Create And Narrate A PowerPoint Presentation ✓ Solved

Create and narrate a PowerPoint that could be presented to

Create and narrate a PowerPoint presentation that could be presented to other teachers in your subject area explaining the application of the Key Shifts in English Language Arts in your content area instruction. This will utilize information from your readings and understanding of incorporating standards into your content area to enhance student comprehension.

Choose a grade level and content area that ranges from 4th to 12th grade, ensuring that the content area selected is not English Language Arts (ELA), but can encompass Science, Social Studies, The Arts, World Languages, Business and Technology, Computer Science, Health, or Mathematics.

Read and review the "Key Shifts in English Language Arts" PDF found in Canvas under Assignment 1 documents. Create your PowerPoint using the provided slide templates, ensuring that you answer the prompts on each slide. You have the liberty to delete the template text to write your answers and insert additional slides for extra information. Feel free to change the slide background and add visual elements as desired.

Record the narrated presentation of your PowerPoint and upload it to the Unit 1 Writing Assignment in Canvas. Quality presentations should not merely read the text printed on the slides, but must provide additional details and explanations in your narration.

Paper For Above Instructions

In the realm of education, a fundamental shift towards incorporating English Language Arts (ELA) key shifts into various content areas underscores the significance of literacy across disciplines. This presentation can be tailored for a 5th-grade science class, emphasizing how ELA key shifts can enhance student comprehension within scientific education.

Introduction

The key shifts in English Language Arts focus on ensuring that students are college and career ready by emphasizing critical thinking, text complexity, and evidence-based responses. These shifts must be seamlessly integrated into instructional practices across various subjects, including science. The aim of this PowerPoint presentation is to illustrate how ELA key shifts can enrich the teaching and learning of scientific concepts, fostering a more engaged and literate classroom environment.

Key Shifts Overview

The key shifts identified in ELA entail:

  1. Increasing the complexity of texts.
  2. Focusing on evidence-based writing and argumentation.
  3. Encouraging a balance between informational and literary texts.

Understanding these shifts provides a context within which one can integrate literacy strategies in teaching science. For instance, increasing text complexity prepares students to engage with scientific literature, enhancing their ability to comprehend and analyze scientific texts.

Text Complexity in Science

Engaging with more complex texts in science involves using primary research articles, scientific reviews, and technical reports. By introducing these texts, teachers can scaffold instruction to focus on critical vocabulary, conceptual frameworks, and scientific reasoning. For example, when discussing ecosystems, students may analyze an article detailing the effects of climate change on biodiversity. This not only builds their comprehension of the subject matter but also develops their ability to read and interpret scientific literature.

Evidence-Based Writing

Evidence-based writing is another core component of the ELA shifts that can be effectively applied in a science classroom. Students must learn to construct arguments based on evidence from experiments, literature, and observation. For instance, after conducting an experiment on plant growth, students could write a report that includes their hypothesis, methodology, findings, and conclusions. This reinforces their understanding of the scientific method while simultaneously fostering their writing skills.

Informational Texts vs. Literary Texts

Striking a balance between informational texts and literary texts is crucial in science education. While informational texts provide essential knowledge, literary texts like science fiction or biographies of scientists can spark students' imagination and foster engagement. Presenting students with diverse genres encourages them to see the relevance of science in everyday life and the world around them.

Strategies for Implementation

To effectively integrate these key shifts, educators can employ several strategies:

  • Incorporate a variety of texts related to the unit of study.
  • Facilitate peer discussions to allow students to articulate their understanding and rationale.
  • Utilize graphic organizers to help students organize their thoughts and the evidence they gather.
  • Encourage the use of technology for research, such as online scientific databases.

For example, in a unit on molecular biology, students could read scientific articles about DNA structure and write persuasive essays on genetic engineering, driving home the points of argumentation and text complexity.

Assessment and Feedback

Assessment strategies should align with the key shifts, where formative assessments can measure students' understanding of both science content and their ability to engage with complex texts. Providing targeted feedback on their writing and comprehension will help students hone their skills further.

By using rubrics grounded in the principles of evidence-based writing and text complexity, educators can provide constructive feedback that facilitates growth.

Conclusion

Incorporating the key shifts from English Language Arts into content area instruction of science is vital for developing comprehensive literacy skills in students. This PowerPoint presentation illustrates the importance of intertwining these shifts with scientific education. By embracing this approach, educators will not only improve their students' comprehension of scientific concepts but also prepare them for the demands of a literate society.

References

  • Common Core State Standards Initiative. (2010). Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Retrieved from http://www.corestandards.org/ELA-Literacy
  • Hirsch, E. D. (2006). The Culture of Education. Boston: Houghton Mifflin.
  • Beers, K. (2003). When Kids Can't Read: What Teachers Can Do. Portsmouth, NH: Heinemann.
  • Shanahan, T. (2013). What is Literacy?. The Reading Teacher, 66(3), 206-215.
  • National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Preparing America’s Students for College and Career. Washington, DC: Author.
  • Fisher, D., & Frey, N. (2008). Reading Strategies for Mathematics. New York: Pearson.
  • Marzano, R. J. (2007). Classroom Assessment and Grading That Work. Alexandria, VA: ASCD.
  • Smith, M. W., & Wilhelm, J. D. (2002). Reading Don't Fix No Chevys: Literacy in the Lives of Young Men. Portsmouth, NH: Heinemann.
  • Wolf, M. K. (2010). Building Literacy in the Content Areas. Longmont, CO: Sopris West.
  • International Literacy Association. (2018). Standards for the English Language Arts. Retrieved from http://www.literacyworldwide.org/standards

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