Common Core Standards for Literacy in Science (Reading, 9-10)

I’ve been working on collecting ideas for content-area literacy.  I began with the reading standards for science, grades 9-10 from the Common Core State Standards.

Download a pdf version of the 28-page document and see if there’s an idea or two you can use.

Informational Literacy Standards for Science – FRESH LINK, Updated September 27, 2011.

Informational Literacy Standards for Science, Updated 09.19.2011

Motor Mouth Review

 Motor Mouth is simply an engaging strategy for students to review important vocabulary.  This can be used in any class at any grade level.  Did I mention that this is also fun?

I’ve included the PowerPoint with directions and a template that is ready to modify for your own use.

Click here for the Powerpoint!

Analysis Questions – Line Graphs

In this pdf, I’ve included examples of analysis questions for two different line graphs.  Both of these are for the elementary level.  For each set of questions, I’ve also included a large size of the graph that you can project and/or give students as they work to answer these questions.

Download the pdf of the Analysis Questions for a Line Graph.

Remember the Success Sequence:  Draw, Talk, Write.  Have the students use the visual and talk about the answers – preferably in a structured way as you call out the question.  Then have students write about the graph.

Analysis Questions – Bar Graphs

One of the simplest things you can do to help students think deeply about visual material is to write analysis questions for the different types of visuals you use with students.  This example is for bar graphs – and I’ve included two examples to give you an idea of how these questions might look.  (I’ll be adding a whole series of analysis questions for different types of visuals, so be sure to check back often and/or subscribe to this blog.)

Overview Sheet – Analysis Questions, Bar Graphs

Analysis Questions, Bar Graph, Band Instrument Choices

Analysis Questions, Bar Graph, 3D Movies

After students talk about the information in the graphs, based on the guiding questions you provide, have them write a summary of what the graph says.  You can make this a short and sweet summary that uses bullet statements or you can have students write a full paragraph.  When you give students a chance to talk about the questions BEFORE having them write, they’ll do a much better job with the summary.

Use the graphs.  Get students talking about the information in the graphs.  Watch them develop deeper understanding because you guided them through deeper thinking of the material.  And as always, don’t forget to add your own good questions.  You may even want to add some here!

Rapid Response Cards – Checking for Understanding

This is a response technique to give students practice in answering recall and some critical thinking types of questions.  Rapid Response Cards are any type of response cards you use with your students.  They are called Rapid Response Cards because they are a quick way to obtain responses from all of the students in your class at one time. You can ask a question and have everyone hold up an answer. This is a terrific way to assess students on the questions you ask.  This is a quick and effective technique to use when you want to check for understanding.  Prepare a master set of response cards – use black ink on bright yellow cardstock for cards that are easy to see.  (You may even want to laminate the response cards so that they will “wear” well.)

 Download theses pdfs:  Overview sheet, black and white template, yellow template.