regard to factors including date, origin, central idea, cause/effect, and sequence.
· Information can be analyzed in terms of vocabulary, structure, and point of view.
· Digital research tools and resources can be used to obtain research information.
· Information for research should be integrated from diverse sources to form a coherent understanding of an idea or event.
· What strategies can be used to reconcile discrepancies among sources?
· How can digital resources be evaluated for appropriateness and accuracy?
1. Gather, integrate, and cite information from a variety of reference materials and tools (e.g. journals, computer research tools, catalogs, encyclopedias, atlas, and thesaurus), evaluate which information best addresses a question or solves a problem, and determine discrepancies among sources. 6.R.RH.1; 6.R. RH.8; 6.R. RH.10; 6.R.RH.12;
2. Examine and analyze historical and social studies texts using critical perspectives, including facts/opinions and compare/contrast. 6.R.RH.2
3. Provide an accurate summary of the key details and ideas and how they develop over the course of a text. 6.R.RH.3
4. Evaluate various explanations of and points of view on a specific historical event and determine which explanation best accords with textual evidence. Use knowledge gained from texts as a means of understanding contemporary and historical economic, social, political issues. 6.R. RH.4; 6.R.RH 7; 6.R.RH.11
5. Determine the meaning of words and phrases as they are used in a text, including analyzing the use of a key term over the course of the text. 6.R.RH.5
6. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. 6.R.RH.6
7. Decipher information, data, and observations to apply information learned from reading to actual practice. 6.R.RH.9
· Participation in class discussions
· Choose a controversial topic to research: marijuana legalization, same sex marriage legalization, changing the drinking age, reinstating the draft, changing the driving age, eliminating the death penalty, etc. Find 5-6 resources including: 1 video, 1 electronic article, 1 book, 1 radio/audio clip. Use notecards to cite and organize relevant details from sources that build upon the chosen stance.
· Use print and digital resources to find valid sources and identify and discard invalid sources.
· Orally defend a writer’s perspective gathered from digital research via a speech.
· Synthesize information from selected and approved texts from a minimum of three digital resources
· Design a power point incorporating various forms of media to present information from a variety of texts, with proper citation
· Create a poster or PowerPoint presentation taking a stance on a controversial topic. Cite sources to defend an argument; find and use charts/data/graphs in presentation.
· Use the internet to find printed charts, data and/or graphs to pair with an informative argument based writing the student has completed.
· Read social studies-themed articles from the New York Times. Create, ask and answer questions, to build comprehension and encourage a close reading of the text.
· Read/watch/listen to two pieces from different authors on the same topic and discuss verbally or in writing why they agree or disagree with each author. Cite specific details from the author’s piece as support for a stance. Explain why one argument is more valid than another, based on the evidence presented.
· Construct a variety of graphic organizers that delineate compare/contrast, fact/opinion, and differing author’s views
· Read a primary and a secondary source on the same history/social studies related topic and compare/contrast how the two texts present similar information.
· Use graphic organizers to properly identify cause and effect, compare and contrast, chronology.
· Read articles regarding social economics and debate in small groups whether one event has caused another or merely come before.
· Verbally defend and/or write a defense of an argument that explains how one event impacted and caused another to occur.
· Read a primary or secondary source and identify how information is being presented (e.g. chronologically, comparatively, or causally).
· Write a summary of a history/social studies topic, integrating information from a variety of visual and textual sources.
· Read a primary or secondary source on a specific topic and then write a summary of the topic relying solely on textual evidence, without using prior knowledge or opinion.
· Create an outline or timeline of a text, video, or audio clip that successfully summarizes the main idea and key events.
· Read a primary or secondary source and determine the author’s point of view or purpose, citing specific examples from the text as support.
· Read articles of opposing viewpoints and conduct in-class debates, write independent essays and create pro vs. con list.
· Use relevant NRS level 6 social studies vocabulary through online activity websites, flashcards, discussion, and power point jeopardy trivia.
· Define domain specific vocabulary related to history/social studies as used in context using appropriate resources.
· Read an historical, political or economic passage and answer comprehension questions on a test.
· HSE test practice in social studies; review answers in pairs, then as whole class to determine why a particular answer is correct.
· Use maps and timelines whenever and wherever relevant to make clear the connections between the topic being studied and time and place. (See attached samples of maps and timeline.)
· Plan large projects with timelines of smaller, intermediate tasks
· Rotate heterogeneous groups so that students with challenges are among stronger students
· Make recommendations that allow for more increased reading time for students.
· Chunk text into meaningful smaller segments.
· Read and discuss articles aloud and have teacher model think-aloud; have students practice it.
· The Change Agent
· New York Times
· “A People’s History for the Classroom” (Bigelow) Rethinking Schools Publishing
· The Young Oxford History of African Americans (edited by Robin D. G. Kelley) Oxford University Press
· Globe Fearon Historical Case Studies: “The Great Migration”, “The Holocaust”, “The Civil Rights Movement”, “The Immigrant Experience”, “The Vietnam War”
· Readings from “Rethinking Popular Culture and Media” (edited by Marshall and Sensoy)
Readings from “Teaching for Joy and Justice” (Christenson) Rethinking Schools Pub.
· Test practice from various test preparation workbooks
· Readworks.org
· Book list of books that present 2 sides to each argument:
· Powerpoint
READING IN THE CONTENT AREAS: SCIENCE AND TECHNICAL SUBJECTS (RS)
6.R.RS.1 / 6.R.RS.2 / 6.R.RS.3 / 6.R.RS.4 / 6.R.RS.5 / 6.R.RS.6 / 6.R.RS.7 / 6.R.RS.8 / 6.R.RS.9 / 6.R.RS.10 / 6.R.RS.11 / 6.R.RS.12 / 6.R.RS.13
· Specific textual evidence, including precise details of explanations or descriptions, must be used to support analysis of scientific and technical texts.
· An accurate summary of the text can be created by identifying the central idea and tracing a phenomenon, concept, or a complex process.
· A complex multistep procedure must be followed precisely when carrying out experiments, taking measurements, or performing technical tasks.
· Understanding symbols, key terms, and vocabulary is essential in science and technical reading.
· Understanding the relationships among concepts in a text increases comprehension.
· The scientific method consists of evaluating the hypotheses, the data, the analyses, and the conclusions.
· Digital research tools and resources can be used to obtain information.
· Information used in research should be synthesized from a range of diverse sources.
· In reading scientific and technical text, the reader must assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
· Validating conclusions/solutions requires identifying unresolved issues, verifying data when possible, and corroborating or challenging conclusions with other sources.
· How can digital resources be evaluated for appropriateness and accuracy?
· How can the reader’s analysis of scientific and technical texts be supported?
· How does lack of precision affect the outcome of a scientific procedure and the accuracy of a summary?
· What criteria are used to assess the researcher’s reasoning and evidence in support of the claim for solving a scientific or technical problem?
· Analyze a scientific or technical text, using specific details from the text to support citations/conclusions and noting any gaps or inconsistencies in the text. 6.R.RS.1
· Accurately summarize complex concepts, processes, or information presented in a scientific or technical text by paraphrasing in simpler terms. 6.R.RS.2
· Precisely follow complex multi-step procedures when conducting experiments, taking measurements, or performing technical tasks. Analyze the results using explanations given in a text. 6.R.R.S.3
· Decipher the meaning of symbols, key terms, and other content-specific words and phrases in the context of a level-appropriate scientific or technical text. 6.R.RS.4
· Analyze how an author’s ideas and information are presented in categories/hierarchies, demonstrating understanding of the ideas and information. 6.R.RS.5
· Identify the author’s purpose in explaining, describing, or discussing a procedure or experiment. 6.R.RS.6
· Gather, evaluate, and synthesize information from multiple sources, (e.g. quantitative, data, video, search engines, and multimedia), using appropriate research tools to address a question or solve a problem. 6.R.RS.7; 6.R.RS.9; 6.R.RS.10
· Evaluate hypotheses, data, analyses, and conclusions in scientific or technical text, verifying the data and corroborating or challenging conclusions with other sources of information. 6.R.RS.8
· Use scientific methods to conduct qualitative or quantitative analysis, gather data, make direct or indirect observations, form predictions, and identify problems. 6.R.RS.11
· Demonstrate comprehension of information, data, and observations obtained from a text by applying to actual practice. 6.R.RS.12
· Read, comprehend, and analyze information from a variety of level-appropriate scientific texts, including primary source materials and scientific journals. 6.R.RS.13
· Reading journal
· Read science/technical texts at NRS Level 6. Demonstrate understanding by asking and answering questions about the text. For example:
· Explore ways the body fights against disease and cite strategies for disease prevention, using the New York Times Personal Health column and other articles as the text.
· Illustrate and explain the human body systems via a Power Point presentation.
· Create a crossword puzzle utilizing vocabulary from any of the human body systems.
· Prepare a class snack that demonstrates knowledge of different nutrients the body needs for optimal health.
· Write a summary and discuss opinions about a scientific/technical text.
· Create a Science Feud or Wheel of Science game summarizing points on heredity/evolution, work/motion/forces, or ecosystems for example.
· Complete a hands-on set of technical or scientific directions.
· Work in pairs to complete a science project. Create a visual chart/graph and written explanation of experiment.
· Read a scientific text and write a definition or explanation of unfamiliar scientific/technical symbols, jargon and domain specific vocabulary.
· Read a text that describes a scientific/technical process and explain (verbally and/or in writing) the author’s purpose.
· Find adequate and appropriate scientific and technical sources using internet search engines. Identify text that present fact vs. opinion.
· Complete a research project using multiple internet resources. Conduct an experiment or survey and include personal findings in final project. Discuss if personal findings match research.
· Create a table, chart and/or graph based on a written text.
· Look at a table, chart, graph or written text of scientific/technological content and verbally or in written form express agreement or disagreement with the author’s claims using textual support.
· Compare and contrast animal and plant cells (their structure, function & energy) using a variety of graphic organizers such as Venn diagram, etc.
· Peer teaching
· Assist with planning for large projects with timelines of smaller tasks
· Rotate heterogeneous groups so that students with challenges are among stronger students
· CCC ASE Science lesson set
· New York Times Personal Health column by Jane E. Brody - Tuesdays
· New York Times science section - Tuesdays
· McGraw Hill, Common Core Science (Basic and Achieve) (supplemental text for test practice)
· Practice GED® Test in Science and/or Language Arts
6.R.FW.1 / 6.R.FW.2 / 6.R.FW.3
· Knowledge of technology systems and resources is an essential skill.
· Information technology tools help to manage and perform work responsibilities.
· Application of environmental reading is a necessary life skill.
· How is environmental reading incorporated into daily activities?
· What are the essential technology tools workers use to manage and perform work responsibilities?
· Regularly use a variety of technology tools related to specific subject-matter learning (e.g., calculators, microscopes, databases). 6.R.FW.1
· Demonstrate advanced use of computer hardware, software, and network systems (e.g. configuring and programming). 6.R.FW.1
· Utilize basic algorithmic (i.e. step-by-step/procedural) thinking strategies (e.g., conditional branching, modularization, and recursion) to solve problems. 6.R.FW.1
· Communicate with peers and instructor or supervisor via email and other online resources. 6.R.FW.2
· Utilize word processing programs to write, revise, save, and manage organization of documents. Work in a wide range of formats for personal, educational, and work
usage (e.g. newsletters, resumes, budgets, brochures, graphics, web pages, etc.). 6.R.FW.2
· Use the Internet to research and investigate problems. 6.R.FW.2
· Use computers to independently search for and identify potential work, career, and study opportunities, to complete online applications, and to create a resume. 6.R.FW.2
· Assess the reliability of information obtained via informational texts, Internet web sites, or technical materials and resources. 6.R.FW.2
· Use technology to manage individual and group work schedules and contact information. 6.R.FW.2
· Use information from environmental reading materials (e.g. workplace brochures, consumer guides, informational websites, technical manuals) to solve real life problems and complete occupational tasks. 6.R.FW.3
· Create and manage a career plan/portfolio to meet career objectives. 6.R.FW.3
· Portfolio reviews
· Informal teacher observation of student working on above tasks on computer
· Complete a computer literacy assignment:
· Access assignment by downloading from email
· Use a word processing program to open/view assignment
and complete answers to questions
· Use an internet browser to search for answers to assignment questions
· Hand in the assignment by uploading and emailing
· Complete a monthly budget dividing fixed and variable expenses
· Beginning students use hand held or phone calculators to complete calculations and submit a handwritten budget
· Advanced students use Microsoft Excel to create a budget in spreadsheet format that includes formula based calculations
· Create a classroom cookbook with recipes found from various websites.
· Construct a personal file folder in all Microsoft Office Suite.
· Design a product brochure that incorporates graphs/charts.
· Use popular job search engines: monster.com, indeed.com, craigslist.org etc., to create a list of 10 jobs.
· Use word processing software to create resumes and cover letters.
· Complete career portfolio projects
· Research 3 potential careers of interest, or 3 divisions of 1 career i.e. civil, mechanical, electrical engineer
· Complete set research criteria: salary range, education requirements, work conditions, other requirements, job description, etc.
· Create and present PowerPoint presentations of findings, including a specific measurable goal plan.
· Apply for three jobs using online resources.
· Design a life experience portfolio that will shed light on what you are able to do in the workforce.
· Use Blackboard to access assignments.
· Evaluate the reliability of informational texts, websites, and/or technical materials or resources.
· Use cellular and computer devices to create and access contacts and calendars.
· Create program brochure of your place of employment or future job profession.
· Read and interpret sample memos, work emails, directions and answer comprehension questions.
· Step by step teacher demonstrations using the projector
· Students view multiple examples of completed projects
· Students watch Youtube tutorial videos on completing specific task on software applications
· Teacher provides step by step pictorial hand-outs of instructions
· CCC Career Foundations recommended readings
· What Color Is Your Parachute? 2014: A Practical Manual for Job-Hunters and Career-Changers
Note: codes (e.g., 6.W.TT.2) refer to specific Illinois ABE/ASE Content Standards.
Content Area: Writing & Language
6.W.TT.1 / 6.W.TT.2 / 6.W.TT.3
· An argument written in response to a prompt follows an effective format, and contains a claim(s) supported by valid reasoning and relevant and sufficient evidence.
· Informative/explanatory text conveys complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
· Narrative text develops real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
· What is the difference between informative/explanatory and narrative text?
· How does the prompt influence the choice of format?
(What does mastery look like)
· Communicate information and ideas in narrative, informative, and persuasive writing with clarity and effectiveness in a variety of written forms using appropriate traditional and or electronic formats; adapt content, vocabulary, voice and tone to the audience, purpose, and situation. 6.W.TT.1 / 6.W.TT.2 / 6.W.TT.3
· Write compositions that contain complete and effective and well-organized paragraphs using English conventions. Arguments should include main point with relevant supporting evidence/claims, reasons, and counterclaims. Informative/explanatory compositions should include thesis/main point, well-organized ideas, and may include graphs, figures, multimedia resources in effort to aid in greater comprehension. 6.W.TT.1 / 6.W.TT.2 / 6.W.TT.3
· Use domain-specific vocabulary as well as figurative language to manage the complexity of the topic. 6.W.TT.2
· Produce documents that exhibit range of writing techniques appropriate to purpose and audience, with clarity of focus, logic of organization, appropriate elaboration and support and overall coherence. Utilize phrases, clauses, and a variety of syntax to build cohesion and clarity within the composition. 6.W.TT.1 / 6.W.TT.2 / 6.W.TT.3
· Produce a well-structured conclusion that follows from and supports the argument, information, or narrative presented. 6.W.TT.1 / 6.W.TT.2 / 6.W.TT.3
· Produce engaging narratives that hook the reader with a situation, incorporate techniques like dialogue, reflection, and multiple plot lines, and use a variety of techniques to effectively sequence events. 6.W.TT.3
· Write well-developed and well-organized compositions (narrative, informative/explanatory, and argumentative)
· Produce storylines to illustrate and start to build narrative composition, then produce detailed and vivid descriptions of items on the timeline using figurative language including similes, metaphors, and more.
· Students create storylines to use as spring-boards for full narratives in whole grouo and small groups.
· Students develop a theme to explore for the purpose of informative/explanatory composition.
· Students are able to draw upon multiple sources to support facts within the informative/explanatory composition.
· Engage in exercises that illustrate claim/topic with supported evidence to ‘back up’ the claim.
· Whole-group/small-group discussions to elicit ideas for writing. Controversial topic is given and each member is given a position to defend. Ideas/support established to aid in the discussion, from which writing can be based upon.—Development of position and support.
· Engage in dialogue/debate to help build support/evidence for their position. After students produce and refine their topic(s), they produce support/evidence gleaned from group dialogue/debates.
· Write to a real audience for a real purpose. Select a political topic and position on the topic and write their alderman, senator, governor, president…addressing their position with relevant and substantive support.
· In-class writing assignments
· Peer-editing
· Student-teacher one on-one writing conferences
· Formative assessments
· Informal conferencing/coaching
· Books at appropriate level to be read in class to serve as a source of information and inspiration for writing, such as: America’s Dream (Santiago), How the Garcia Girls Lost Their Accent (Alvarez), The Bean Trees (Kingsolver), A Lesson Before Dying (Gaines), Their Eyes Were Watching God, (Hurston), A Tree Grows in Brooklyn (Smith), This Won’t Hurt a Bit (Sheard),Life on the Outside: The Prison Odyssey of Elaine Bartlett (Gonnerman), Having Our Say Delaney & Hearth) Maggie’s American Dream (Comer), The Pact: Three Young Men Make a Promise and Fulfill a Dream (Davis, Jenkins, Hunt, Frazier), Chew On This! Everything You Don’t Want to Know About Fast Food (Schlosser & Wilson), Coming of Age in Mississippi (Moody) La Vida Loca/Always Running: Gang Days in L.A. (Rodriguez), The Color Of Water (McBride) (See previous section for publisher information.)
· New York Times/USA Today articles
· Units of Study in Argument, Information, and Narrative Writing - Houghton Mifflin Harcourt
6.W.PD.1 / 6.W.PD.2 / 6.W.PD.3
· Clear, varied, and coherent writing in response to a given prompt includes development, organization, style, tone, and voice appropriate to task, purpose, and audience.
· Effective workplace correspondence conveys information clearly and positively.
· Technology can be used to research, evaluate, produce, publish, and update individual or shared writing products and then respond to ongoing feedback.
· How does the intended audience influence the choice of writing style and format?
· What technology tools are available to enhance writing tasks?
· Produce documents that exhibit a range of writing techniques appropriate to purpose and audience, with clarity of focus, logic of organization, appropriate elaboration and support, and overall coherence. 6.W.PD.1
· Produce, edit, revise and format work for submission and or publication (e.g. manuscript form, appropriate citation of sources) using contemporary technology. 6.W.PD.1
· Recognize and use appropriate tone and style. 6.W.PD.1
· Communicate information and ideas in narrative, informative, and persuasive writing with clarity and effectiveness in a variety of written forms using appropriate traditional and or electronic formats; adapt content, vocabulary, voice and tone to the audience purpose and situation. 6.W.PD.1
· Write an analysis based on a teacher-given prompt. 6.W.PD.1
· Develop writing for real or potentially real situations in academic, professional, and civic contexts (e.g. evaluative research questions, applications, job applications, business letters, resumes and petitions, etc.) 6.W.PD.2
· Create a wide range of formats for personal, educational, and work usage (e.g. newsletters, resume, budgets, brochures, import, export, graphics, and web pages, etc.). 6.W.PD.2
· Apply technology skills and knowledge to research, evaluate, produce, publish, and update individual or group writing products in response to ongoing feedback or new information. 6.W.PD.3
· Writing portfolio
· Produce a variety of types of writing in which the development, organization, style, tone and voice are appropriate to the task, purpose, and audience.
· Use the writing process to create and publish several different types of writing, some based on connections to in-class reading texts.
· Write a well-organized and -supported argumentative essay for academic purposes.
· Write a well-organized and -developed narrative to be shared with classmates.
· Based on a given situation/problem/scenario, write an appropriate business letter.
· Write clear, effective, and positive internal and external business correspondence.
· Effectively engage in the writing process – planning, drafting, revising, editing, formatting, and publishing.
· Expand and clarify writing by engaging in writing conversations with peers.
· Revise writing based on writing conversations, peer reviews and teacher review.
· Use sentence-combining whole class lessons to correct grammar and mechanical errors, as well as strengthening ability to write complex sentences.
· Peer-edit and critique other essays, including other student essays.
· Type writing and create class book.
· Use the internet and other technology to research, write, edit, publish, and provide ongoing updates to individual or shared writing products.
· In groups, create and publish an online resource for other Adult Ed students; provide updates as needed.
· Tutoring Center
· Writing Center
6.W.RB.1
Essential Understanding:
· Research projects are used to answer a question or solve a problem.
Essential Question:
· Conduct short as well as sustained research projects to answer a well-defined question or solve a problem. 6.W.RB.1
· Gather and synthesize information from multiple, authoritative print and digital sources to answer the question or solve the problem, using appropriate citation and avoiding plagiarism. 6.W.RB.1
· Select and use appropriate sources depending on strength/limitations of a particular resource. 6.W.RB.1
· Draw evidence from literary or informational texts to support analysis, reflection, and research. 6.W.RB.1
· Recognize and use appropriate tone and style for research projects. 6.W.RB.1
· Apply technology skills and knowledge to research and investigate problems. 6.W.RB.1
· List of titles and authors relevant to project
· Elicit students’ existing knowledge of contents of a well-structured research project.
· Generate questions & narrow the research question to fine-tune when appropriate.
· Build supporting and refuting evidence from a variety of sources.
· Exploration of sources: read sources in small groups/partners to determine well-supporting, somewhat supporting, and poorly supporting material. Discuss why material can be categorized in such ways.
· Create a matrix that illustrates strong, somewhat strong, weak sources as well as counter-claims to build a well-supported research project.
· Find respected sources, determining whether or not they should/could be used and if they support the claims.
· Demonstrate quoting of sources.
· Citation exercises---Learning how to correctly cite sources without plagiarizing.
· Summarizing exercises that focus on not only summarizing skills but also citation of summary.
· Elaborate details to promote rich writing.
· Use the Internet and other technology to research, write, edit, publish, and provide ongoing updates to individual or shared writing products.
· Tutoring Center
· Group/peer checking
· Homework review
· Writing Center
· http://www.procon.org/
· Writing for specific tasks, purposes, and audiences is practiced over both extended and brief time frames.
Essential Question:
· What is the relationship between the writing process and the writing task?
· Write regularly over longer periods of time (including time for research, reflection, and revision) and over shorter periods of time (in a single sitting or over a couple of days) for a variety of tasks, purposes, and audiences. 6.W.RW.1
· Teacher observation of in-class writing tasks
· In a single sitting, write journal entries for the purpose of expressing oneself and developing fluency.
· For example, a 30-minute, in-class journal writing on personal goals and plans to achieve them (for oneself; sharing optional)
· In preparation for standardized texts, in one sitting, write the first draft of an argumentative essay based on reading two texts that have differing opinions on the same topic.
· Over a couple of days, write brief letters and other types of business correspondence.
· For example, based on a given situation/problem/scenario, draft an appropriate business letter. Review and revise during the following class period. Share with a partner and discuss effectiveness and appropriateness of writing.
· Over a few weeks, write longer argumentative, informative, and narrative texts, engaging in research, reflection, and revision as needed.
· Write an argumentative essay based on analysis of two provided texts. Include your own position on the issue, using evidence from the texts to support it. Draft, revise, and edit over 3 or 4 class periods, engaging in peer and/or teacher review and citing passages in the texts as sources.
· Tutoring Center
· Writing Center
· Student-teacher conferences
· Journals
· Books at appropriate level to be read in class to serve as a source of information and inspiration for writing, such as: America’s Dream (Santiago), How the Garcia Girls Lost Their Accent (Alvarez), The Bean Trees (Kingsolver), A Lesson Before Dying (Gaines), Their Eyes Were Watching God, (Hurston), A Tree Grows in Brooklyn (Smith), This Won’t Hurt a Bit (Sheard),Life on the Outside: The Prison Odyssey of Elaine Bartlett (Gonnerman), Having Our Say Delaney & Hearth) Maggie’s American Dream (Comer), The Pact: Three Young Men Make a Promise and Fulfill a Dream (Davis, Jenkins, Hunt, Frazier), Chew On This! Everything You Don’t Want to Know About Fast Food (Schlosser & Wilson), Coming of Age in Mississippi (Moody) La Vida Loca/Always Running: Gang Days in L.A. (Rodriguez), The Color Of Water (McBride) (See previous section for publisher information.)
· The Least You Should Know About English (Wilson)
· The Change Agent
6.W.CS.1 / 6.W.CS.2
· How are issues of complex or contested usage resolved?
In the context of producing clear and meaningful writing for authentic purposes and audiences, students will be able to form and use conventions of Standard English grammar with reasonable accuracy as follows:
· Produce grammatically correct documents using conventions of edited American English; see Conventions of Standard English, NRS Levels 1 - 5. 6.W.CS.1
· Demonstrate the understanding that experts may disagree on correct usage of grammatical conventions, and that correct usage can change over time. 6.W.CS.1
· Use dictionaries, thesauruses, and other resources to determine appropriate conventions of English that should be used. 6.W.CS.1
In the context of producing clear and meaningful writing for authentic purposes and audiences, students will be able to form and use conventions of Standard English capitalization, punctuation, and spelling with reasonable accuracy as follows:
· Correctly apply the conventions of capitalization and punctuation; see Conventions of Standard English, NRS Levels 1 - 5. 6.W.CS.2
· Use hyphens appropriately to join words. 6.W.CS.2
· Spell words correctly. 6.W.CS.2
· CCC NRS Level 6 (High ASE) Final Writing Assessment
· Teacher observation of student ability to identify and correct errors in own writing as appropriate to level, writing task, and phase of writing process
· GED Practice Test
· Discrete grammar awareness exercises: Students will be given sample paragraphs with errors from their own and classmates’ writing to identify what is wrong and explain in their small groups (or to the whole class) why it is wrong.
· Self-Editing---Students analyze why instructor has identified error. Instructor will indicate at the top of essay/paragraph grammatical items to search for in composition.
· Use the writing process and revision draft process to self-correct grammatical, spelling, punctuation errors.
· Use a variety of writing prompts to switch register, tone, and vocabulary selection.
· Use the last step of the writing process (multiple draft process) to proofread for correctness of grammar, punctuation, and spelling
· Use the peer-editing process focusing on the conventions of Standard English.
· Creation of Vocabulary/Word Family Cards with the usage of dictionaries. Students will identify an unknown word and write that word in the center of a note card.
· 1. Student will guess the meaning---write guess [top-right corner]
· 2. Student will write word in context from sources (enough to see/understand context of word), [top-left corner]
· 3. Student looks up CORRECT definition in dictionary (based on context-#2). [bottom-right]
· 4. Student will add other words from word family (making sure from correct definition) [bottom-left]
· Use resources (Dictionary, Thesaurus, other online materials) in order to resolve complex or contested usage of Standard English
· Students respond to a general prompt based on who the end audience to switch between tone & register. (I.E. responding to a friend, responding to an instructor, responding to a supervisor or someone in a higher position in a work environment)
· This will be done in an oral context to at first to illustrate the idea of difference in tone & register dependent upon audience.
· Tutoring Center
· Homework review
· Writing Center
· The Change Agent
· How to Teach Grammar by Scott Thornberry. ISBN: 0582339324 Pearson Education
· McGraw Hill Common Core Basics Reading and Writing
· Scoreboost 2014 GED Sentence Structure
· The Least You Should Know About English by Teresa Ferster Glazier Cengage Learning
Essential Question:
· What is syntax and how can it be varied for effect?
· Use knowledge of language to understand how it functions in various contexts. 6.W.KL.1
· Use knowledge of language to make effective choices for meaning and style. 6.W.KL.1
· When reading or listening, use knowledge of complex syntax to comprehend language more fully. 6.W.KL.1
· When writing, vary syntax for effect, consulting references as needed for guidance. 6.W.KL.1
Performance Tasks:
· Teacher observation of student ability to comprehend and choose appropriate words and phrases to accomplish speaking, listening, reading, and writing tasks, both formal and informal, at this level
· Writing journals
· CCC NRS Level 6 (High ASE) Final Reading and Writing Assessments
· Analyze various aspects of syntax (sentence length, the arrangement of ideas in sentences and/or paragraphs, sentence types (declarative, interrogative, exclamatory), sentence structures (simple, compound, complex), or other sentence patterns (loose, periodic, balanced) in contrasting pieces of writing, from, for example, a popular entertainment magazine and a newspaper.
· Analyze the syntax (i.e., the ways words and phrases are arranged to form sentences) of different pieces of writing to understand how this affects meaning and style.
· Write two pieces on the same topic, one with consistently short sentences and the other with long sentences, then analyze the effect on meaning and style.
· Write two pieces on the same topic, one with mostly declarative sentences and the other with mostly interrogative sentences; then analyze the effect on meaning and style.
· Write two pieces on the same topic, varying the number of loose, periodic, and balanced sentences; then analyze the effect on meaning and style.
· Use various reference materials for guidance in varying syntax when needed.
· Teacher-student writing conferences
· Books and plays the class is reading to analyze syntax, such as: America’s Dream, How the Garcia Girls Lost Their Accent, The Bean Trees, A Lesson Before Dying, Their Eyes Were Watching God, A Tree Grows in Brooklyn, This Won’t Hurt a Bit, Life on the Outside: The Prison Odyssey of Elaine Bartlett, Having Our Say, Maggie’s American Dream, The Pact: Three Young Men Make a Promise and Fulfill a Dream, Coming of Age in Mississippi, La Vida Loca/Always Running: Gang Days in L.A., The Color Of Water, Breath Eyes, Memory, Fences, Death of a Salesman (See previous sections for publisher information.)
· Poetry by a variety of writers
· Articles, editorials, essays and columns in the New York Times to analyze for how language is used to make a particular point and/or to establish a certain tone
· MLA Guide to Language Use
Essential Question:
· What strategies can be applied to identify and interpret figurative language?
· Identify, interpret, and correctly use figurative language, including idioms, analogies, metaphors, and similes, in speaking and writing. 6.W.VU.1
· Apply knowledge of word origins and derivations to improve comprehension of related words. 6.W.VU.1
· Accurately use general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level. 6.W.VU.1
· Independently gather knowledge of specific words and phrases important to comprehension or expression. 6.W.VU.1
· Student-created personal dictionary (vocabulary list/journal)
· Teacher observation of student use of vocabulary in speech and writing
· Read and identify instances of figurative language.
· Using a narrative/descriptive essay from earlier lesson, add figurative language to in order ‘make sections of the writing come alive.’ Instructor mirrors sample section of essay where the literal description is illustrated next to the figurative language description; students analyze the difference in evoked emotion/feeling and overall strength of the description.
· Students are given random pictures (advertisements, scenic landscapes, etc.); students must create similes, metaphors, alliterations based on the image. Images are recycled.
· Write narrative compositions using a variety of figurative language like similes, analogies, metaphors, symbolism, and alliteration.
· Creation of Vocabulary/Word Family Cards with the use of dictionaries. Students identify an unknown word and write that word in the center of a note card.
· Student guesses the meaning---write guess [ top-RT corner]
· Student writes word in context from sources (enough to see/understand context of word), [top-LF corner]
· Student looks up CORRECT definition in dictionary (based on context-#2). [bottom-RT]
· Student adds other words from word family (making sure from correct definition) [bottom-LF]
· Tutoring Center
· Homework review
· Writing Center
· Words Their Way by Flanagan, Hayes, Templeton, et al., Pearson Publishing
· Books, articles, essays students are reading in class from which vocabulary words are chosen
WRITING STANDARDS FOR LITERACY IN HISTORY, SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS (WL)
6.W.WL.1 / 6.W.WL.2 / 6.W.WL.3 / 6.W.WL.4 / 6.W.WL.5 / 6.W.WL.6 / 6.W.WL.7 / 6.W.WL.8 / 6.W.WL.9 / 6.W.WL.10
· Effective arguments and/or a thesis, focusing on discipline-specific content, use domain-specific words and phrases at the college and career readiness levels, formatted in a way that is consistent with the discipline.
· Informative/explanatory writing conveys complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of its content.
· The methods of production and distribution of writings should be appropriate to task, purpose, and audience.
· Research projects, drawn from a variety of print and digital resources, answer a question or solve a problem and demonstrate an understanding of the subject under investigation.
Essential Question:
· How is the correct method chosen for the production and distribution of content-specific writing projects?
· Write cohesive, formal, discipline-appropriate arguments and/or theses that make precise, knowledgeable claims and counter-claims, support those claims thoroughly with relevant evidence, and anticipate the reader’s knowledge level. 6.W.WL.1
· Write cohesive, well-organized and -developed informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Use precise language and domain-specific vocabulary and attend to the norms and conventions of the discipline, establishing and maintaining a formal style and objective tone. 6.W.WL.2
· Use updated technology to produce, publish, and update individual or shared writing products, making use of the capacity of technology to display information flexibly and dynamically and to link to other information. 6.W.WL.3
· Demonstrate the ability to troubleshoot hardware and software systems and applications using documentation and online resources. 6.W.WL.4
· Produce clear and coherent writing with development, organization, and style appropriate to the task, purpose, and audience. 6.W.WL.5
· Use the writing process – planning, revising, editing, rewriting - to develop and strengthen writing as needed in order to sufficiently address both purpose and audience. 6.W.WL.6
· Use the internet and other forms of technology to produce and publish writing that clearly and effectively presents the relationships between various ideas and pieces of information. 6.W.WL.7
· Conduct shorter and more sustained research projects to answer a question or solve a problem, demonstrating understanding of the subject under investigation. 6.W.WL.8
· Gather relevant information from multiple print and digital sources to support analysis, reflection, and research, making effective use of quoting or paraphrasing, integrating information into the text, and following a standard format for citation. 6.W.WL.9
· Write routinely over both shorter time frames (a single sitting) and extended time frames (with time for reflection and revision) for a range of discipline-specific tasks, purposes, and audiences. 6.W.WL.10
· Write a variety of arguments/theses that are appropriate to a specific discipline
· Conduct research projects and write reports. For example:
· Interview residents of your neighborhood about what problems are the most pressing and what could be done to resolve those problems. Prepare a written report with graphs or charts to illustrate what you learned.
· Conduct a survey of adult education students in your class and/or on your campus. Find out why they left school when they were young. Prepare a written report as well as charts and/or graphs to illustrate your information. Present it to your class and/or administrators at your college as a PowerPoint presentation
· Research an environmental issue in your neighborhood (for example, air or noise pollution) and write a letter to your alderman describing the problem and asking for his/her support to resolve it. Share his/her response with the class.
· Using the scientific method, conduct a science experiment related to the life or physical science the class is studying. Write up your procedure and results as a report.
· Research and write an argument on a particular social studies topic. Each student picks person, place or event within content being studied.
· Research an important Supreme Court decision and present your findings to the class. Include graphics to make your presentation more vivid. Examples: the Dred Scott decision, Plessy v. Ferguson, Comstock v. Sanger, Brown v. Board of Education, Citizens United.
· Research and write a narrative of an historical event. Present your findings to the class from two different perspectives, i.e., Nat Turner’s rebellion from the viewpoint of Nat Turner and of the man who “owned” him.
· Write a report on a technical process, such as how to troubleshoot a particular problem with computer software.
· Assign each student/or a group to be a topic expert for the week. That student/group helps lead the class discussion.
· Use the writing process to strengthen writing
· Use technology to produce, publish, and update writing and to gather information that supports claims
· Tutoring Center
· Writing Center
· Historical Case Studies series(published by Globe Fearon)
· Urban Renewal or Urban Renewal? A Grassroots Look at Chicago’s Land Grabs and the Struggle for Home and Community (Chicago Grassroots Curriculum Taskforce)
· Books from the public library on science experiments and science fair projects
· The Change Agent
· A People’s History of the United States (Howard Zinn) Harper Perennial Publishing
· Who Built America? (The American Social History Project) Bedford/St. Martin’s Press
Text Types and Purposes: History, Social Studies, Science, and Technical Subjects
· https://owl.english.purdue.edu/owl/resource/685/01/
Production and Distribution of Writing: History, Social Studies, Science, and Technical Subjects
Note: codes (e.g., 6.S.CC.2) refer to specific Illinois ABE/ASE Content Standards.
Content Area: Speaking & Listening
· To become college and career ready, students must have ample opportunities to take part in a variety of rich, structured conversations – as part of a whole class, in small groups, and with a partner- built around important content in various domains. They must be able to contribute appropriately to these conversations, to make comparisons and contrasts, and to analyze and synthesize a multitude of ideas in accordance with the standards of evidence appropriate to a particular discipline.
· Whatever their intended major or profession, high school graduates will depend heavily on their ability to listen attentively to others so that they are able to build on others’ meritorious ideas while expressing their own clearly and persuasively.
· New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. The Internet has accelerated the speed at which connections between speaking, listening, reading, and writing can be made, requiring that students be ready to use these modalities nearly simultaneously.
· Technology itself is changing quickly, creating a new urgency for students to be adaptable in response to change.
· What are effective habits that promote active listening with accurate understanding?
· What are the skills needed to communicate within work groups and meeting environments to promote conversations that lead to successful participation and project completion?
What are the traits of adaptability that students will need in the future for personal and workplace success?
· Initiate, effectively engage in, and lead one-on-one, small-group, large-group and teacher-led discussions about level-appropriate texts and topics, connecting with and building on group members’ ideas and expressing own ideas clearly and persuasively. 6.S.CC.1
· Prepare for discussions in advance by reading or studying required material; during these discussions, refer to evidence from these materials or other research on the topic to engage in a thoughtful, well-reasoned exchange. 6.S.CC.1
· Collaborate with others to promote collegial discussions and democratic decision-making, establish individual roles within the group, and set clear goals and deadlines for the group as a whole. 6.S.CC.1
· Keep conversations going by posing and responding to questions that probe reasoning and evidence; ensuring that a full range of positions on a topic or issue is heard; and clarifying, verifying, or challenging other group members’ ideas and conclusions. 6.S.CC.1
· Promote and respond thoughtfully to various perspectives; synthesize comments, claims and evidence presented on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. 6.S.CC.1
· Synthesize information from multiple sources presented in a variety of media or formats (e.g., visually, quantitatively, orally), in order to make informed decisions and solve problems, analyzing the credibility and accuracy of each source and taking note of any discrepancies. 6.S.CC.2
· Analyze a speaker’s point of view, reasoning, and use of evidence and rhetoric, evaluating the stance, premises, links among ideas, word choice, points of emphasis, and tone used. 6.S.CC.3
· During discussions, effectively utilize active listening skills, interpreting verbal and non-verbal messages and using restatement and clarification techniques to strengthen communication. 6.S.CC.4
· Demonstrate comprehension of key elements of information presented orally, including cause and effect, comparisons and contrasts, conclusions, context, purpose, evaluation/critiques, mood, persuasive language, sequence, summaries, and technical subject matter. 6.S.CC.5
· Identify and evaluate oral information for accuracy, clarity, conclusions/outcomes/solutions, fact/opinion, propaganda, relevancy, validity, relationship of ideas, assumptions, and purpose. 6.S.CC.6
· Make predictions and find solutions to issues through effective group communication. 6.S.CC.7
· Teacher observation of developing speaking and listening behaviors, including participation in group and pair work, debates, speeches, and panels
· Student reflection (written or oral) on own speaking and listening behaviors, including participation in group and pair work, debates, speeches, and panels
· Teacher initiates, and students engage in, whole class and small group discussions on topics the class is exploring, reading and writing about, such as family, community, work, health, friendship, education, current events, history, science, etc.
· Ask and answer clarifying questions using this questioning activity (called ReQuest): students create their own questions about a text they are reading and then take turns asking and answering one another’s questions, so that each student must ask and answer at least one question; thus ensuring that no student is allowed to dominate the discussion, while others do not participate at all.
· Read and respond to seminal speeches in US. history, including Frederick Douglass’s “What, to a Slave, Is the 4th of July?” and “Power Concedes Nothing Without a Demand”, Abraham Lincoln’s “Gettysburg Address”, Sojourner Truth’s “Ain’t I a Woman?”, and various speeches of Martin Luther King, Jr.
· Hold class debates on topics the class is exploring, reading, and writing about (see above), with some students volunteering to argue one position on a given topic and others to argue the opposing position.
· Give informal and formal speeches
· Panels (3 or more students) present and field question and answer sessions
· Student-inspired opportunities to develop/ demonstrate speaking and listening skills
· Develop standards for effective listening and speaking activities
· Evaluate/edit outlines/documents of listening and speaking tasks
· Planning guides for improving qualities of listening and speaking skills
· Illustrate cause and effect as a result of a particular position on an issues
· More practice in class
· Speak individually and privately to students who have difficulty listening and responding actively and/or appropriately.
Texts to read, think, write, and speak about on topics relevant to adults, such as the New York Times, The Change Agent, America’s Dream (Santiago), How the Garcia Girls Lost Their Accent (Alvarez), The Bean Trees (Kingsolver), A Lesson Before Dying (Gaines), Their Eyes Were Watching God, (Hurston), A Tree Grows in Brooklyn (Smith), This Won’t Hurt a Bit (Sheard),Life on the Outside: The Prison Odyssey of Elaine Bartlett (Gonnerman), Having Our Say Delaney & Hearth) Maggie’s American Dream (Comer), The Pact: Three Young Men Make a Promise and Fulfill a Dream (Davis, Jenkins, Hunt, Wilson), Coming of Age in Mississippi (Moody), La Vida Loca/Always Running: Gang Days in L.A. (Rodriguez), The Color Of Water (McBride), Breath Eyes, Memory (Danticat)
· Media cart with computer and projector
· Smart Board
· Video players with white wall space for projection capability
· CD players and other medium players for historical listening (LPs, tapes, etc.)
6.S.PK.1 / 6.S.PK.2 / 6.S.PK.3 / 6.S.PK.4 / 6.S.PK.5
· What can enhance a presentation?
· Deliver a clear, concise, well-reasoned oral presentation of information, findings, and supporting evidence. Ensure that the organization, development, substance and style of the presentation are appropriate to its purpose and audience. Clearly convey own point of view while addressing alternative perspectives. 6.S.PK.1
· Effectively use digital media (e.g., textual, graphic, audio, visual, and interactive elements) to support understanding of findings, reasoning, and evidence and to add interest to presentations. 6.S.PK.2
· Troubleshoot computer systems and applications, using online resources to help solve hardware and software problems. 6.S.PK.3
· Adjust vocabulary, rate of speech, and complexity of grammar structures to adapt speech to a range of contexts, tasks, audiences, and purposes as appropriate. 6.S.PK.4
· Give both formal and informal presentations, including informative, descriptive, and persuasive speeches. 6.S.PK.5
· Outlines of speeches
· Self- and peer-evaluation documents
· Teacher observation of presentations
· Give both formal and informal presentations, including:
· Presentations on topics related to what the class is reading and learning about
· Presentations on topics of personal interest, such as hobbies or a vocation
· Presentations of science experiments from the CCC Science lesson set
· Presentations on careers of interest, including the steps needed to train for those careers
· Group discussions with presentations to other classes
· Create an outline/plan for speeches, meetings, and expressive occasions
· Use visual aids
· Use technology tools for effective communication other than face to face listening and speaking (i.e. video chats, Skype, google voice, telephone meetings, webinar participation, etc.)
· Adjust speech to adapt to a range of contexts, audiences, and purposes, distinguishing between formal and informal speech and participating in group discussions (meetings, classroom learning activities, community events, work group planning, etc.)
· Conduct ask and answer sessions following presentations
· Review peer presentations, using a rubric to suggest positive ways to improve
· Use structured methods of meeting organization (Robert’s rules of order, less formal structures of meetings where listening and speaking skills are necessary, etc.)
· Research journals?
· More practice in class
· Meet individually with students to ascertain causes of difficulty/reluctance to present.
· Have those students present in pairs and/or make very brief presentations.
· Media carts where smart boards are not possible
· Document cameras for visual aide needs and other visual needs
· Podium
· PowerPoint software available
· Print reference material such as dictionaries, thesauruses, style books with grammar and mechanics references.
· Daily Classroom Internet Access CCC U.S. History lesson set
· CCC Science lesson set
· Famous speeches in U.S. and world history related to the time period the class is studying

ioer.ilsharedlearning.orgioer.ilsharedlearning.org/.../city_colleges_of_chicago_la_… · web...

Documents