The writing standards consist of two major parts. Writing in History, Science, and Technical Subjects Students could, for example, compare experimental data with information presented in another text, looking for experimental error. Science and technical subject teachers should be modeling these literacy skills in the course of covering their content standards. This includes things like effectively following written procedures. These standards are asking students to interact explicitly with science and technical text. The Reading in Science and Technical Subjects standards are similar to the Reading in History literacy standards with a different focus. Reading in Science and Technical Subjects Students should be reading a significant amount of material in history courses, and these standards provide an excellent framework to have students interact with their history texts in a complex and compelling way. As the year goes on, students should be able to perform these tasks in independent work.
Other exercises should include looking at the structure of the text, identifying the point of view of the author, and comparing the information in primary and secondary Students should be regularly asked to justify their answers based on the texts at hand. This can be anything from taking a close look at a selection of the textbook to analyzing the structure of primary documents. Early in the year, students should be led through the texts that they read so that these skills can be modeled. Students should, for example, be asked to call out specific textual evidence to support analysis. These standards focus on textual analysis and interpretation.
#Common core reading texts online how to#
The Reading in History standards focus on how to effectively read historical texts. The standards are excellent guidelines on how to structure lessons and assignments with a focus on reading texts and writing. For example, while studying ecosystems in high school science, students should be expected to pull information from several sources and to incorporate quantitative data in their analyses. These standards are also designed to work alongside content standards, so teaching a literacy objective can be accomplished whilst covering a content standard.
These specific standards are designed to engage students in the materials they are studying in a far deeper level than simply reading a text and answering a few recall questions. In 11 th and 12 th grade, students should be incorporating information from multiple parts of a text to provide a better picture of each source.
In 9 th and 10 th grade, students should be citing sources while attending to the context in which they were written and pulling evidence from multiple texts. For example, in 6 th through 8 th grade, students are asked to cite textual evidence to support analysis of a single text. These standards are vertically aligned in a very clear progression from 6 th grade to 12 th. Today, we will take a closer look at each of these three parts and explore a few methods of incorporating them into history, science, and technical subject classrooms. There are three major components to these: Reading in History Reading in Science and Technical Subjects and Writing in History, Science, and Technical Subjects. These standards focus on developing literacy outside of the English classroom beginning in the 6 th grade. The Common Core State Standards include literacy standards that are to be used in history, science, and other technical subjects.