Today’s post is Text Structures for Different Types of Writing. I designed this tool for teachers, but there are many pages that will also be good resource materials for students. In this handy guide, you’ll find a quick overview of the text types (i.e., Argumentative, Informational, Narrative) in the Common Core State Standards. AFter that, I’ve included my content cards for the following five text structures: compare/contrast, cause/effect, problem/solution, sequence, and description.
Check these out to see if they are something you can use! Here’s the link: http://datadeb.com/wp-content/uploads/2012/02/001_text_structures-deb-wahsltrom.pdf
I am a fan of Kelly Gallagher’s Article of the Week. His website is loaded with weekly articles you can use to give students interesting topics to which they can write.
I recently read an article in Education Week and asked the author, Anothy Cody, for permission to turn his article, Color Coded High School ID Cards Sort Students by Test Performance, into an assignment for students.
I set up the assignment in a modified version of Article of the Week. I modified the directions and numbered each of the lines in the text. The numbered lines support students in citing the text during classroom discussions.
Download the assignment: Assignment: Argumentative Paper
The assignment includes a Writing Checklist, which you can download separately.
Details and examples are one of those areas that students have struggled with when writing. Being able to cite details and examples is a skill that is valuable in reading, writing, thinking, and speaking. What are some of the things we might want to make sure students learn when we ask them to think about details and examples? We might want them to know what kinds of things are details: facts, quotes, statistics, firgurative language, the information in a visual, sensory details, and more. We also want students to know some of the things they can do with details: compare and contrast ideas, support a point of view, oppose a point of view, make a decision, describe a character, make inferences, make prediections, and more. As always, I’ve got a pdf copy for you – just print it out and share it with your students (and fellow educators).
Content Card, Details
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
Another one completed!
Click here to get the pdf. Don’t forget to run this on one sheet of paper for a one-pager (front and back) content card.
This content card is for the elementary level. The content card shows the parts of a line graph, ideas for comparing data, the definition of a line graph, and common words for describing the amounts in a graph.
Download this two-page content card for line graphs.
Fractions, fractions, fractions. For so many students, these are quite the challenge to learn. One of the first things that adults should do when students struggle with an area of the curriculum is to make sure we’ve clarified the content that students are to learn. As you know, one of the ways to do this is through content cards.
Download a full-size pdf of the fraction content card.
As always, please let me know if there’s anything that should be added to the card.
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!
I want to share a piece I wrote a number of years ago. I love the rubrics designed by the fine folks at Northwest Regional Educational Laboratory, but I wanted to unpack the rubrics. By unpacking the rubrics, I can get to data that allows me to see the specific parts of the problem-solving process in mathematics for which students need help. I hope you’ll read the article and add an idea or two to your assessment toolkit. Download the article here.
Download a copy of Northwest’s Mathematics Problem Solving Grid.
Our younger students learn about parallel lines in different grade levels in different states. But there is some key content that students need to know related to parallel lines. This content card provides key content. (If you see other things that need to be added, please leave a comment and I’ll update this. All of my content cards are a work in progress.) DOWNLOAD THE CONTENT CARD FOR PARALLEL. I’ve included a piece that is not in most elementary programs – and that is how to write a math sentence that shows two lines are parallel.
Remember that in curriculum development world, we still need to work on things students must be able to do with this content at the elementary school level. Do we want students to identify parallel lines in everyday things? Do we want students to distinguish between a parallel line and a perpendicular line? What about explaining what a parallel line is? What about explaining why a line that is not parallel isn’t? Do we want students to explain the difference between parallel lines and intersecting lines? These kinds of things become objectives in your curriculum.
For those of you in charge of developing curriculum, there are a couple of questions you’ll want to answer: What core content do you want at each grade level in relation to this concept? What do you want students to do with the content at each grade level? By the way, content cards are a good way to check vertical and horizontal alignment in a curriculum at the district level.
If your role is that of designing assessments, the content cards are a big plus as well. When everyone works from the same core content – and the same objectives, you support tight alignment at the classroom level – which is where alignment really happens.