Personal Literacy!

WAIT - a Personal Literacy Check-in! 

This year is quickly coming to an END! Oh no! 

What have you read this year?

Want to read before the year is out?

Post below in Comments!

ELA CC Standards Informational Texts

ELA CC Reading Informational Texts Standards 9-10

Key Ideas and Details:

CCSS.ELA-LITERACY.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-LITERACY.RI.9-10.3
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Craft and Structure:

CCSS.ELA-LITERACY.RI.9-10.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

CCSS.ELA-LITERACY.RI.9-10.5
Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

CCSS.ELA-LITERACY.RI.9-10.6
Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Integration of Knowledge and Ideas:

CCSS.ELA-LITERACY.RI.9-10.7
Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.

CCSS.ELA-LITERACY.RI.9-10.8
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

CCSS.ELA-LITERACY.RI.9-10.9
Analyze seminal U.S. documents of historical and literary significance  (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.

Range of Reading and Level of Text Complexity:

CCSS.ELA-LITERACY.RI.9-10.10
By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.

Jennifer Guido Addressed Vision Coalition Conference

Shield Elementary's 3rd grade teacher, Jennifer Guido, was an important part of the conversation as the Vision Coalition introduced their goals for 2025 at a state wide conference at UD in Newark. 

Vision 2025

This conference kicked off the next lap of the race to help Delaware educators get it done well. 

Oh Snap! Resources

Mini PD on Text Evidence

 by Diane Albanese, Cape Literacy Specialist

Resources

Time for Kids: Penny Debate Lesson

1. Define using this LINK
2. CSET - Writing: Organizing an Argument
3. Textual Evidence: Implicit or Explicit? with a reading strategy. Discussion. 
4. Depth of Knowledge + Bloom's Taxonomy
5. Sample Lesson with Depth of Knowledge = Time's "Penny Debate" Oh Snap! Text Evidence Starters Guide
6. Read. Discuss. Collaborate. How to make a lesson better/deeper. Oh Snap! Go Deeper! DOK Examples
7. Optional handouts: CSET with Cornell Notes from Beacon's Super Teachers!  
8. Optional lesson: "Two Days with No Phone" from Scholastic article
9. Exit  - Culminate: singing the text evidence song: 

The more we cite the evidence

The evidence, the evidence

The more we cite the evidence

The happier we'll be.

And your smart is my smart

And my smart is your smart

The more we cite the evidence

The happier we'll be! 

Sample "Penny" Lesson Text Evidence - DOK

Reproduced here for use with teachers in classrooms Red italicized  text has been added to change the lesson.
Link to Penny Lesson

Sample Lesson on Text Based Evidence with Depth of Knowledge

Article: Waiting for Change

It costs more to make a penny than the coin is worth. Should the United States stop using pennies?

FEB 08, 2013 | By Josh Sanburn for TIME

DAVID ZALUBOWSKI—AP

Jarden Zinc Products, a large zinc plant a few miles outside Greeneville, Tennessee, has a special claim. Since 1982, it has been the only supplier of penny blanks for the U.S. Mint. The blanks are the metal disks that become 1¢ coins. It's a good business for Jarden—since 2000, the company has earned more than $800 million. But it may not be a good deal for the U.S.

The value of the penny has been dropping for years. In 2006, it began to cost more than a penny to make a penny. It now costs 2¢ to produce a 1¢ coin. Many countries have stopped using pennies. Canada, which has a currency similar to that of the U.S., will end penny circulation on February 4. Is it time for the U.S. to do the same?

Two Sides to the Coin

Jarden and the zinc industry are fighting to keep the penny. Since 2006, Jarden has given $1.2 million to Americans for Common Cents (ACC). The group's mission is to keep the penny in use. Mark Weller is ACC's executive director. He argues that there are three main reasons for keeping the penny: Without it, we would become more reliant on the nickel, which also has problems; charities that depend on penny drives would not be able to raise as much money; and a 2012 poll shows that 67% of Americans want to keep the penny. Many people polled said they feared they would end up paying more for products.

Many experts disagree with ACC. They point to the dozens of countries that have gotten rid of their lowest-value coins without raising prices for consumers. And charities don't seem too concerned either. Major George Hood of the Salvation Army says the group, which gets many coin donations, is not worried. "If pennies were to be removed from circulation, the Salvation Army hopes the American public will continue to donate generously to help people in need," he says.

Weller has one strong argument for keeping the penny, and that's the problem with the nickel. Each nickel costs the U.S. Mint 10¢ to make. If getting rid of the penny led to a greater use of the nickel, wouldn't that be trading one bad coin for another? For that reason, some experts have proposed getting rid of the penny and the nickel. Cash deals would then have to be rounded to the nearest dime.

Penny-Wise or Penny-Foolish?

Seigniorage (sayn-yor-ij) is the word for the difference between the value of a currency and its production costs. The cost of making U.S. coins dropped in 2012. But there is still no positive seigniorage on pennies or nickels.

President Barack Obama says the mint could explore using cheaper metals to make pennies. Steel is less expensive than zinc. Pennies are 97.5% zinc and 2.5% copper. But no matter what it is made of, the penny's days may be numbered. Most in-store purchases are now made with debit or credit cards, not cash. Is it time for a change?

TFK Poll: Should the U.S. get rid of the penny?

TEACHERS: Click here to view Common-Core aligned lessons and graphic organizers for this article.

"The Price of Ivory" originally appeared in the February 8, 2013 issue of TIME FOR KIDS: Edition 5-6.

Modified Worksheet:

This worksheet gives arguments for students to think and talk about. There are several DOK (Depth of Knowledge) Levels embedded in this lesson.  The worksheet and can be used as a starter or an example. The red italicized text has been added to enhance this lesson.

Persuasive Writing Worksheet: The Penny Debate

Should the United States stop using pennies? To convince others to agree with your opinion/claim, you need good arguments, or statements that support your point of view/claim. 

Read each statement below. Ask yourself: Does this statement/claim support the idea that the U.S. should stop using pennies, or does it support the idea that the U.S. should continue using pennies? Is this statement evidence to support your claim?

Statement or Claim. Pick one.

The U.S. should stop using pennies. OR

The U.S. should continue using pennies. 

Statements that provideText Evidence from the article.

1. It costs more than a penny to make a penny. 

2. Many countries have gotten rid of their lowest-value coins without raising prices for consumers. 

3. Charities that depend on penny drives might not be able to raise as much money if there are no pennies. 

4. Without the penny, more people would use the nickel, which also costs more to make than it’s worth. 

5. Many Americans want to keep the penny. 

6. Many in-store purchases are now made with credit or debit cards. 

7. The penny is part of American culture. 

What is your opinion on this issue? Write a paragraph explaining your point of view.  Include your claim, set-up, evidence from the text and tie-in. Include at least two facts from the article.  

Source: <http://www.educatorstechnology.com/2014/12/a-good-visual-on-blooms-taxonomy-vs.html>

Literally Adding Text-based Evidence!

Text-based Evidence is given new prominence in the Cape High School Language Arts classes.  Mrs. Eileen Springfield has created a "Bookmark" for students that contains lines to help students identify evidence as they read. 

The bookmark states...

• On page _____, it said ...
• The author wrote ...
• For instance...
• According to the text...
• The graphic showed...

Something as simple as this go-to informational list can be a BIG help to students who need reminders and tangible examples.  This is another example of teachers leading/collaborating with other teachers toward great learning! 

ELA Standards Reading Informational Texts Grade 9-10

ELA Standards

Reading Informational Texts Grades 9-10

The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Key Ideas and Details:

CCSS.ELA-LITERACY.RI.9-10.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.RI.9-10.2

Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-LITERACY.RI.9-10.3

Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Craft and Structure:

CCSS.ELA-LITERACY.RI.9-10.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

CCSS.ELA-LITERACY.RI.9-10.5

Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

CCSS.ELA-LITERACY.RI.9-10.6

Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Integration of Knowledge and Ideas:

CCSS.ELA-LITERACY.RI.9-10.7

Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.

CCSS.ELA-LITERACY.RI.9-10.8

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

CCSS.ELA-LITERACY.RI.9-10.9

Analyze seminal U.S. documents of historical and literary significance  (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.

Range of Reading and Level of Text Complexity:

CCSS.ELA-LITERACY.RI.9-10.10

By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.

Types of Writing

Links
Writing Text Types
Video: Writing To Inform
Common Core Standards for ELA- Literacy

ELA Curriculum Review Workshop Tuesday, Oct 20

Workshop for Curriculum Materials Review

Tuesday, Oct 20, 2015

The Lewes School Library

We worked throughout the day using an Instructional Materials Evaluation Tool - IMET to determine if the materials were aligned to the Shifts and major features of the Common Core State Standards.  This includes

• Complexity
• Evidence
• Knowledge

Publishers

Houghton Mifflin Harcourt

Benchmark

ReadyGen

Expeditionary Learning/American Reading

ELA Curriculum Committee

HOB	MES	RSE	RES
K-Sherry Wells	K-Lisa Schlater	K-Jodie Daminger	K-Caran Lamb
1-Maizie Silverman	1-Michelle Frederick	1-Kala Haller	1-Missy Dawson
2-Maria Matino	2-Olga Tigue	2-Win Rosenberg	2-Charlene Jones
3-Alfredo Rodriquez	3-Kate Bowski/Michelle Donnelly	3-Hope Smith	3-Karen Kea
4-Jill Whitman	4-Maria Drumheller	4-Kim Corbidge	4-Celeste Marvin
5-Wendy Coverdale	5-Sarah McCabe	5-Amanda Archambault	5-Erin Bailey

Also Shay Eli, Cathy Miller, Rosemary Lobodzinski, Erin Gannon

And Diane Albanese, Lori Roe 

Donna Kolakowski

Professional Learning Community - Mariner Middle School 6th Grade Team contemplates the true meaning of Text Based Evidence. Through the entire workshop, the team demonstrated good use of reasoning, question techniques and collaboration! A very productive effort! 

Just another beautiful effort by the students of Mariner Middle and their Art teacher, Linda Rapchak! 

PLC Mini on Text Based Evidence and More

Mini PD Text Evidence

 by Diane Albanese, Cape Literacy Specialist

Resources

Time for Kids: Penny Debate Lesson

1. Define using this LINK
2. CSET - Writing: Organizing an Argument
3. Textual Evidence: Implicit or Explicit? with a reading strategy. Discussion. 
4. Deeper? Go to Organizing Your Argument - usefulness determined by task.
5. Teacher texts - use to create a CSET lesson plan. Collaborate.
6. Optional handouts: CSET with Cornell Notes from Beacon, 
7. Optional lesson: The Penny Debate with worksheet.
8. Optional activity: Lesson plan with text "Two Days With No Phone."
9. Exit  - Culminate: singing the text evidence song: 

The more we cite the evidence

The evidence, the evidence

The more we cite the evidence

The happier we'll be.

And your smart is my smart

And my smart is your smart

The more we cite the evidence

The happier we'll be! 

Textual Evidence: Implicit or Explicit?

Links

Analyzing Text (Literature) and Finding Evidence Video

Implicit/Explicit Lesson using Movie Trailers 

Textual Evidence: Implicit or Explicit?

EXPLICIT	Clearly stated directly in the text. No room for confusion or question. The moon reflects the sun’s light.
IMPLICIT	Implied or suggested in the text. Need for the reader to think and put together the clues to determine meaning. Even though it was night, the moonglow gives off a soft,filtered light.
INFERENCE	To reach a conclusion based on information, evidence and reasoning. Sometimes this is a best guess, an interpretation that uses facts to reason ideas from the text. The moonglow is actually sunlight that is reflected.

Reading Strategy for making inferences and connections

IT SAYS… Write exactly what the text says.	I or WE SAY… Think and make connections.	AND SO.. Write a statement that explains your ideas.
“The moon reflects the light from the sun.”	The sunlight must also cause the moon to glow.	At night, if the moon is out and visible, the light that it gives off comes from the sun.