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.
As teachers, we must check our systems for
equity each time we walk into our classrooms. The key word here is “systems,” for
without thoughtful practices, even the most well-intentioned among us fall into
the old traps of expediency, implicit bias, and tradition. Here are a few
practical structures I use as equity checks that take very little time to
“Poetry didn’t save my life; it saved yours.” This quote has been dancing around in my head for several days now. The poet who spoke these words meant them quite literally. If it had not been for the countless hours he spent developing, drafting, and delivering his words, he very well could have been out in the streets up to no good. Additionally, without the impact of his poetic words, someone else’s life may have been negatively impacted or even lost. This sentiment, though on the negative end of the spectrum, still communicates an important message: poetry is powerful, and it changes and saves lives.
Choice of five emphases: Children’s Literature, STEM Education, Elementary Education, Curriculum and Supervision, and Theory and Practice in English, Social Studies, and World Languages
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