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
- 4.9 Unit Summary: Review
- Module Summary
Post Assessment
Certificate of Completion
Resources- Module Evaluation
2.3.1 Integrated Model of Literacy
An integrated model of literacy is one of the key design considerations of the CCSS. Just as the communication processes of reading, writing, speaking, and listening are closely connected, so is the development of literacy in multiple forms. When carefully planned and executed, literacy development that spans subject matter and is shared by both multiple-subject teachers and specialist teachers results in deeper learning.
In the following video, watch how an elementary teacher designed her instruction to engage her students in multiple forms of literacy building.
As you watch, note how the teacher blends the reading and writing of poetry with the technical language of the arts, as well as how she provides multiple opportunities for students to reflect upon their learning and present their work.
Musical Interpretation of Poetry
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As emphasized in this section, simultaneously blending the learning of technical subject content and literacy skills in K–5 provides the foundation for more advanced learning in 6–12, while also building key college and career readiness skills and knowledge.
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.
