Grade 9 Curriculum Guide
Table of Contents Introduction / 1 Platform Overview / 2 Research / 4 Teaching Key Skills & Concepts / 5 ELA Curriculum Guide / 6 Science, Social Studies, and Math / 15 English Language Development Supports / 17 Our Results: Chicago High School for Agricultural Sciences / 19 Implementation / 21
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Introduction
About ThinkCERCA What is ThinkCERCA? ThinkCERCA’s personalized literacy platform empowers teachers to grow students' critical thinking skills. Through standards-aligned close reading and argumentative writing lessons for ELA, science, social studies, and math, our schoolwide approach to literacy instruction prepares students in grades 4-12 for post-secondary life by building their analytical skills in every subject.
Make CLAIMS
Support with EVIDENCE from the text
Clearly explain REASONING
Identify COUNTERARGUMENTS
Address appropriate AUDIENCE
Practical Approach, Expert Pedagogy The designers of ThinkCERCA have authored more than 30 publications on cross-curricular critical literacy.
Eileen Murphy CEO and Founder
Doug Buehl Best-Selling IRA Author
Katherine McKnight National Adolescent Literacy Expert
Douglas O’Roark Founder of Grad Math and Science Teacher Certificate Program
Gerald Graff Former MLA President and Best-Selling Author
Their Collective Works
The Research
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Platform Overview
Our Platform
Schoolwide Literacy Instruction
The CERCA Framework gives teams a common literacy language to collaborate more effectively across content areas and improve student outcomes.
Close Reading Our platform includes a lesson library of relevant, leveled texts and tasks that build students’ disciplinespecific knowledge while making close reading engaging and fun.
• Standards-aligned, discipline-specific highlighting and summarizing practice • In-text vocabulary and audio support • Automated assessments for comprehension
Writing Across Content Areas Scaffolded lessons walk students through the process of using evidence and details to support their argumentative, informational, and narrative writings across disciplines.
• Interactive Argument Builder; prewriting tools for narrative and informational writing • Rigorous writing prompts focused on debatable issues and great literary models • Standards-aligned sentence frames and supports for English language development
Differentiation We make personalization simple with theme-based text sets that are differentiated for 10 levels of readiness and built-in tools that keep teachers at the center of instruction.
• Embedded differentiation tools to auto-assign by readiness level • Leveling pre-assessments for reading and writing • Real-time data to monitor student progress
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Platform Overview
Standards-Aligned Instruction Our instructional designs were developed based on the research and practice of master teachers and nationally recognized literacy experts and meet the demands of new career and college readiness standards.
• Introductions to standards-aligned key skills and concepts • Alignment with Common Core, NGSS, and C3 • Standards-aligned grading rubrics
Assessment Preparation Research shows that frequent practice of CERCA increases test scores while building critical thinking skills. ThinkCERCA’s formative and summative assessments allow teachers to infuse practice with items found in new state assessments, including PARCC, Smarter Balanced, and ACT, as well as the new SAT and growth assessments such as NWEA.
• Development of analytical and synthesizing skills • Practice of providing supporting evidence with discipline-specific language instruction • Creation of constructed responses to text-based questions
Why Argumentation?
ThinkCERCA prepares students for new standards and state assessments by providing a scaffolded process that supports the development of argumentation skills.
“The Standards put particular emphasis on the students’ ability to write sound arguments on substantive topics and issues, as the ability is critical to career and college readiness.” — CCSS Appendix A
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Research
Our Research-Based Approach Summary ThinkCERCA was built upon an ever-growing body of research as well as years of practice and continuous learning. The research behind our approach has been drawn from a number of sources. Here, we highlight an influential University of Chicago study that clearly illustrates the importance of writing and discussion in improving student achievement. While traditional models have positioned technology as the teacher, we position technology as a support for great teaching and collaboration with peers. The relationship with teachers and peers is what helps to create a context for true personalized learning and motivate students to persist through challenges. Rise in English Subtest Score
Applied Using ThinkCERCA
Rewrote a paper or essay in response to comments
0.19
✓
Discussed how culture, time, or place affects an author’s writing
0.27
✓
Explained how writers use tools like symbolism
0.35
✓
Improved writing through collaboration with a class or partners
0.38
✓
Debated the meaning of reading
0.22
✓
Across all classes, the students wrote papers defending their point of view of ideas five or more times (compared to less than five)
0.39
✓
Rise in Reading Subtest Score
Applied Using ThinkCERCA
Discussed how culture, time, or place affects an author's writing
0.19
✓
Debated the meaning of a reading
0.17
✓
Rise in Math Subtest Score
Applied Using ThinkCERCA
Discussed possible solutions to problems with other students
0.29
✓
Used a graphing calculator to complete an assignment
0.31
English Class Practice
Reading Class Practice
Math Class Practice
Rise in Science Subtest Score
Science Class Practice
Applied Using ThinkCERCA
Used laboratory equipment or specimens
0.16
Wrote lab reports
0.12
✓
Generated their own argument or hypothesis
0.18
✓
Used evidence/data to support an argument or hypothesis
0.21
✓
Found information from graphs and tables
0.19
✓
From High School to the Future: ACT Preparation—Too Much, Too Late (2008)
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Teaching Key Skills and Concepts
Direct Instruction to Introduce Key Skills and Concepts Example ThinkCERCA Minilessons Minilesson: Making Arguments About Theme In this lesson students will learn how to identify themes in literature and poetry and how authors express themes through the choices they make.
Minilesson: Making Arguments About Multiple Perspectives In this lesson students will learn how to analyze multiple perspectives on a single topic or event, including how to evaluate sources for bias and how to make sense of conflicting information.
Minilesson: Socratic Discussions In this lesson students learn how to participate in a Socratic discussion.
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English Language Arts Curriculum Guide
Suggested Scope & Sequence: Grade 9 CERCA SET
APPLIED WRITING PRACTICE
1
School Policy
READING & WRITING STANDARDS
RI.2, W1
“Why Standardized Tests Are Good For Education” — Should schools continue to emphasize standardized testing to evaluate students and teachers?
INDEPENDENT READING PRACTICE
“What Keeps Girls from Pursuing STEM Fields”
SKILLS FOCUS
Summary
CERCA SET
Video Games
APPLIED WRITING PRACTICE
“Shooting in the Dark” — Does violent media such as video games
INDEPENDENT READING PRACTICE
“Connecting the World to the Internet”
SKILLS FOCUS
Developing Effective Paragraphs
CERCA SET
Government’s Role in Health
APPLIED WRITING PRACTICE
“FDA-Required Calorie Counts for Fast Food Restaurants Will Not Curb the Obesity Epidemic” — Should the FDA require fast-food
INDEPENDENT READING PRACTICE
“The Grim Economics of Food Stamps”
SKILLS FOCUS
Claims
CERCA SET
Social Media
APPLIED WRITING PRACTICE
“Teaching Kids to Be Digital Citizens” — Should parents regulate
INDEPENDENT READING PRACTICE
“Social Media: It's So 1st Century BC”
SKILLS FOCUS
Evidence
CERCA SET
Sports & Society
APPLIED WRITING PRACTICE
“The High Cost of Play” — Is football too dangerous for young people
INDEPENDENT READING PRACTICE
“The Power of Movement”
SKILLS FOCUS
Reasoning
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READING & WRITING STANDARDS
RI.8, W1
cause hostility and violent behaviors in its consumers?
READING & WRITING STANDARDS
RI.8, W1
restaurants to display calorie counts?
READING & WRITING STANDARDS
RI.1, W1
their children's social media accounts?
READING & WRITING STANDARDS
RI.1, W1
to play?
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English Language Arts Curriculum Guide
Suggested Scope & Sequence: Grade 9
READING & WRITING STANDARDS
CERCA SET
The Role of Machines
RI.2, W1
APPLIED WRITING PRACTICE
"Facing a Robo-Grader? Just Keep Obfuscating Mellifluously” —
INDEPENDENT READING PRACTICE
“Why We Need to Fix the DMCA”
SKILLS FOCUS
Counterargument
CERCA SET
Distracted Driving
APPLIED WRITING PRACTICE
“If Robots Drove, How Much Safer Would Roads Be?” — How will
INDEPENDENT READING PRACTICE
“Science Fiction Inspires Innovation in Real World”
SKILLS FOCUS
Audience
CERCA SET
Personal Identity
Should artificial intelligence be used to score standardized tests?
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READING & WRITING STANDARDS
RI.1, W1
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APPLIED WRITING PRACTICE
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automated cars change the driving experience?
READING & WRITING STANDARDS
“City Unveils Campaign to Improve Girls' Self-Esteem” — How can a campaign like the NYC Girls Project and other campaigns that try to tackle the conflicts between realistic and unrealistic images of beauty benefit girls?
INDEPENDENT READING PRACTICE
“A Message to Lululemon Founder Chip Wilson”
SKILLS FOCUS
Organizing Your Argument
CERCA SET
Genetics
APPLIED WRITING PRACTICE
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RI.2, W1
READING & WRITING STANDARDS
RI.3, W1
“Genes Help Shape Our Political Views, New Study Shows” — Is the way in which the author develops her argument effective in supporting the claim that political ideologies are genetic?
INDEPENDENT READING PRACTICE
“Supreme Court Wisdom on DNA”
SKILLS FOCUS
Connections Within a Text
CERCA SET
Family and Influence
READING & WRITING STANDARDS
RL.2, W1
Multiday Short Fiction: “An Old-Time Christmas” — How does Paul APPLIED WRITING PRACTICE
Laurence Dunbar illustrate the challenges African Americans faced in salvaging important family memories and traditions that were rooted in the painful history of slavery?
INDEPENDENT READING PRACTICE
“Timely Leader”
SKILLS FOCUS
Theme
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English Language Arts Curriculum Guide
Suggested Scope & Sequence: Grade 9 Optional Narrative
Writing Prompt >>
CERCA SET
APPLIED WRITING PRACTICE
READING & WRITING STANDARDS
RL.3, W3
Multiday Short Fiction: “An Old-Time Christmas" — Write a personal narrative about a time when you wanted something dearly but you weren’t able to achieve it.
INDEPENDENT READING PRACTICE
“The Need to Keep Up with the Jones's Lawn Is in Our Heads”
SKILLS FOCUS
Plot
CERCA SET
Group Decision-making
APPLIED WRITING PRACTICE
“The Rise of the New Groupthink” — How does the author build a
INDEPENDENT READING PRACTICE
“Criminal Case Puts Focus on Bullying Laws”
SKILLS FOCUS
Connections Within a Text (spiraled)
CERCA SET
Bullying
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APPLIED WRITING PRACTICE
12
READING & WRITING STANDARDS
READING & WRITING STANDARDS
RI.6, W1
“How Many People Does it Take to Stop One Bully?” — Whom does the author believe is responsible for preventing bullying: schools, parents, doctors, or the community?
“We Have to Prevent School Bullying”
SKILLS FOCUS
Author’s Purpose
CERCA SET
Conflict and Dominance
13
RI.5, W1
case against working in teams? Discuss her selection and...
INDEPENDENT READING PRACTICE
APPLIED WRITING PRACTICE
Optional Narrative
Writing Prompt >>
The Best Laid Plans
READING & WRITING STANDARDS
RL.3, W1
Multiday Short Fiction: “The Most Dangerous Game” — Is Rainsford driven by terror or his own desire to dominate Zaroff? Analyze his motivations throughout the story and...
INDEPENDENT READING PRACTICE
“Primate Brains May Explain Humans’ Fear of Snakes"
SKILLS FOCUS
Point of View
CERCA SET
Overcoming Obstacles
APPLIED WRITING PRACTICE
READING & WRITING STANDARDS
Multiday Writing: “The Most Dangerous Game” — Write a personal narrative that describes a time when you were surprised to realize that you think or behave...
INDEPENDENT READING PRACTICE
“Remaking a Nation: President Mandela”
SKILLS FOCUS
Characters
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RL.3, W3
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English Language Arts Curriculum Guide
Suggested Scope & Sequence: Grade 9
CERCA SET
APPLIED WRITING PRACTICE
14
Nonverbal Communication
READING & WRITING STANDARDS
RI.3, W1
“What Doctors Are Telling Us Even When They're Not Talking” — What does the author reveal about the role of nonverbal communication between doctors and their patients?
INDEPENDENT READING PRACTICE
“Kids Shuffle Lunch Seating as Part of ‘No One Eats Alone’ Day”
SKILLS FOCUS
Informational and Explanatory Writing
CERCA SET
Communities
APPLIED WRITING PRACTICE
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sensory language to help readers recall or understand what intense love emotions might feel like?
"My Song Is "My Weapon”
SKILLS FOCUS
Elements of Language
CERCA SET
21st Century Learning
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RL.4, W1
"Poetry: Fragment of an Ode” — How does the poet use concrete,
INDEPENDENT READING PRACTICE
APPLIED WRITING PRACTICE
READING & WRITING STANDARDS
READING & WRITING STANDARDS
RI.1, W1
“Teachers, Students See Texting Lingo Popping Up in School Writing” — What are the advantages and disadvantages of code switching between formal writing and the slang language used by many in text messaging?
INDEPENDENT READING PRACTICE
“Teachers ‘Flip’ Over Technology, But Classes Are Flop for Some Kids”
SKILLS FOCUS
Central Ideas
CERCA SET
Image & Impact
APPLIED WRITING PRACTICE
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claims, according to historians, can we make about the suffragette movement based on the documents and artifacts from the period?
"The Duty of Women”
SKILLS FOCUS
Text Features
CERCA SET
Risk-Taking
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READING & WRITING STANDARDS
RI.2, W1
“Nik Wallenda Gives Us a Rarity in Modern Life: Something Real” — Why are people so fascinated with the risks daredevils take? How does the author use specific details to help us engage with the story and understand why humans are so interested in others who take risks?
INDEPENDENT READING PRACTICE
“Great Minds”
SKILLS FOCUS
Central Ideas (spiraled)
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RI.7, W1
“100 Years Later, Lessons from the Sufferin’ Suffragettes” — What
INDEPENDENT READING PRACTICE
APPLIED WRITING PRACTICE
READING & WRITING STANDARDS
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English Language Arts Curriculum Guide
Suggested Scope & Sequence: Grade 9 CERCA SET
Character and Risk
READING & WRITING STANDARDS
RL.9, W1
Excerpts from “Pyramus and Thisbe” and “Romeo and Juliet” — APPLIED WRITING PRACTICE
How does Shakespeare's sonnet from the opening of the play Romeo and Juliet capture some of the key themes of Ovid's tale "Pyramus and Thisbe"?
INDEPENDENT READING PRACTICE
“Poet Laureate: ‘The Pen…An Instrument of Discovery’”
SKILLS FOCUS
Ideas Across Texts
CERCA SET
Perseverance
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APPLIED WRITING PRACTICE
20
READING & WRITING STANDARDS
RI.3, W1
“Jackie Robinson: Civil Rights on the Playing Field” — How does the way in which the author chooses to unfold the events in the life of Jackie Robinson make a strong case that Robinson should...
INDEPENDENT READING PRACTICE
“Young Cesar E. Chavez: The Early Years of an American Hero”
SKILLS FOCUS
Connections Within a Text (spiraled)
CERCA SET
Social Responsibility
APPLIED WRITING PRACTICE
21
READING & WRITING STANDARDS
RI.9, W1
“Woman's Right to the Suffrage” — Why does Anthony call a government that denies women the right to vote "the most hateful aristocracy ever established" in the world?
INDEPENDENT READING PRACTICE
“Protector of Children”
SKILLS FOCUS
Author’s Purpose (spiraled)
CERCA SET
Conflict and Character
APPLIED WRITING PRACTICE
Multiday Memoir: excerpt from “A Long Way Gone: Memoirs of a Boy Soldier” — How does Beah use the details of his life before the
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READING & WRITING STANDARDS
RL.6, W1
war to help readers understand the atrocities of the war in Sierra Leone?
INDEPENDENT READING PRACTICE
“Eugene Wilkinson, Nautilus Commander Who Pioneered Nuclear Sub Era, Dies at 94”
SKILLS FOCUS
Characters (spiraled)
CERCA SET
Civil War Poetry
APPLIED WRITING PRACTICE
READING & WRITING STANDARDS
RL.2, W1
Poetry: “The Artilleryman's Vision” — How does Whitman convey the challenges of the veteran's experience after the war is over?
23 INDEPENDENT READING PRACTICE
“Civil War Air Force”
SKILLS FOCUS
Theme (spiraled)
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English Language Arts Curriculum Guide
Suggested Scope & Sequence: Grade 9 READING & WRITING STANDARDS
CERCA SET
Humor
APPLIED WRITING PRACTICE
“The Science of Sarcasm? Yeah, Right” — Why, according to the
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RI.4, W1
author, is being able to detect sarcasm necessary?
INDEPENDENT READING PRACTICE
“Nation Terrified After Millions Lose Consciousness For 8 Whole Hours Last Night”
SKILLS FOCUS
Words and Details
CERCA SET
Technology & Impact
APPLIED WRITING PRACTICE
25
READING & WRITING STANDARDS
RI.2, W1
“Tap to Pay (Not So Much in the U.S.)” — According to the text, would a cashless payment system change society for better or for worse?
INDEPENDENT READING PRACTICE
“Why We Need to Fix the DMCA”
SKILLS FOCUS
Central Ideas (spiraled)
CERCA SET
Technology and Art
READING & WRITING STANDARDS
RL.7, W1
Poetry: “O Captain! My Captain!” — What are the similarities and APPLIED WRITING PRACTICE
26 INDEPENDENT READING PRACTICE
“Musings”
SKILLS FOCUS
Format
CERCA SET
Endangered Animals
APPLIED WRITING PRACTICE
“The Elephant Queen” — How is Lek saving vulnerable elephants in
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differences in the written and recorded version of "O Captain! My Captain!" in terms of conveying the loss felt by the speaker? How does the experience of the work of art change for the reader as it moves from one medium to another?
READING & WRITING STANDARDS
RI.1, W1
Thailand?
INDEPENDENT READING PRACTICE
“SeaWorld, Activists Make Questionable Claims on Killer Whale Life Spans”
SKILLS FOCUS
Words and Details (spiraled)
CERCA SET
Nature Poetry
APPLIED WRITING PRACTICE
Poetry: “The Exposed Nest” — In his poem about parenting and
INDEPENDENT READING PRACTICE
“Chirping Pyramids”
SKILLS FOCUS
Theme (spiraled)
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READING & WRITING STANDARDS
RL.2, W1
growing up, “The Exposed Nest,” what theme does Frost explore?
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English Language Arts Curriculum Guide
Suggested Scope & Sequence: Grade 9 CERCA SET
APPLIED WRITING PRACTICE
29
Cultural Perception
READING & WRITING STANDARDS
RI.4, W1
“I'm Black Enough” — How does the author use an informal tone to provide readers with a sophisticated analysis of how words and phrases reveal modern-day racial issues?
INDEPENDENT READING PRACTICE
“Tracing a Line from the First Black Slave to the First Black President”
SKILLS FOCUS
Words and Details (spiraled)
CERCA SET
Intellectual Property
APPLIED WRITING PRACTICE
30
READING & WRITING STANDARDS
RI.1, W1
“Haitian Photographer Wins Major U.S. Copyright Victory”— Should news organizations use photographs posted on social media without paying for them?
INDEPENDENT READING PRACTICE
“The Feds’ Dream Team to Fight Diseases”
SKILLS FOCUS
Reasoning (spiraled)
CERCA SET
Family History
APPLIED WRITING PRACTICE
“The Recession's Unexpected Gift: Reviving Multigenerational Living” — What are the possible benefits and drawbacks of multiple
INDEPENDENT READING PRACTICE
“Supreme Court Wisdom on DNA Classes & Assignments”
SKILLS FOCUS
Central Ideas (spiraled)
CERCA SET
Cultural Memoirs
APPLIED WRITING PRACTICE
Multiday Short Memoir: “Bridges” — Why was Myers so devastated
INDEPENDENT READING PRACTICE
“Destroying a Culture”
SKILLS FOCUS
Theme (spiraled)
CERCA SET
Growing Up
31
READING & WRITING STANDARDS
RI.2, W1
generations living together in one household?
READING & WRITING STANDARDS
RL.7, W2
that he did not know his father was unable to read until his father’s death?
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Optional Narrative
Writing Prompt >>
APPLIED WRITING PRACTICE
READING & WRITING STANDARDS
RL.2, W3
Multiday Writing: “Bridges” — Write a personal narrative, using flashback and metaphor, about a special time you shared with an adult who matters to you.
INDEPENDENT READING PRACTICE
“For Dark-skinned Mexicans, Taint of Discrimination Lingers”
SKILLS FOCUS
Writing Narratives
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12
English Language Arts Curriculum Guide
Suggested Scope & Sequence: Grade 9 CERCA SET
APPLIED WRITING PRACTICE
33
Entrepreneurship
READING & WRITING STANDARDS
RI.3, W1
“My Journey to Help the Poor and Build a More Equitable World” — How does Yunus attempt to convince his reader that social business is the best economic model?
INDEPENDENT READING PRACTICE
“Compton, Calif., Reassesses Native Son Dr. Dre, a Newly Minted Billionaire”
SKILLS FOCUS
Organizing Your Argument (spiraled)
CERCA SET
Money and Decisions
APPLIED WRITING PRACTICE
34
READING & WRITING STANDARDS
RL.2, W1
"A Pair of Silk Stockings” — How does Kate Chopin use the character of Mrs. Sommers to explore the challenges of being a woman in the nineteenth century, balancing devotion to family with personal desires?
INDEPENDENT READING PRACTICE
“Scraping By: What You Need to Know about the Minimum Wage”
SKILLS FOCUS
Theme (spiraled)
CERCA SET
Kid Inventors
APPLIED WRITING PRACTICE
“The Kid Who Invented TV” — How does the author convince you
INDEPENDENT READING PRACTICE
“Why NFTE Makes Sense for Chicago Schools”
SKILLS FOCUS
Structure and Organization
CERCA SET
Sounds in Poetry
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APPLIED WRITING PRACTICE
36
READING & WRITING STANDARDS
that Farnsworth was the true inventor of television?
READING & WRITING STANDARDS
communicate the difficulty of imprisonment and the power of the human spirit in his poem "To Althea From Prison" using elements of sound?
“Educating the Incarcerated”
SKILLS FOCUS
Elements of Language (spiraled)
CERCA SET
Student Free Speech
37
READING & WRITING STANDARDS
RI.1, W1
“Schools Weigh Access to Students' Social-Media Passwords” — By requiring students to provide social-media passwords, are schools doing good or causing harm?
INDEPENDENT READING PRACTICE
“Fighting Words”
SKILLS FOCUS
Reasoning (spiraled)
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RL.5, W1
“Poetry: To Althea From Prison” — How does the author
INDEPENDENT READING PRACTICE
APPLIED WRITING PRACTICE
RI.5, W1
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English Language Arts Curriculum Guide
Suggested Scope & Sequence: Grade 9 CERCA SET
38
APPLIED WRITING PRACTICE
Comparing Traditional Tales
READING & WRITING STANDARDS
RL.9, W1
“Perseus and Medusa” and “Perseus” — Do the literary allusions made by poet Robert Hayden add to or detract from a reader’s understanding of the original Perseus myth?
INDEPENDENT READING PRACTICE
“Reinventing a Monster"
SKILLS FOCUS
Ideas Across Texts (spiraled)
Integration of Longer Works (Grade 9)
• The Odyssey - Connections with Risk-taking, Sounds in Poetry, and Comparing Traditional Tales • Fahrenheit 451 - Connections with Student Free Speech, Group Decision-making, and Technology and Art • To Kill a Mockingbird - Connections with Cultural Perception, Perseverance, and Social Responsibility • The Joy Luck Club - Connections with Family History, Cultural Memoirs, and Personal Identity
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Literacy Across the Curriculum
Cross-Curricular Literacy Lessons ThinkCERCA is the only literacy platform that supports close reading and academic writing across all four core subjects, including science, social studies, and math.
Science: NGSS Contributors to the Next Generation Science Standards, master teachers, and administrators worked with our team to develop our approach to differentiated science literacy content. This debate-centric approach to science mirrors items on new assessments that ask students to evaluate peer-to-peer and scientist-toscientist debates.
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Social Studies: C3 Frameworks We collaborated with key thought leaders, including the designers of the C3 Framework for Social Studies State Standards, as we developed our social studies content. These leveled lessons—aligned to key topics across geographical locations and time periods—allow teachers to build discipline-specific background knowledge in a vertical plan while engaging students who may be ahead of or behind peers.
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Literacy Across the Curriculum
Math: Content & Practice We collaborated with Professor Doug O’Roark, founder of the Graduate Math and Science Teacher Certification Program at University of Chicago and current head of Math Circles Chicago, to design a unique, standards-aligned approach to differentiated math literacy content that supports the expansion of mathematical knowledge through its application in writing.
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English Language Development Supports
Supporting English Language Learners ThinkCERCA provides teachers with everything they need to support emerging bilinguals in developing academic English fluency. In addition to research-based approaches embedded in the pedagogy of our software, we provide direct instruction in standards-aligned practices that help English language learners succeed.
• • • •
Supports for English language development in any classroom setting Resources for students at a WIDA Level 3 and above Research-based best practices for English learners Online and offline tools and instructional practices, including speaking and listening activities
Full ELD Supports List Conventions of Standard English Minilessons
Personal Connections Applied Lessons
Tier 2 Vocabulary Minilessons, QuickCERCAs, Applied Lessons
Audio Support Minilessons, QuickCERCAs, Applied Lessons
Non-Print Features Minilessons, QuickCERCAs, Applied Lessons
Sentence Frames Applied Lessons
ThinkCERCA’s Minilessons help students with conventions of standard English usage, mechanics and grammar, and parts of speech. They also provide instruction in discipline-specific, academic vocabulary across subjects. Each Applied Lesson provides an opportunity for students to connect personally with the topics in the text. By encouraging collaboration and peer-to-peer discussion, in a group, or even whole class, students engage in meaningful discussions and high-interest topics that expose them to the language they need to successfully navigate the world. Tier 2 vocabulary words with definitions are provided for pre-reading support. Explicit instruction in academic vocabulary helps students access content in disciplines. All ThinkCERCA texts have audio support so students can listen to the text while reading along. Student have the option of listening multiple times or even listening to small sections of the text. Real human voices model fluent and expressive English and allow students to access texts beyond their independent English reading levels. ThinkCERCA provides non-print features to support students in connecting to background knowledge and developing new meaning. The strong visuals in our Minilessons and the images embedded in our texts, including infographics, multimedia, and video presentations, support learning for everyone, including English language learners. Sentence stems help students crack the code of college- and career-ready English. By understanding the most common frames and practicing them, students build confidence in their critical literacy skills. (Continued)
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English Language Development Supports
Full ELD Supports List Blended Learning & Small Groups Minilessons, QuickCERCAs, Applied Lessons
Structure & Language of Genre QuickCERCAs, Applied Lessons
Oral & Written Language Minilessons QuickCERCAs
Culture QuickCERAs Applied Lessons
ThinkCERCA provides a framework for teachers to incorporate into small group instruction, independent collaboration, and individual personalized instruction in a blended learning environment. In this dynamic environment, students are given a variety of opportunities to engage with language through listening, speaking, reading, and writing. ThinkCERCA exposes students to the language of various genres and disciplines. The consistency of the text structures in the overview, summary, sentence frames, and counterargument gives students repeated exposure and familiarity with both structure and language. ThinkCERCA supports the critical relationship between oral and written language by requiring students to discuss and negotiate complex issues with multiple perspectives. Readings about debatable topics open up opportunities for structured conversations in small groups, with partners and as a whole class. Discussions require students to use accurate and relevant text-based information to support claims and to explain their reasons as well as reasoning. By toggling back and forth from text to conversation, and finding evidence to support thinking, students increase and deepen their understanding of the text at hand. Readings respect and honor the cultures of multiple groups and offer broad representation of not only various cultures, but also discussions about global issues.
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Our Results: Chicago High School for Agricultural Sciences
Chicago High School for Agricultural Sciences students participate in a student discussion and debate at ThinkCERCA’s annual ed tech event, EdTech Collaborative, in Chicago.
Using Cross-Curricular Literacy Instruction to Prepare Students for New Standards and Assessments How Chicago High School for Agricultural Sciences focused on reading and writing across the curriculum to improve student outcomes. In a high school that lacked the time and resources required for teachers to plan and collaborate regularly, the need for a schoolwide literacy solution that kept grade-level school teams on the same page was crucial. With ThinkCERCA, teachers at Chicago High School for Agricultural Sciences were able to truly collaborate across content areas to personalize literacy instruction so students could take ownership of their learning and growth. As a result, the English classes that regularly used ThinkCERCA grew their scores by an average of 3.4 points on the ACTs compared to 2.1 for the classes that did not use it regularly. The Challenge How can school teams unite to prepare students for new assessments? While the leadership team knew and understood that literacy was crucial for student success, it was difficult for the faculty to find a common set of practices to focus on when disciplinary needs were so different. Not only did they need a solution that could work across ELA, science and social studies, it had to work with their CTE program and physical education classes as well. “One of the biggest barriers to cross-curricular collaboration was finding the time to sit down in grade-level teams and discuss what and when each course was covering various concepts,” said the school’s lead ThinkCERCA teacher. With ThinkCERCA, teachers were able to align behind a common literacy framework, CERCA, which eliminated confusion as students moved throughout content areas. They also used the framework to introduce ninth
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Our Results: Chicago High School for Agricultural Sciences
grade students to key literacy concepts and vocabulary, which laid the necessary building blocks to prepare students for new CCSS assessments, ACTs, and SATs. “We needed to establish a routine for our staff and students that fostered collaboration across subjects and accountability for growth,” said principal William Hook. “Having a touchstone program ensured that students were getting constant feedback on their writing and practicing the skills that would prepare them for college and career.”
“ThinkCERCA allowed our staff to focus on building the skills that were necessary for all levels of our learners. The framework, tools and curriculum made sure we were allocating resources in the most efficient way—spending less time creating lessons that might work versus spending more time personalizing feedback that students need for growth.” - Principal William Hook
Implementation How can schools with limited access to technology prepare students for the fundamentals of critical thinking as well as college and career? The first year of implementation, all enrolled freshman began using ThinkCERCA in English class to introduce them to standards-aligned literacy concepts. Although they only had access to two first come, first serve computer labs, the school found ThinkCERCA’s supplemental curriculum easy to integrate into classroom practice at least once per week. When they didn’t have access to a lab, teachers used ThinkCERCA offline via classroom SmartBoards or by printing lessons for students. Even offline, students were able to read and engage with a leveled text, develop evidence-based arguments, and have peer-topeer discussions using the CERCA Framework as their guide. Since year one, the school has expanded ThinkCERCA to all grades, established a dedicated computer lab and two Chromebook carts for ThinkCERCA, and developed internal roles and processes for collaborating across teams and integrating ThinkCERCA into curriculum units. Results
Because of Chicago Ag’s increased focus on literacy, the English classes that regularly used ThinkCERCA grew their scores by an average of 3.4 points on the ACTs compared to 2.1 for the classes that did not use it regularly. Students also self-reported feeling more prepared to take the ELA section of PARCC because of their work with the platform. The school’s lead ThinkCERCA teacher states that verbal and written responses have improved, students are doing a better job conducting close reads, and their writing skills continue to develop.
[email protected] / (708) 79-CERCA
Average Growth on ACT
How does ThinkCERCA help meet the CCSS and achieve growth on assessments?
3.4
2.55
1.7
0.85
0 Classes with ThinkCERCA Classes without ThinkCERCA
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Implementation
Integrating ThinkCERCA into Your Instructional Plan Top 5 Reasons School Leaders
Use Our Platform
• • • • •
Mastering new standards Writing across content areas Personalized reading and writing instruction Implementing RTI Preparing for new assessments
We recommend completing 3–5 lessons per month across subjects to have an impact on student growth.
Making Time for Writing 3–5 Times per Month Stand-alone or Standards-based
Integrated a little Each Day
Personalized Curriculum
Test Preparation or RTI
Science, math, ELA, social studies
Direct instruction, applied practice, independent reading
Robust lesson bank
Standardized assessment prep
or RTI
Class Time
Subjects
How Often?
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Implementation
Sample Integration Model 1
2
3
4
Monthly writing practice
M
T
W
T
F
Monthly pre-unit skills introduction
1-2 weeks per month
per subject Writing across content areas:
- English/reading
- NGSS-disciplinary core ideas
- C3 Framework-aligned
- Mathematical writing
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
CLASSROOM ACTIVITY
- Teacher-led - Introduce key skills and vocabulary
- Close reading - Assessments - Highlighting - Annotation
- Drafting - Conferences
- Discussion
- Independent reading practice
TECHNOLOGY
Offline
Online
Online
Offline
Online
Optional
RESOURCES
Minilesson
Vocabulary
Applied Lesson
Steps 1-4:
1. Connect
2. Engage with the Text
3. Read
4. Summarize
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Applied Lesson
Steps 5-6:
1. Build an argument with ThinkCERCA’s graphic organizer
2. Construct Your CERCA (formal essay)
Socratic discussion or collaborative debate
Independent reading
Peer editing
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Implementation
Fitting ThinkCERCA into Your School’s Instructional Schedule Seamlessly integrated literacy across content areas
ELA M
T
Science W
Th
F
M
T
W
Social Studies Th
F
M
T
W
Th
Math F
M
T
W
Th
F
Four 45-minute online sessions per month
Two 45-minute online sessions per month
Two 45-minute online sessions per month
Two 45-minute online sessions per month
Flexible Rotations for Driving Online/Offline Instruction
Projected Minilessons
Multiple Perspective Debates
1:1 Personalization
Student Conferences + Peer Editing
Traditional Lessons
Socratic Dialogue
Independent Efforts
Small Group
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Implementation
What Does ThinkCERCA Look Like in the Classroom?
Low Tech (Cart/Lab Traditional)
Paired discussion >>
Low Tech (Centers) Vocabulary stations >>
1:1 Leveled Groups Curricular debate >>
1:1 Flex Rotations Differentiated literacy >>
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