Table of Contents
Content Home- Welcome
Module Overview- Pre-Assessment
- Unit 1: Career and College Readiness in the Technical Subjects
- Unit 2: Content Literacy in the Technical Subjects, K-5
- Unit 3: Building Content Literacy in the Technical Subjects, 6–12 Reading
- 3.1 College and Career Readiness Anchor Standards for Reading
- 3.2 Reading Standard 1: Evidence, Inferences, and Conclusions
- 3.3 Reading Standard 2: Central Ideas and Summarizing
- 3.4 Reading Standard 3: Multistep Procedures
- 3.5 CCR Anchor Standards, Reading 4, 5, & 6
- 3.6 Reading Standards 7, 8, and 9: Integration of Knowledge and Ideas
- 3.7 Reading Standard 10: Text Complexity
- 3.8 Unit Summary
- Unit 4: Building Content Literacy in the Technical Subjects, 6–12 Writing
- 4.1 College and Career Readiness Anchor Standards for Writing
- 4.2 Writing in the Technical Subjects in the 21st Century
- 4.3 Writing Standard 1: Arguments to Support Claims
- 4.4 Different Types and Purposes of Writing
- 4.5 Writing Standard 2: Informative/Explanatory Text
- 4.6 Writing Standards 4, 5, and 6: Production and Distribution of Writing
- 4.7 Writing Standards 7, 8, and 9: Research to Build and Present Knowledge
- 4.8 Writing Standard 10: Range of Writing
- 4.8.1. Lesson Ideas in Technical Subjects, Standard 10
- 4.8.2 Review Your Action Plan
- 4.9 Unit Summary: Review
- Module Summary
Post Assessment
Certificate of Completion
Resources- Module Evaluation
4.8.2 Review Your Action Plan
Take a look back at your Action Plan ideas. Is there a range of writing opportunities for your students? Think about the following questions and record your reflections in your journal. A combined response to these questions based on your action plan might work better for you.
- Is there a range of discipline-specific tasks? Purposes? Audiences?
- Are the tasks reflective of what would be found in the real world?
- Have you provided time for the students to look back on their writing and make improvements or revise their work?
- Think of current and potential technologies you have to support or expand the writing production and distribution, as well as untapped audiences for the student writing. Identify a few different new ways writing could be incorporated into your classroom structure by flipping or blending your instruction.
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Content Literacy for Technical Subjects. Brought to you by the California Department of Education and the California Arts Project at California State University, San Bernardino.
For questions or feedback, please e-mail commoncoreteam@cde.ca.gov.
