Common Core Standards
Science & Technical Course Grades 6-8
What, exactly, does this mean? Check out this video explanation from the teaching channel. A great resource for parents to see what the standards look like in a typical language arts classroom. In a technology classroom, we may simply use an article from Scholastic News online, or Tween Tribune, instructing students to analyze the article and extract evidence in a similar way.
Although this video is from a ninth-grade class, you can see how a teacher might develop a lesson to guide students to show mastery of this standard. (We use to call this "main idea".) Today's students must not only determine the "central theme" or summary of a text, but they are required to show evidence for those claims in writing. This is considered a "high-level" thinking skill and must be emphasized at all levels to prepare students for college and twenty-first century careers.
This is a standard that we work on, quite literally, every day. The students in our computer lab are planning, creating, saving their work, loading it into a virtual backpack in Edmodo, retrieving it, editing it, saving it under a new name (are you tired yet?), and finally, posting their work to me on Edmodo. I have been so impressed with their ability to do all of these things so readily, and without complaints. This is what this standard might look like in a typical science class.
"Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics."
This is an excellent video from the Teaching Channel that actually fits nicely with our class since it is a technology topic--Exploring the Concept of Online Privacy. Students in this middle school class learn about key terms as they relate to online privacy. As the children learn new terms and phrases, they are able to understand how those terms change meaning within the context of a technical subject.
What are some ways that authors organize the text in their writings? How is the information organized? Do the authors actually THINK about how students might perceive their intended messages, or do they just write "willy nilly"? If you have the ability to recognize how text is put together, you're much more likely to understand the meaning of it. Cause & Effect, chronological order (time/order), problem/solution...these are all ways that authors organize their writing to help you make sense of it. We will practice with chronological order by completing a short practice packet.
"Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text."
"Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table)."
Quantitative or technical information can be expressed in words, but it is often more meaningful if there is some type of visual representation, such as a graph, a table, a diagram, or illustration. This Common Core Literacy Standard simply means that a student should learn how to express certain types of information, especially in science and technical (nonfiction) texts in both ways. It also means that students have the ability to understand such information when it is presented both ways in science and technical readings. This lesson will help students practice this standard.