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Content-area teachers must not only ensure that students learn the essential content in their disciplines, but also help students acquire the sophisticated reading strategies and thinking processes that are essential to comprehending the increasingly complex text they encounter in middle and high school. (Adolescent literacy walk-through for principals: A guide for instructional leaders. Portsmouth, NH: RMC Research Corporation, Center on Instruction). Social Studies text complexity can be dense and full of language structures that are much higher than what the majority of your students can read. One major reason is because the content itself has specific vocabulary that most students do not normally focus on or use in their everyday talk or studies. Below you will find literacy tools to help students in the process of listening, speaking, reading, writing, and thinking,; all components necessary in getting your students involved in the level of text of your content.
Accountable Talk Discussion Stems
Accountable Talk Discussion Stems
Accountable talk provides students with sentence stems they can use to jump into the conversation in meaningful and effective ways. Accountable talk sentence starters or stems, help guide the academic discussions. Often students struggle to know how to start talking about the content, so a sentence starter/stem can guide their discussion in the right direction. These are just a few examples of the stems you can use in your classroom. It is suggested that you just start with a few of the stems. As the year goes along you can add others.
Thinking Stems: Be An Active Reader
Thinking stems help students get started when they struggle to find just the right words to explain, describe, or clarify what they are thinking. Providing sentence starters removes the struggle for readers on how to start or what to notice in their reading so they can concentrate on recording their thoughts about what they are reading. This document provides thinking stems, or sentence starters for students to use while they are reading. It is suggested that you model using a specific on and then having students practice using that one in their own reading. Then introduce two or three more and continue with additional stems as the year progresses. Soon students will be able to choose stems as needed or begin responding to text without the aid of a sentence starter.
Constructed Responses Cheat Sheets
Constructed Responses Cheat Sheets
STAAR RLA SCR vs ECR STAAR Short Constructed Responses - Sc/SS
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