Discipline: Career and Technical Education

Grade Level: 10, 11, 12

©Literacy Design Collaborative. September 2011

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Diseases in Livestock
What
Instruction?
  • Skills Cluster 1: Preparing for the Task
    • Pacing Skill and Definition Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skills Cluster 1: Preparing for the Task

      30 minutes

      1. Task Engagement

      Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.

      Outline:

      In a quick-write, record your first reaction to the task prompt. Add some notes of things you know about this issue.

      Students have created a sketch of their pamphlet with headings related to the directives of the assignment.

      • Link this task to earlier class content.
      • Discuss student responses.
      • Clarify timetable and support plans for the task.

      60 minutes

      (same as above)

      Short Constructed Response

      Use graphical data to create a chart for the pamphlet.

      The chart is created in the proper format.

      • Demonstrate how to input data in a spreadsheet.
      • Discuss how to interpret other graphs with relevant information and glean useful data from them.
      • Guide students in choosing the proper display format.

      15 minutes

      2. Task Analysis

      Ability to understand and explain the task's prompt and rubric.

      List:

      In your own words, what are the important features of a good response to this prompt?

      Using their own words, students create a brochure about BT. The wording should be understood by any farmer or rancher.

      • Share examples of the type of text students will produce (either from past students or from professional writers).
      • Identify or invite students to identify key features of examples.
      • Pair students to share and improve their individual bullets.
      • Create a classroom list: Choose one student to share a few ideas on the board, and ask other students to add to it.
  • Skills Cluster 2: Reading Process
    • Pacing Skill and Definition Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skills Cluster 2: Reading Process

      50 minutes

      1. Text Selection

      Ability to identify appropriate texts.

      Notes:

      For each text, list the needed bibliographic information. Add bullets on why you think the work is credible and worthy of study.

      • Identifies author, title, publisher, date, and any other needed information (for example, the volume for a periodical or the editor for an anthology).

      • Includes reasonable evidence that work is credible and worthy of study.
      • Provide citation guide and discuss why each element of citation is needed.
      • Ask students to brainstorm what makes an author credible and, thus, makes his or her work worthy of study.
      • Provide access to research sources for students to assess the texts.
      • Note: For an “after researching” task, add time for students to select the texts they will use.

      50 minutes

      2. Active Reading

      Ability to identify the central point and main supporting elements of a text.

      Short Constructed Response:

      What is the author trying to accomplish? Which parts of the text show you that?

      Answers questions with credible response.

      • Invite students to brainstorm ways to figure out an author’s intent.
      • Invite students to share and discuss their answers for each text.
      • After the discussion, allow them to add to their entries.

      Ongoing

      3. Essential Vocabulary

      Ability to apply strategies for developing an understanding of texts by locating words and phrases that identify key concepts and facts, or information.

      List:

      In your notebook, list words and phrases essential to the texts. Add definitions and notes on connotation in this context.

      • Lists appropriate phrases.
      • Provides accurate definitions.
      • Creates “Word Questioning” organizer.
      • After scoring, ask some students to share definitions of terms that others overlooked or misunderstood.
      • After scoring, be willing to provide direct instruction or guide a close reading to work through a key phrase most students missed.

      30 minutes

      4. Note Taking

      Ability to read purposefully and select relevant information; to summarize and paraphrase.

      Notes:

      From each text, make a list of the elements that look most important for answering the prompt. Use strategies to avoid plagiarism.

      • Identifies relevant elements.
      • Includes information to support accurate citation (for example, page numbers for a long text, clear indication when quoting directly, etc.).
      • Use close reading strategies to discern the most important information for the completion of the prompt.
      • Model a format for note taking.
      • Check that early student work is in the assigned format (or in another format that gathers the needed information effectively).
  • Skills Cluster 3: Transition to Writing
    • Pacing Skill and Definition Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skills Cluster 1: Transition to Writing

      20 minutes

      1. Bridging

      Ability to begin linking reading results to writing task.

      Notes:

      In a quick-write, write what you have learned since reading about (content).

      Students display an understanding of the topic and use lay terms to communicate.

      • Discussion-based strategies, such as seminar.
      • Small-group discussion using the question prompt.
  • Skills Cluster 4: Writing Process
    • Pacing Skill and Definition Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skills Cluster 4: Writing Process

      30 minutes

      1. Controlling Idea

      Ability to establish a controlling idea and consolidate information relevant to the task.

      Short Constructed Response:

      Choose two photos for the pamphlet that help communicate the message.

      Students choose, place, and explain appropriate pictures to fit the content of their pamphlet.

      • Use of graphics to assist in the delivery of a message.
      • Balance and style in a document.

      40 minutes

      (same as above)

      Short Constructed Response:

      Write an opening paragraph that includes a controlling idea and sequences the key points you plan to make in your composition.

      • Writes a concise summary statement or draft opening.
      • Provides direct answer to main prompt requirements.
      • Establishes a controlling idea.
      • Identifies key points that support development of argument.
      • Offer several examples of opening paragraphs.
      • Ask class to discuss what makes the sample paragraphs strong or weak.
      • Review the list that students created earlier to identify needed elements (from Cluster 1, Skill 2).

      30 minutes

      2. Planning

      Ability to develop a line of thought and text structure appropriate to an information/explanation task.

      Outline:

      Create an outline based on your notes and reading in which you state your claim, sequence your points, and note your supporting evidence.

      • Creates an outline or organizer.
      • Supports controlling idea. Uses evidence from texts read earlier.
      • Provide and teach one or more examples of outlines or organizers.
      • Invite students to generate questions in pairs about how the format works, and then take and answer questions.

      50 minutes

      3. Development

      Ability to construct an initial draft with an emerging line of thought and structure.

      Long Constructed Response:

      Write an initial draft complete with opening, development, and closing; insert and cite textual evidence.

      • Provides complete draft with all parts.
      • Supports the opening in the later sections with evidence and citations.
      • Encourage students to re-read prompt partway through writing to check that they are on track.

      50 minutes

      4. Revision

      Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.

      Long Constructed Response:

      Refine composition’s analysis, logic, and organization of ideas and points. Use textual evidence carefully, with accurate citations. Decide what to include and what to exclude.

      • Provides complete draft with all parts.
      • Supports the opening in the later sections with evidence and citations.
      • Improves earlier edition.
      • Sample useful feedback that balances support for strengths and clarity about weaknesses.
      • Assign students partners to provide each other with feedback on strengths and weaknesses.

      60 minutes

      5. Editing

      Ability to proofread and format a piece to make it more effective.

      Long Constructed Response:

      Revise draft to have sound spelling, capitalization, punctuation, and grammar. Adjust formatting as needed to provide clear, appealing text.

      • Provides draft that is free from distracting surface errors.
      • Uses format that supports purpose.
      • Briefly review selected skills that many students need to improve.
      • Teach a short list of proofreading marks.
      • Assign students to proofread each other’s texts a second time.

      60 minutes

      6. Completion

      Ability to submit final piece that meets expectations.

      Long Constructed Response:

      Turn in your complete set of drafts, plus the final version of your piece.

      Fits the “Meets Expectations” category in the rubric for the teaching task.

      • N/A
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