The Reading, Evidence, and Argumentation in Disciplinary Instruction (READI) Project, a multi-institutional initiative headed by the University of Illinois at Chicago, supports disciplinary argumentation from multiple sources in middle school and high school science and history/social studies classes. The website provides links to integrativecurriculum modules developed as part of the project. For example, “Life Sciences: The Spread of MRSA” (versioned for grades 6 and 9) supports science students’ close reading, modeling, explanation, and argumentation practices while building their knowledge of evolution, microbes, and antibiotic resistance. Similarly, the module “Earth Science: How Are Humans Impacting Water?” (for grade 8) supports students’ close reading, modeling, explanation, and argumentation practices in science while building knowledge of water resources and pollution. And “Reading Science Modules” (for grades 6 and 9) supports students’ close reading of science visuals and models while building knowledge about the conventions of scientific models and the criteria for evaluating them. Each module includes a freely downloadable interactive notebook with integrated texts, tasks, scaffolds, and routines, along with an annotated teacher guide.
Each month we publish blogs and several newsletters full of digital learning, funding, professional growth, social media, and STEM resources. Below are items from our blogs and newsletters that educators turned to the most in December.
In 2018, in celebration of Henry David Thoreau’s 200th birthday, a team from the Game Innovation Lab at University of Southern California released a game that translates Thoreau’s Walden into a video game format. Across six hours of playtime, players live as Thoreau did. They build a cabin, clear the bean fields, and see the world through his eyes.
Sponsored by TheGilder Lehrman Institute of American History, the Dear George Washington Contest encourages elementary students to imagine the United States at its founding by composing a letter to President George Washington from the point of view of a person attending his first inauguration.