Essay Grade

Cross Curricular Instructional Theories, Approaches, and Strategies Essay
Angel L. Fiame
Grand Canyon University
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REA 540: Advanced studies for methods in elementary content reading and writing
Dr. Vicki Douikas
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July 28, 2021
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As achievement gaps continue to grow across America educators are turning to educational based
research for assistance on how to finally bridge the gap.
One theory is the reader response theory, which is the ability of the reader to examine a text,
provide feedback and evaluate the reader’s thoughts. This theory is applied to literacy curriculum through
having students analyze what they read and share their thoughts through activities such as book club.
When students share their opinions regarding text with peers, they are simultaneously analyzing both their
own thoughts and opinions but also that of their peers as well and they can use that to compare their
thinking with one another to deepen understanding. Ultimately, student will be able to think critically and
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use high order thinking skills which will inevitably lead to an increased literacy performance.
The critical literacy theory solicits readers to question and assess the connection between the
author and audience (Crawford, 2014). It also holds the belief that all forms of communication are social
and political acts that can be used to influence people and can lead to social change (Comber & Simpson,
2001). This theory can be applied to literacy curriculum by encouraging classroom teachers to strive to
find texts in which prior knowledge is triggered once students make connections from the text to
experiences from their own lives. When students make text to self-connections, they are likely be more
engaged and develop a deeper understanding of the text.
The criticism theory focuses on “close reading” text to analyze, form ideas, and make meaning. In
a literacy classroom it requires students to read a text that he or she is not familiar with several times in
smaller chunks at a time to develop an understanding of the text from specific details from within.
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The Basal Reading Approach was designed with the intent of increasing students reading skills.
This program emphasizes academic standards and provides teachers with an educational pacing plan that
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is pre-developed. Teachers can evaluate student learning and use it as a guide when deciding how to
extend lessons. Differentiating activities to meet student’s capacities and individual needs is a key
element in the basal reading system. The foundation of the basal reading program utilizes a variety of
artistic text to facilitate identifying significant reading abilities that need to be addressed (Braunshausen,
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2017). The basal learning approach is closely related to the theories mentioned above in the regard that
each program was conceived to increase students overall reading proficiency.
Reader’s workshop is an instructional model which inspires students to participate in authentic
reading encounters. The duration of Workshops varies permitting more time for instructing, choosing and
understanding books, examining books, and offering personal opinions regarding books during discussion
opportunities.
The reader’s response theory is very similar to readers workshops because it requests that readers
to thoroughly examine texts and digest what they read as they participate in classroom discussions.
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Literature-based instruction utilizes author’s narrative to support the development of student
literacy growth (Eduplace,2020). Some examples of activities that support literature-based instruction
include reflecting on what is read as opposed to answering a list of questions. Close reading activities and
reader’s workshops are instructional approaches that can be utilized to promote literacy throughout all
content areas. When students engage in close reading, they are working towards conceptualizing the text,
especially so when sharing their thoughts with the class as whole during classroom discussions or with
individual peer. Students also develop a deeper understanding of the text through writing prompts that
aske students to cite textual evidence (Edutopia,2020).
Readers workshops are evidence-based activities that are proven to strengthen the student reading
comprehension and writing abilities. Reader’s workshops encourage students to share their reflections on
texts both verbally as well as through written print. Once students have been allotted with time to meet
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with nearby neighbors regarding thoughts and reflections of the text, they proceed to writing short
summaries independently. Another evidence-based writing strategy giving students the opportunity to
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participate in an activity called free writing. Free writing occurs when students write about a personal
experience that are related to the text that he or she is currently reading. Free writes grant students a
chance to build a deeper understanding of the text through stimulating prior knowledge (Eduplace,2020).
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References
Braunshausen, S. (2017, November 21). What Is the Basal Reading Approach? Retrieved May 27,
2020, from https://education.seattlepi.com/basal-reading-approach-1838.html
Crawford, S. (2014). CR Kuby, Critical Literacy in the Early Childhood Classroom: Unpacking
Histories Unlearning Privilege. Journal of Early Childhood Literacy, 14(3), 430-432.
doi:10.1177/1468798414542931
Early literacy approaches: EY Toolkit Strand. (n.d.). Retrieved May 26, 2020, from
https://educationendowmentfoundation.org.uk/evidence-summaries/early-yearstoolkit/early-literacyapproaches/
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(n.d.). Retrieved May 27, 2020, from https://www.eduplace.com/rdg/res/literacy/lit_ins0.html
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7th Grade English Language Arts Georgia Standards of Excellence (ELA GSE)
READING LITERARY (RL)
READING INFORMATIONAL (RI)
 Key Ideas and Details
ELAGSE7RL1: Cite several pieces of textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
ELAGSE7RL2: Determine a theme and/or central idea of a text and analyze its
development over the course of the text; provide an objective summary of the
text.
ELAGSE7RL3: Analyze how particular elements of a story or drama interact
(e.g., how settings shape the characters or plot).
 Key Ideas and Details
ELAGSE7RI1: Cite several pieces of textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
ELAGSE7RI2: Determine two or more central ideas in a text and analyze their
development over the course of the text; provide an objective summary of the
text.
ELAGSE7RI3: Analyze the interactions between individuals, events, and ideas in
a text (e.g., how ideas influence individuals or events, or how individuals
influence ideas or events).
 Craft and Structure
ELAGSE7RI4: Determine the meaning of words and phrases as they are used in
a text, including figurative, connotative, and technical meanings; analyze the
impact of a specific word choice on meaning and tone.
 Craft and Structure
ELAGSE7RL4: Determine the meaning of words and phrases as they are used in
a text, including figurative and connotative meanings; analyze the impact of
rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or
stanza of a poem or section of a story or drama.
ELAGSE7RL5: Analyze how a drama’s or poem’s form or structure (e.g.,
soliloquy, sonnet) contributes to its meaning.
ELAGSE7RI5: Analyze the structure an author uses to organize a text, including
how the major sections contribute to the whole and to the development of the
ideas.
ELAGSE7RL6: Analyze how an author develops and contrasts the points of view ELAGSE7RI6: Determine an author’s point of view or purpose in a text and
of different characters or narrators in a text.
analyze how the author distinguishes his or her position from that of others.
 Integration of Knowledge and Ideas
 Integration of Knowledge and Ideas
ELAGSE7RL7: Compare and contrast a written story, drama, or poem to its
ELAGSE7RI7: Compare and contrast a text to an audio, video, or multimedia
audio, filmed, staged, or multimedia version, analyzing the effects of techniques version of the text, analyzing each medium’s portrayal of the subject (e.g., how
unique to each medium (e.g., lighting, sound, color, or camera focus and angles the delivery of a speech affects the impact of the words).
in a film).
ELAGSE7RL8: (Not applicable to literature)
ELAGSE7RI8: Trace and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant and
sufficient to support the claims.
ELAGSE7RL9: Compare and contrast a fictional portrayal of a time, place,
ELAGSE7RI9: Analyze how two or more authors writing about the same
or character and a historical account of the same period as a means or
topic shape their presentations of key information by emphasizing the
different evidence or advancing different interpretations of facts.
understanding how authors of fiction use or alter history.
 Range of Reading and Level of Text Complexity
 Range of Reading and Level of Text Complexity
ELAGSE7RL10: By the end of the year, read and comprehend literature,
ELAGSE7RI10: By the end of the year, read and comprehend literary nonfiction
including stories, dramas, and poems, in the grades 6-8 text complexity band
in the grades 6-8 text complexity band proficiently, with scaffolding as needed
proficiently, with scaffolding as needed at the high end of the range.
at the high end of the range.
Georgia Department of Education
April 15, 2015 • Page 1 of 5
7th Grade English Language Arts Georgia Standards of Excellence (ELA GSE)
WRITING (W)
 Text Types and Purposes
ELAGSE7W1: Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
ELAGSE7W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include
formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
ELAGSE7W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
 Production and Distribution of Writing
ELAGSE7W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
ELAGSE7W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how
well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade7.)
ELAGSE7W6: Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and
citing sources.
 Research to Build and Present Knowledge
ELAGSE7W7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
ELAGSE7W8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data
and conclusions of others while avoiding plagiarism and following a standard format for citation.
ELAGSE7W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of
understanding how authors of fiction use or alter history”).
b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant
and sufficient to support the claims”).
 Range of Writing
ELAGSE7W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
Georgia Department of Education
April 15, 2015 • Page 2 of 5
7th Grade English Language Arts Georgia Standards of Excellence (ELA GSE)
SPEAKING AND LISTENING (SL)
 Comprehension and Collaboration
ELAGSE7SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade
7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on
the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the
discussion back on topic as needed.
d. Acknowledge new information expressed by others and, when warranted, modify their own views and understanding.
ELAGSE7SL2: Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and
explain how the ideas clarify a topic, text, or issue under study.
ELAGSE7SL3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency
of the evidence.
 Presentation of Knowledge and Ideas
ELAGSE7SL4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details,
and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
ELAGSE7SL5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
ELAGSE7SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade
7 Language standards 1 and 3 for specific expectations.)
Georgia Department of Education
April 15, 2015 • Page 3 of 5
7th Grade English Language Arts Georgia Standards of Excellence (ELA GSE)
LANGUAGE (L)
 Conventions of Standard English
ELAGSE7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking. a. Explain the function of phrases and clauses in general and their function in specific sentences.
b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
ELAGSE7L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
b. Spell correctly.
 Knowledge of Language
ELAGSE7L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*
 Vocabulary Acquisition and Use
ELAGSE7L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and
content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word
or phrase.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation
of a word or determine or clarify its precise meaning or its part of speech.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
ELAGSE7L5: Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings. a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic,
condescending).
ELAGSE7L6: Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; gather vocabulary
knowledge when considering a word or phrase important to comprehension or expression.
*Skills marked with an asterisk (*) are included on the Language Progressive Skills chart for GSE and are likely to require continued attention in higher grades as
they are applied to increasingly sophisticated writing and speaking.
Georgia Department of Education
April 15, 2015 • Page 4 of 5
7th Grade English Language Arts Georgia Standards of Excellence (ELA GSE)
LANGUAGE PROGRESSIVE SKILLS CHART GRADES K-12
The following skills were marked with an asterisk (*) and are included on the Language Progressive Skills chart for ELAGSE because they will require continued attention in higher grades as they are applied to increasingly
sophisticated writing and speaking. Instructors in ALL grades should refer to the Language Progressive Skills Chart for progressive standards that should be added to the Language Strand for their grade.
STANDARD
K
ELAGSEKL5b. Relate frequently occurring words to their antonyms (also synonyms/homographs in
progression).
ELAGSE1L2c. Use commas in dates and to separate single words in a series.
ELAGSE1L1i. Use frequently occurring prepositions.
ELAGSE1L1g. Use frequently occurring conjunctions. ELAGSE3L1h. Use coordinating and subordinating
conjunctions. ELAGSE5L1e. Use correlative conjunctions (e.g., either/or, neither/nor).
ELAGSE3L1a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their
functions in particular sentences. ELAGSE5L1a. Explain the function of conjunctions, prepositions,
and interjections in general and their function in particular sentences.
ELAGSE3L1f. Ensure subject-verb and pronoun-antecedent agreement.
ELAGSE3L3a. Choose words and phrases for effect.
EKACC4L1e. Form and use prepositional phrases.
ELAGSE4L1f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
ELAGSE4L1g. Correctly use frequently confused words (e.g., to/too/two; there/their).
ELAGSE4L3a. Choose words and phrases to convey ideas precisely.
ELAGSE4L3b. Choose punctuation for effect.
ELAGSE5L1d. Recognize and correct inappropriate shifts in verb tense.
ELAGSE5L2a. Use punctuation to separate items in a series (use of commas continues with added complexity
throughout the standards).
ELAGSE5L5c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better
understand each of the words.
ELAGSE6L1c. Recognize and correct inappropriate shifts in pronoun number and person.
ELAGSE6L1d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
ELAGSE6L1e. Recognize variations from standard English in their own and others’ writing and speaking, and
identify and use strategies to improve expression in conventional language.
ELAGSE6L3a. Vary sentence patterns for meaning, reader/listener interest, and style (varying sentence patterns
continues with added rigor throughout the standards).
ELAGSE6L3b. Maintain consistency in style and tone.
ELAGSE7L1c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling
modifiers.
ELAGSE7L3a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating
wordiness and redundancy.
ELAGSE8L1d. Recognize and correct inappropriate shifts in verb voice and mood.
ELAGSE9–10L1a. Use parallel structure.
L11-12L3a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as
needed; apply an understanding of syntax to the study of complex texts when reading.
* Darkened boxes indicate grades in which the standard should be taught.
Georgia Department of Education
April 15, 2015 • Page 5 of 5
1
2
3
4
GRADES
5
6
7
8
9-10
11-12
Subsumed by ELAGSE5L5c
Subsumed by ELAGSE5L2a
Subsumed by ELAGSE4L1e
Subsumed by ELAGSE7L3a
Selecting and Evaluating Cross Curricular Literacy Resources
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Angel L. Fiame
Grand Canyon University
REA 540: Advanced studies for methods in elementary content reading and writing
Dr. Vicki Douikas
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August 4, 2021
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https://www.coursehero.com/file/102529715/REA-540-Selecting-and-Evaluating-Cross-Curricular-Literacy-Resourcesdocx/
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Grade Level: 3rd grade
Recycling Unit
Each of the resources can be accessed through clicking on the picture or link. Some of the resources provided
are free while others may require purchase.
Common Core
Content Area
Literacy Resource
How to implement
Culturally
Responsive
CCSS.ELASSS3.2.1 Identify
This story can be
This story
My Friend Earth by
LITERACY.RI.3.2 and explain a range
used as a read aloud
displays
Patricia MacLachlan
Determine the main of local, regional,
or an independent
children from a
idea of a text;
and global
read to introduce the varied of
recount the key
problems, and some
subject as it pertains different
details and explain ways in which
to recycling and the
cultural
how they support
people are trying to
different ways to
backgrounds
the main idea.
address them.
protect the earth.
which allows
Guided questions
for students of
that will spark
all
student schema can
demographics
be paired with this
to be
text both orally and
represented
printed.
and reflected.
CCSS.ELASSS3.2.1 Identify
This
story
can
be
This story
Zonia’s Rain Forest by
LITERACY.RI.3.2 and explain a range
used as a read aloud
displays
Juana Martinez-Nea
Determine the main of local, regional,
or an independent
children from a
idea of a text;
and global
read to introduce the varied of
recount the key
problems, and some
subject as it pertains different
details and explain ways in which
to recycling and the
cultural
how they support
people are trying to
different ways to
backgrounds
the main idea.
address them.
protect the earth.
which allows
This book also sparks for students of
the relevance in why all
it is important that
demographics
we are learning what to be
we are and the ways
represented
in which we can
and reflected.
contribute to finding
solutions to pollution
and other factors
that are causing
climate change.
CCSS.ELASSS3.2.2 Identify
Recycling Center Video Present this online
Allows
LITERACY.SL.3.2 ways to take action
Tour Grades 3-5
virtual tour of a
equitable
Determine the main to help address
recycling plant with
opportunities
ideas and
local, regional, and
students. Discuss
for students to
supporting details
global problems.
https://www.youtube.co information they
engage with
of a text read aloud
m/watch?
already know about
information
or information
v=8GvJL4nmt1c
recycling prior to
outside of
presented in
viewing the video
printed text.
diverse media and
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formats, including
visually,
quantitatively, and
orally.
SSS3.2.2 Identify
ways to take action
to help address
local, regional, and
global problems.
Differentiated articles
about recycling
file:///C:/Users/FiameA
25581e/Downloads/Re
cyclingDifferentiatedTe
xtsEarthDayNonfiction1%20(1).pdf
Uses images
and videos to
reinforce
theories and
ideas.
Read aloud video
that can be read to
played to the whole
class, pausing to ask
clarifying questions
as needed.
Students can
turn and talk
with partners
to discuss the
different
viewpoints and
opinions.
Students can
use their own
personal
experiences
Allows for
students of all
reading
capabilities are
able to access
rich content
that is high in
interest but
just right to
their reading
levels.
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CCSS.ELALITERACY.W.3.2
Write
informative/explan
atory texts to
examine a topic
and convey ideas
and information
clearly.
and follow-up with
things they learned
or misconceptions
they might have had
that were addressed
throughout this
video.
During the writer’s
workshop block
provide students
with reading articles
based on their
independent reading
levels. Can be used
independently or in
small groups. Write a
small writing sample
based on the writing
prompt provided and
encourage students
to use details from
the text to support
their claims and
ideas.
Can be used as whole
group activity,
independent work,
or as a homework
extension to learning
within the classroom.
Task are leveled and
geared towards
student capabilities.
CCSS.ELALITERACY.W.3.2
Write
informative/explan
atory texts to
examine a topic
and convey ideas
and information
clearly.
Communicate
solutions that will
reduce the impact of
humans on the land,
water, air, and/or
other living things in
the local
environment.*
SSS3.3.1 Engage
others in discussions
that attempt to
clarify and address
multiple viewpoints
on public issues
based on key ideals.
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Th
CCSS.ELALITERACY.SL.3.1
.C
Ask questions to
check
understanding of
information
presented, stay on
topic, and link their
comments to the
remarks of others.
K-ESS3-3 Earth and
Human Activity
Differentiated writing
activities:
file:///C:/Users/FiameA
25581e/Downloads/Ea
rthDayRecycleSortand
WritingPrompt1%20(1).pdf
Michael Recycles by
Ella Bethel
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Distribute
according
capability level.
Students are
able to use
visuals and
words to
support
concepts and
ideas.
SSS3.2.2 Identify
ways to take action
to help address
local, regional, and
global problems.
An interactive lesson
that can be used as a
whole group or
independently.
Students will watch
videos, read text, and
answer text related
questions.
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CCSS.ELALITERACY.RI.3.2
Determine the main
idea of a text;
recount the key
details and explain
how they support
the main idea.
and compare
them to
characters in
the stories.
There are
several
supports for all
students of all
achievement
levels,
showcases
various
neighborhoods
and the
different ways
community
members can
contribute to
keeping the
earth clean.
Explains what
E-waste is and
how to help
prevent it in
several
different ways.
Showcases
how recycling
impacts
community
members from
all cultural
backgrounds.
Students of all
backgrounds
and learning
styles are
accommodated
throughout this
game. While
this game uses
animals instead
of people it is
encourages
inclusivity of all
backgrounds.
CCSS.ELALITERACY.RI.3.2
Determine the main
idea of a text;
recount the key
details and explain
how they support
the main idea.
Communicate
solutions that will
reduce the impact of
humans on the land,
water, air, and/or
other living things in
the local
environment.*
SSS2.4.2 Identify
the main ideas from
a variety of print
and non-print texts.
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CCSS.ELALITERACY.RI.3.7
Use information
gained from
illustrations (e.g.,
maps, photographs)
and the words in a
text to demonstrate
understanding of
the text (e.g.,
where, when, why,
and how key events
occur).
K-ESS3-3 Earth and
Human Activity
An interactive lesson
that can be used as a
whole group or
independently.
Students will watch
videos, read text, and
answer text related
questions.
Students get facts
about climate change
and tips on how you
can help save the
earth all while
having fin and
interacting with the
materials. They have
options to read
specific facts or have
them read aloud to
them.
This study source was downloaded by 100000774567807 from CourseHero.com on 09-15-2021 22:52:05 GMT -05:00
https://www.coursehero.com/file/102529715/REA-540-Selecting-and-Evaluating-Cross-Curricular-Literacy-Resourcesdocx/
SSS2.4.2 Identify
the main ideas from
a variety of print
and non-print texts.
This word work
activity is great for
tying science
concepts with
fluency and accuracy
support. This
resource is tailored
to students who are
struggling with
phonics but can also
be used to reinforce
science vocabulary
words.
There are
several
characters to
choose from
and a variety of
different
settings.
Students can
get the support
they need
academically
while also
feeling
represented
and reflected
within the
materials.
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CCSS.ELALITERACY.RF.3.4
Read with
sufficient accuracy
and fluency to
support
comprehen