5. RISING DEMAND. ANCHOR STANDARDS . Guiding Question: Which of the following anchor standards have you used before? . 7. Reading Anchor Standards. Evidence Standard. Main Idea Standard. Interaction Standard. 8. Key Ideas and Details
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Which of the following anchor standards have you used before?
Main Idea Standard
Key Ideas and Details
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Word/Phrase Interpretation Standard
Point of View Standard
Craft and Structure
4.Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
All cognitive skillshave to be executed within texts of a specified difficulty range.
Brainstorm a list of quantitative measures
One hot summer's day a famished fox was strolling through an orchard until he came to clusters of grapes just ripening on a trellised vine. "Just the thing to quench my thirst," quoth he. Drawing back a few paces, he took a run and a jump, and just missed the bunch. His mouth was watering and he could feel gnawing hunger pains. Again and again he tried after the tempting morsel, but at last had to give up.
Once a fox walked through the woods. He came upon a grape orchard. There he found beautiful grapes hanging from a high branch. “Boy those sure would be tasty,” he thought to himself. He backed up and took a running start and jumped. He did not get high enough.
Word – Tools – Sp/Grammar – Readability Texts (Flesch Kincaid)
ETS Source Rater (Google)
The equatorial heat warmed the precincts of Antarctica in the Southern Hemisphere instead, shrinking the fringing sea ice and changing the circumpolar winds. As a result—and for reasons that remain unexplained—the waters of the Southern Ocean may have begun to release carbon dioxide, enough to raise concentrations in the atmosphere by more than 100 parts per million over millennia—roughly equivalent to the rise in the last 200 years.
The heat at the equator warmed areas of Antarctica. This caused the sea ice to melt and changed the wind around the ice cap. Scientists are not sure why, but that caused the waters of the Southern Ocean to release carbon dioxide into the atmosphere. The concentrations increased by more than 0.01% over thousands of years. This is about the same as the past 200 years.
Check out the following sites for close reading resources:
science articles for kids
life science news for kids
Time for Kids
National Geographic Explorer
Compare/Contrast with NGSSS
Text Types and Purposes
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology including the internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Science and Social Studies
What are our responsibilities as citizens regarding mankind’s impact on the environment?
Before text reading: Use the Complex Text-Based Question Handout to record your answer to this question:
Predict which primary factorsmay cause global warming to occur.
Base your response on your current background knowledge.
Words for Vocabulary Word Wall:
Circumpolar, Deglaciation, Paleoclimatologist
Sediment, Proxies, Albeit
What Thawed the Last Ice Age?
After text marking:
After the initial reading, answer the following question on your handout:
According to the text, what are the primary factors that may cause global warming to occur?
Guiding Question: Using evidence from the article, what are the primary factors that may cause global warming to occur?
Be sure to utilize the text features such as statistics, charts, graphs, photographs, and illustrations as you take notes.
Compare notes in pairs or small groups.
Place a star next to the most significant note in each category:
Based on the information from the article and your notes, take positions and discuss which of the following factors has had the most significant impact on global warming. Use the text to justify all positions.
What stands out?
Use appropriate tools strategically
Attend to precision
Look for and make sense of structure
Look for and express regularity in repeated reasoning
Students planning solution pathways, monitoring and evaluating their progress and asking “Does this make sense?”
Students knowing and using different properties of operations and objects and creating a coherent representation of the problem at hand.
Students understanding and using definitions. Students justifying and explaining their thinking and listening to arguments of others and deciding if they make sense..
Students applying and using mathematics to solve problems connected to real-life situations. Students using models to represent, analyze and interpret results.
Students communicating precisely to others. Students calculating accurately and efficiently, expressing numerical answers with a degree of precision appropriate for the problem context.
Students being able to look closely to discern a pattern or structure. Students being able to shift perspectives.
Students evaluating the reasonableness of their results. Student Maintaining oversight of the process, while attending to the details.
Students being familiar with tools appropriate for their grade or course and using technology tools to explore and deepen their understanding of concepts. Students being able to make sound decisions about when each of these tools might be helpful.
"Think left and think right and think low and think high. Oh, the thinks you can think up if only you try!"
Theodor Seuss Geisel
THINK how the Standards for Mathematical Practice can be integrated across the curriculum.
The entire universe “is written in the language of mathematics”- Galileo (1623)
Generate ideas for how teachers can integrate the Standards for Mathematical Practice in other content areas.
21st Century Learning
“The illiterate of the 21 mathematics”- Galileo (1623st century will not be
those who cannot read and write, but those
who cannot learn, unlearn, and relearn”
“Teachers need to integrate technology mathematics”- Galileo (1623
seamlessly into the curriculum instead of
viewing it as an add-on, an afterthought or an event.”
Changes of this magnitude require a complete rethinking of education….
….both in terms of the curriculum, and in the development of pedagogies that…
….ensure that every student acquires the high level of skills needed to thrive in the dynamic world of the 21st century.
21st century literacy is about reading to learn and developing the capacity and motivation to identify, understand, interpret, create and communicate knowledge.
(Southern Regional Education Board, Quality Career/Technical Programs Prepare Students to Succeed in a New, More Challenging Economy, October 2008)
“If we teach today as we taught yesterday, we
rob our children of tomorrow.” John Dewey
“When it comes to the future, there are three kinds of people: those who let it happen, those who make it happen, and those who wonder what happened’
“For tomorrow belongs to the people who prepare for it today”