Meticulously edited links for Common Core Standards and related lessons. All links are live, functioning and have been reviewed for quality.
Matthew Bamberg is a writer, educator and photographer who is an adjunct professor at two universities and who has had 12 books published on photography and technology.
First and foremost, when a child walks into the classroom, he/she comes with his language as it is, whether AAVE (African American vernacular, which is what Ebonics is) or Spanish. More than just African Americans speak Ebonics.
Everyone uses it at one time or another, and within popular culture, it's everywhere, from rap music lyrics to the sounds of hip/hop, expressions for some, which are a right of passage.
Its evolution from African languages to the current nonstandard English goes as far back as the time when slaves were brought to North America. First and foremost, any well-educated person knows this dialect is contained in classic literature, from books like "To Kill a Mockingbird " to Richard Wright's writings.
Put your hands together for a warm welcome to Ebonics in the classroom, as many programs teach it through literature within the context of its relationship to standard language.
"So go 'head, knock some sense into dem head of urs. You be better off accepting everyone and da language dey speak."
Translate that into standard language, and you'll know how ebonics is taught.
I taught from a publication entitled "Toothy Ruthie," a book to help all kids (including African Americans) learn to pronounce the "th" sound.
Yo, Big Daddy upstairs, You be chillin' So be yo hood You be sayin' it, I be doin' it In this ere hood and yo's Gimme some eats And cut me some slack, Blood So's I be doin' it to dem dat diss me Don' be pushin' me into no jive And keep dem crips away 'Cause you always be da man, Straight up!
Generally, adults can figure out how to talk to themselves internally for optimum communication with others.
The challenge of self-talk is remembering to use the strategy, even in the most stressful conversations.
To
increase the chances that I use self-talk and self-reflection to
monitor my social and cognitive awareness, I intermittently teach myself
learning methods for maintaining my responsibility to recognize that
there are other people in the world besides myself.
Those same learning strategies I use with my students for them to learn to think about their own thinking or metacognition.
As a professor of education, my favorite course to teach was about the explicit teaching of learning strategies.
When
it comes down to it, many adults, myself included, believe that there
are a few ideas on self-improvement that need to be learned…and
relearned.
My thoughts about learning to be a rational person lie in necessity.
Without re-educating myself that thinking about my own thought process, I lean toward such behaviors as:
One set of learning strategies is related to metacognition, or thinking about your own thinking.
I
have updated Boghian's (2016) learning strategies for students to be
instructed in, which were developed by Ana Chamot (1990) in order for
others and myself to increase the time we are present in the current
moment.
The learning strategies I teach myself are:
1)
Setting goals: developing/ planning personal objectives such as
listening effectively and identifying the purpose of tasks that are
necessary, important, and, yes, enjoyable.
2)
Directing attention: deciding in advance to focus on listening more
than speaking and engaging in tasks by removing myself from
distractions.
3) Activating background knowledge: thinking about and using what I already know to learn what I don’t.
4) Predicting: anticipating information to prepare and give me direction for tasks.
5) Brainstorming and prioritizing, creating lists, marking calendars.
6) Self-management: arranging for conditions that help me proceed to future steps to complete a project.
7) Asking myself if my thoughts are based on reality and updating them if they’re not.
8) Selective attention: focusing on keywords, phrases, and ideas to increase engagement in conversations.
9)
Deduction/ induction: consciously applying learned or self-developed
rules; using/making rules that I am consistently willing to follow.
10) Awareness of what I say in terms of truth, necessity, and kindness.
These strategies help me make life less stressful, from limiting the number of personality conflicts that come my way to creating a mindful serenity…and better mental and physical health.
Boghian, I. (2016). Metacognitive learning strategies in teaching English as a foreign language. Journal of Innovation in Psychology, Education and Didactics, 20(1), 53–62.
Remember
when you learned to read in school? The teacher placed you in a group
by your reading level. That was it for working in a group for the day.
Some lower-level students stagnated because they weren’t challenged in the same way as those in higher-level groups.
Consider
that there are two types of groups, heterogeneous and homogeneous.
Arguments exist that the former is better than the latter.
The former consists of students of varying genders, English language proficiency levels, academic levels, and social skills.
The
latter includes students who are at the same academic level in a
subject such as leveled groups which would be used for reading
instruction in the elementary grades.
In
order for students to acquire language and learn academic vocabulary in
useful contexts, they need to do a great deal of work in groups that
expose them to peers of varying academic levels not just with peers who
are at the same level.
Peer interaction is a way students can communicate with less anxiety. Research findings suggest that “mixed or heterogeneous ability or achievement groups” offer several advantages:
1) Less able pupils are at reduced risk of being stigmatized and exposed to a “dumbed-down” curriculum.
2) Teachers’ expectations for all pupils are maintained at higher levels.
3) Opportunities for more able students to assist less able peers in learning can be realized” (Glass, n.d.).
In
order to determine homogeneous groups, Glass discusses tracking,
saying, “Tracking, then, is about the rationing of opportunities. From
the perspective of the low-track student, it’s about deciding that this
student should not be exposed to curriculum and instruction that would
prepare him or her for subsequent serious learning. Tracking happens
when the teacher tests students and then places them in leveled groups.
Factors
such as age, personality, academic level, gender, and language
proficiency levels are required when placing students into groups so
that communicative interactions play a dynamic role in language learning
and acquisition.
Frequently
rouping students heterogeneously in the classroom benefits them because
they can authentically learn from peers who express a wide variety of
views, emotions, and academic knowledge.
Homogeneous
grouping leaves students in rote learning modes — peer interaction at
the same level is the communication that is shared, oftentimes leading
to less student motivation or to a feeling of self-fulfilling prophecy.
They become keenly aware that expectations are low compared to students
in higher-level groups.
Authors
like to assist emerging readers. What they do is give hints to what a complex
word is, or help the reader determine the meaning of a word.
An
author will chose to help by one or more of the following ways:
· Definition: An author sometimes give the definition in his or her own words that corresponds to one of the meanings of the words.
For instance: Donald Trump lugubrious tactics for getting attention is ignored by many people because he tells lies that are often ridiculous and makes some people sad for the state of American politics.
·
Inference--The author gives the reader reasoning about the word after it's
mentioned.
For
instance: A Wifi signal has become ubiquitous in so many coffee shops that
customers are surprised when they don't have it.
·
Compare/Contrast--The author will create a comparison or contrast of a word
that he/she thinks might help you to determine the word:
For
instance: Clouds are amorphousunlike skyscrapers on a city skyline that form
distinctive human-made shapes made by engineers.
·
Logic: The writer uses logical information about what is already known
about a word so the reader can guess the meaning.
For
instance: Large birds like eagles and hawks have large claws so they can grabpredators with them.
Context Cues Takeaway
One
way for readers from children to seniors can recognize and comprehend challenging words is for
students to learn the different ways authors give clues to them.
Readers can create better comprehension skills by learning about context cues. Additionally, writers who have knowledge about these essential tidbits of information will pen articles about complex subject-discipline topics so that a layperson can understand what they are reading.
For most Western philosophers, deep questioning is vital for comprehending many aspects of various communication.
The Election 2024 season can be aligned to Common Core ELA standards by implementing the following standards:
RI.6-12.1: Have students analyze primary sources such as candidate speeches, policy proposals, and news articles to support their analysis with textual evidence.
RI.6-12.8: Evaluate arguments in candidates’ speeches, including the validity of the reasoning and the relevance and sufficiency of the evidence.
An
example of one of the most important issues today is climate change.
The following standard relates to how Election 2024 can relate to the
science of global warming.
RI.6-12.8:Evaluate arguments in candidates’ speeches, including the validity of the reasoning and the relevance and sufficiency of the evidence.
While I attempt to take ample spoonfuls of logic and reason before I utter a word, it doesn’t always happen. If I fail, I’ll try and try again. Interpreting philosophers is a challenging critical thinking task.
Although Western philosophers were wise and contributed significantly to the development of logic and reason, they always didn’t practice what they preached. Their suggestions for education are nonetheless valuable and worth considering.
My take on their ideas stems from many years of teaching students how to think critically in each discipline they learn. Each can be applied to the Common Core Standards above.
SOCRATES C. 470–399 B.C
Socrates believed that leaders can be confused and irrational.
Consider a situation where you question common beliefs. For example, some people have the idea that the weather causes earthquakes.
PLATO C. 427–347 B.C.
Reasoning that education included teaching about individual and social justice, Plato mused that every human soul wants to reach spiritual and higher truths to transform the world.
What activities can adults engage young people in to ensure that each develops to the best of his/her ability?
ARISTOTLE 384–322 B.C.
Concerned that education must include reasoning and ethics, Aristotle created the syllogism to ensure logic.
A syllogism includes a universal statement and an example, which leads to a conclusion to illustrate a logical argument.
For example, all humans are mortal. The writer of this article is human (as far as he knows). Therefore, the writer is mortal.
What syllogism would be valid about Election 2024?
THOMAS AQUINAS 1225–1274
Developing ideas, including analyzing criticism of them, was one of many ideas from Aquinas.
What are some ways adults can discuss ideas with each other and with children that teach that criticism can be constructive?
FRANCIS BACON 1561–1626
The mind works best by observation, yet it can lead to misconceptions by tricking itself, which was an important point made by Bacon.
How can people think together for better long-term circumstances?
RENÉ DESCARTES 1596–1650
According to my interpretation of Descartes, humans are better off using discipline as a mind exercise. Furthermore, every part of thought requires questioning, doubting, and the creation of logical examples that apply to it.
Should conversations require examination?
IMMANUEL KANT 1724–1804
Critiques should be devoid of prejudice and false judgments and contain reflection through examples. The categorical imperative necessitates just behavior and understanding of the places science, ethics, and spirituality have in our lives.
How would you explain that science is based on years of testing and research?
JOHN LOCKE 1632–1704
Rulers must rationally respect citizens' life, liberty, and property rights as part of a government system and respect reasonable criticism about human needs from citizens, or else that government will be replaced.
How should political leaders react to constructive criticism to ensure it meets the basic needs of the people it serves?
JOHN DEWEY 1859–1952
Seeking to ensure education for all, Dewey insisted that learning includes hands-on practices and the information needed to participate in a robust democracy.
How can citizens increase their participation in supporting democracy and advocate for people to have a good life?
THEODOR ADORNO 1903–1969
Realizing human understanding was complex, Adorno mused that humans see concrete and abstract objects and ideas as unique and that categorizing them limits knowledge of their nature.
How can society move and develop thinking about objects and ideas by respecting their uniqueness and complexity?
Takeaway
For democracy to work, considerations that outline its existence by the masters of Western political thought throughout the ages must remain fluid and open to the new ideas of a changing demographic to create a good life for all people.
Matthew Bamberg is a professor who teaches critical thinking courses to graduate university students.
Tuesday, August 29, 2023
Informational Text Reading Selection Lesson Plan Template for Elementary and Middle School Teachers
In this template, you can create a one-period lesson plan in literacy and/or English/Language Arts for any informational reading selection. Simply choose a reading selection from the materials section of the lesson plan template below and apply it to each lesson plan template step.
You can use a wide variety of reading materials for this template from websites to ebooks to textbooks. The following is a list of Internet informational reading selections for grades 2-5.
All grades free (sign-up). Current news articles from major publications/organizations http://newsela.com
Introduction: Introduce title and author (if available) of passage. Discuss what you know about the topic, including identifying it as narration, description, argument, poetry, play, subject area and so on. Relate topic to prior reading and set purpose for reading new selection.
1. Teacher reads selection aloud while students follow along (engagement). A list of websites with reading selections is included at the end of this lesson plan.
2. Teacher elicits from students what they think is the first characteristic (length, difficulty, tone, genre, purpose) they note about the passage. Write the words on the white board or note pad under document camera. (I do; we do; you do method)
3. Have students indicate the words they aren't familiar with (circle, highlight, etc...) Look up word in online or table dictionary and discuss with students, associating it with a concept of the unknown word. (I do; we do; you do method)
If selection is from textbook, go over visuals, headings subheadings, words in bold print/italics and so on). Let students know that this is called the selective attention learning strategy.
For ELLs, type names of each word into Google Images, showing students the best representation of the word.
4. Share out (Think/pair share) vocabulary words/explain in own words. Discuss punctuation/capitalization in passage. (I do; we do; you do method). For more prereading activities see http://web.cn.edu/kwheeler/reading_lit.html
5.Students read selection again silently.
6. Ask critical thinking questions from Bloom's taxonomy at http://www.meade.k12.sd.us/PASS/Pass%20Adobe%20Files/March%202007/BloomsTaxonomyQuestionStems.pdf Refer back to text when appropriate.
Assessment:
After teaching a few reading selections, create tests on the following skills for the grade level/reading level you teach.
Relating critical theory to critical thinking can focus on classroom activities. With so many different cultures living in California, teachers and administrators drive student engagement by relating many content areas to a variety of cultures' "funds of knowledge"
1. The need to forego identity thinking as described by Theodor Adorno (placing people in groups or categories with predetermined roles) in order to give opportunities to others who are not in the dominant culture.
The unit about creating firebreaks in fire-prone areas of California taught us the importance of indigenous cultures active in scientific processes. Conventional thinking might conclude that firefighters developed these methods. Teaching students who assisted in the development scientific processes helps students to understand that the dominant culture is not responsible for all of the ideas used in technology. Our example from Week One proves that methods of creating firebreaks were first developed by indigenous people. Students can research both methods to write a compare/contrast essay of the methods used by both groups.
2. Lev Vygotsky's ideas of cooperative learning and the ZPD theory, leading to increased critical thinking.
Florida Governor Ron DeSantis is outlawing topics of discussion that he believes would make white people uncomfortable in schools and public institutions. These topics include those associated with past struggles for racial equality and social justice.
The governor is leading a xenophobic movement that misses the point about anti-racist education by ignoring the effects of "white fragility," which is a researched theory about the psychological effects that occur when dominant ethno-racial groups of people learn about historical and current events that have wrecked havoc among the oppressed. Medical News Today explains that: "White fragility refers to feelings of discomfort awhite person experienceswhen they witness discussions around racial inequality and injustice."
The behaviors and feelings associated with ignorance about social justice among white people are likely to promote racism. Discussions about race help white people get past their fears and guilt. Researchers quoted in Medical News Todayhave found that promoting racial stamina through education about oppression, white people may be able to manage racial stressors rather than ignoring or silencing them. Conscious and explicit engagement with people of different races can help break the pattern of fragile behaviors and actions related to race."
It might well be that DeSantis and others are wrong about the assumptions of harm that talking about racism in workplaces and schools might create.
The concept of "white privilege" is tops on the list of "WOKE" education and is being censored by the government in many states. See for yourself two different viewpoints about the term.
Updated Procedure for Including Cognates in Close Reading
Courtesy of Stoneybrook University
Introduction: Introduce title and author (if available) of passage. Discuss what you know about the topic, including identifying it as narration, description, argument, poetry, play, subject area and so on. Relate topic to prior reading and set purpose for reading new selection. For free reading selection sources see Close Reading Lesson Plan Template.
1. Teacher reads selection aloud while students follow along (engagement). A list of websites with reading selections is included at the end of this lesson plan.
2. Teacher elicits from students what they think is the first characteristic (length, difficulty, tone, genre, purpose) they note about the passage. Write the words on the white board or note pad under document camera. (I do; we do; you do method)
3. Have students indicate the words they aren't familiar with (circle, highlight, etc...) Look up word in online or table dictionary and discuss with students, associating it with a concept of the unknown word. (I do; we do; you do method)
If selection is from textbook, go over visuals, headings subheadings, words in bold print/italics and so on). Let students know that this is called the selective attention learning strategy.
For ELLs, type names of each word into Google Images, showing students the best representation of the word.
Additionally, have ELs read through the selection to find Spanish/English cognates in order for them to become aware of the similarities of their own language and English and to recognize that word meanings are similar in English to those in their own language (Spanish).
4. Share out (Think/pair share) vocabulary words/explain in own words. Discuss punctuation/capitalization in passage. (I do; we do; you do method). For more prereading activities see http://web.cn.edu/kwheeler/reading_lit.html
5.Students read selection again silently.
6. Ask critical thinking questions from Bloom's taxonomy at http://www.meade.k12.sd.us/PASS/Pass%20Adobe%20Files/March%202007/BloomsTaxonomyQuestionStems.pdf Refer back to text when appropriate.
