MEETING THE LANGUAGE DEMANDS OF THE COMMON CORE IN FAMILY AND CONSUMER SCIENCESRuth E. Dohner, Ed.D., CFCS
OATFCS Annual Conference, 2014, Hilton Easton
The Ohio State University
College of Education and Human Ecology
Family and Consumer Sciences Education
What is Common Core? Standards communicate what is expected of students at each grade
level. English Language Arts Common Core standards are integrated in all
other content areas. Guides College and Career Readiness Created by the National Governors Association Center for Best
Practices, Council of Chief State School Officers Forty-five states, the District of Columbia, four territories, and the DOD
have adopted the Common Core Standards.
http://www.corestandards.org/
Common Core Standards Language Demands• Interpret words and phrases as they are used in a text, • determining technical, connotative, and figurative meanings, and • analyze how specific word choices shape meaning or tone.• Acquire and use accurately general academic and domain-specific words and
phrases, • sufficient for reading, writing, speaking, and listening at the college and career
readiness level; • demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
“Low Prep, No Prep” Fold Graphic Organizer for Language Demands
Academic Language Demands in Common Core
The specific way academic language is used by students to participate in learning tasks through reading, writing, speaking, listening, thinking to show understanding.
1. Academic Vocabulary
2. Structure
3. Function
4. Discourse
Language Demands
Academic Vocabulary: Specialized and Technical
Structure: Grammar, Syntax, Signal Words, Frames and Templates
Function: Action Verbs, classroom “doing”
Discourse: Way to discuss (controversy), Explain or present…
Language Demand Purpose for a Lesson: Examples
1. Academic Vocabulary: Recognize, define, and write and describe aloud terms and abbreviations in a recipe.
2. Structure: Uncover the conventions of a recipe to retell the recipe sequence using signal words.
3. Function: Use compare and contrast signal words to write a summary of a Venn.
4. Discourse: Use complete sentences to describe global elements of a recipe.
Language Demand: Vocabulary
•Specialized : Words with various meanings – natural… fresh… whole… plants or animals
•Technical: FCS specific vocabulary
Use Vocabulary Activities that are Context Specific, Not Front Loaded
•Vocabulary Snapshot•Draw it! Define it! Know It!•Defining Vocabulary for Deep Meaning
Vocabulary Snapshots: Context specific
Directions: Write the vocabulary word, your definition, and draw a “snapshot” that represents the meaning of the word.
Word Definition as used in target
Snapshot
Sauté pan A pan with a wide and flat bottom surface with short sloped edges.
Developed by Dr. Dianna McCune at www.TheHow2Doc.com
Draw It! Define It! Know It!: All Tools and terms in Recipe
Drawing/Photo Tool Use/Purpose in This Recipe
Drawing/Photo Term Definition in your own words as used in the recipe
Juice
Mince
Essential Question: How does the food cycle relate to food choice and availability?
Question Category AttributesWhat is a CAFO? Industrial Farming 1. Is… a type of industrial farm
2. Is intended to… produce large numbers of animals quickly in one space
3. The result is… availability of large amount of meat and the use of cheap food and manure makes unhealthy animals and contaminates the environment.
4. Example(s) of this is… Concentrated Animal Feeding Lots (CAFO) across the Midwest such as the Pokey Feeders in Kansas (Pollan, 2009)
Summary:
Defining Vocabulary for Deep Meaning
Academic Vocabulary: Specialized and Technical
Got it! Almost there! Teach me more!
Thumbs Up Sideways Down
Language Demand: Structure1. Signal Words: If… then…; because …; First…, next, finally…; between…
2. Frames: sentences using key vocabulary and functional words and phrases that show comparison, sequencing, description, cause and effect…
3. Templates: Mold, guide, pattern for consistency and organization.
4. Syntax: set of conventions for organizing words, symbols and phrases
5. Grammar: Complete sentences, punctuation…
Template: Compare/Contrast
A: Plants Both B: AnimalsWhat does it look like in nature?
What does it take to produce it?
What is the benefit of eating it?
Comparisons: Common Core SkillSee YouTube Shillingford Organics, England
Frame for Writing a Comparison Summary Using Signal Words
Compare Signal Words (use each only once): When Comparing Similarities Differences
Also Unlike Whereas Considering On the Other Hand In comparison Ironically However Major In addition
Introduction: In comparing _____ and _____ they are ________________________________
Essential Question #1: ____________________________________________________________________________
Essential Question #2:
____________________________________________________________________________
Essential Question #3:
____________________________________________________________________________
Conclusion: It appears that______________________________________________________
Writing Frame Using Signal Words for QAWHY?
Essential Question
Short Answer Why? Show your work (illustrate, cartoon, diagram)
What do I do first in preparing fried rice?
The day before, I cook one cup of rice in 2 cups of water simmering in covered saucepan, 45, minutes
In order for the rice to be cold cook it on simmer until the water is absorbed the day before and refrigerate.
Next, I …
After that I…
Then , I … Later, I … Finally I…
Structure: Syntax and Template
Syntax: organizer of symbols and words Template or Frame: To create a label for a recipe
Syntax or Set of Rules For Recipe Language
Read Recipe to Plan to Cook
Title Read the recipe for “hidden”Read it again and make lists –Mise en place Time and yieldRespect the orderRespect the comma, semicolon Is it done yet?
Honey Roasted Root Vegetables
→What is roast, root?→Wash, cold cooked rice→Ingredients, tools, terms, →What do you have, need?→Main course or side; #→Wash, chop roots, sauté→… vegetables are tender, stirring
every 15 minutes→Begin to brown
Honey-Roasted Root Vegetables Cooking Light OCTOBER 2005
Honey amplifies the natural sugars of the caramelized vegetables in this dish. If you can't find tupelo honey, substitute another medium-color, floral variety, such as dandelion, loosestrife, or orange blossom.
Yield: 8 servings (serving size: 1/2 cup)
Ingredients
2 cups coarsely chopped peeled sweet potato (about 1 large)
1 1/2 cups coarsely chopped peeled turnip (about 2 medium)
1 1/2 cups coarsely chopped parsnip (about 2 medium)
1 1/2 cups coarsely chopped carrot (about 2 medium)
1/4 cup tupelo honey
2 tablespoons olive oil
1/2 teaspoon salt
3 shallots, halved
Cooking spray
Preparation
Preheat oven to 450°.
Combine all ingredients except the cooking spray in a large bowl; toss to coat. Place vegetable mixture on a jelly-roll pan coated with cooking spray. Bake at 450° for 35 minutes or until vegetables are tender and begin to brown, stirring every 15 minutes.
Nutritional Information- Amount per serving Calories: 118 ; Calories from fat: 27%; Fat: 3.5g; Saturated fat: 0.5g; Monounsaturated fat: 2.5g; Polyunsaturated fat: 0.4g; Protein: 1.3g; Carbohydrate: 21.7g; Fiber: 2.3g; Cholesterol: 0.0mg; Iron: 0.5mg; Sodium: 171mg; Calcium: 33mg
Honey Roasted Root Vegetables16 servings 8 servings
(1/2 c.)Ingredients
2 c. (1 large) Coarsely chopped peeled sweet potato 1 ½ c.
(2 medium)Coarsely chopped peeled turnip
1 ½ c.(2 medium)
Coarsely chopped parsnip
1 ½ c. (2 medium)
Coarsely chopped carrot
¼ c. Honey 2 T. Olive oil ½ t. Salt 3 Shallots, halved Cooking spray or parchment paper to cover the pan1. Preheat oven to 450 degrees.2. Combine all ingredients except the cooking spray in a large bowl; toss to coat. Place
vegetable mixture on a jelly-roll pan coated with cooking spray or parchment paper. 3. Bake at 450 degrees for 35 minutes or until vegetables are tender and begin to brown, stirring
every 15 minutes.
118 Calories (27% from fat); 3.5g (sat 0.5g, mono 2.5g, poly 0.4 g); 1.3g protein; 21.7 g carbohydrates; 0 mg cholesterol; 0.5g iron; 171mg sodium; 33mg calcium.
Cooking Light October 2005
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Template: Common Job Application Elements
Language Demand: Structure
Get it! Don’t get it!
Language Demand: Function Words or Active Verbs
Active Verbs Noted in Learning Outcomes:
Show: Knowing when to apply; how to apply; and why to apply. Analyze: Break something down into its parts, essential elements.
Compare: to find likenesses; Signal: similarly, both, alike, same
Contrast: to find differences; Signal: however, but, instead, neither
Identify: point out, find, discover
Describe: tell in your own words, tell, reportClassify:
Safe Knife Skills Checklist: MasteryShow: Knowing when to apply; how to apply; and why to apply.
Yes=1 No=0 Safe Knife Skills
STEP ONE- Set-up
Wash hands with warm soapy water; use gloves for polish or cuts
Use a cutting board and chef’s or Santoku knife
Damp cloth or towel under your polyethylene (Not BPA) cutting board to stabilize it.
Set up scraps/composting bowl and a chopped produce bowl
Wash produce with running water
STEP TWO- Safely using the knife
Hold knife by handle and bolster, pinching the blade with thumb and side of index finger; all other fingers on handle.
Classification of VegetablesClassify Vegetables:
Bulbs: grow below the surface and consist of layers or clustered segments.
Tubers: Grow underground on the root of a plant
Roots: a long or round shaped taproot, grows straight down from stem.
Flowers: Stems:
Fruits: Seeds:
Fungi: Leaves:
Other: roots, stems, leaves and shoots;inflorescence (Flowers are reproductive organ)more like fruits.
Grab5! Curriculum Pack. (n.d.). Retrieved from http://www.sustainweb.org/g5cp/s3_s5.htm
Vegetables
Group Name Group Name Group Name
Grouping Rule
Vegetable…
Vegetable…
Vegetable…
Vegetable…
Classification of Fruits Retrieved from http://science.dadeschools.net
Classify and categorize: Common Core Langauage
Vegetable Memory Photos
Students will bring in photos 3X3 inch photos of vegetables in the growing state and as it is eaten, “real food”. They will post on the board and there are no duplicates.
Once the cards are developed they become a memory game. Everyone in the room must play the game during the week. As they play they must label the vegetable and description of how it grows and how we might eat it (raw, salad, steamed) as real food.
This strategy was created by Brooke Dionisio, Student Teacher, The Ohio State University
Vegetable Memory Card Game
The Vegetable Memory Game was produced by Brooke Scheiderer, FCS ED student The Ohio State University
Name That Vegetable… and How It Grows
Language Function: Fist to Five - Got
Language Demand:
Discourse - the structure of written or oral language
• Way to discuss a controversial topic • Explain in writing or aloud • Presenting what they know• Ways to problem solve• Providing leadership • How to pull information from a written or oral source and document it.
References Common Core State Standards Initiative: Preparing America’s students for college
and careers. (2012).Retrieved from http://www.corestandards.org/
Fisher, D. and Frey, N. (2014). Better learning through structured teaching: A framework for the gradual release of responsibility (2nd ed.). Alexandria VA: ASCD.
Frey, N. and Fisher, D. (2011). The formative assessment action plan: practical steps to more successful teaching and learning. Alexandria VA: ASCD.
Heacox, D. (2009). Making differentiation a habit: How to ensure success in academically diverse classrooms. Minneapolis MN: Free Spirit Publishing Inc.
Moss, C.M. and Brookhart, S.M. (2012). Learning Targets: Helping students aim for understanding in today’s lesson. Alexandria VA: ASCD.
Sprenger, M. (2013). Teaching the critical vocabulary of the Common Core: 55 words that make or break student understanding. Alexandria VA: ACSD.
