Academic Moves for College and Career Readiness, Grades 6-12

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Jim Burke. Academic Moves for College and Career Readiness, Grades 6-12

What Your Colleagues Are Saying . .

Academic Moves for College and Career Readiness, Grades 6-12

CONTENTS with list of student samples

Introduction The Language of Learning Words That Make the Mind Work

Works Cited

Acknowledgments

1 Analyze break something down methodically into its parts

The Main Idea

Before: Preparing Students to Analyze

Obstacles to the Moves

Mental Moves. Analyze

During: Practicing Analysis

ELL Focus: Do This One Thing to Help

Discussion, Presentation, Technology, and Multimedia

After: Producing Analysis. Student Example 1: The Analytical Essay

Student Example 2: Analyzing Visual Text

Works Cited

Scaffolding Analysis With Webb’s DOK. How Spencer Worked

Rubric for Analytical Responses

Planning Page: Analyze

2 Argue provide reasons or evidence to support or oppose

The Main Idea

Before: Preparing Students to Argue

Obstacles to the Moves

Mental Moves. Argue

During: Practicing Argumentation

ELL Focus: Do This One Thing to Help

Discussion, Presentation, Technology, and Multimedia

After: Producing Arguments. Student Example 1: Argumentative Writing

Step One: Discussion

Step Two: Claim and Counterclaim

Step Three: Individual Writing

Student Example 2: Class Discussion

Works Cited

Scaffolding Argument With Webb’s DOK. How Argument Works in Jim’s Classroom

Rubric for Argument

Planning Page: Argue

3 Compare/Contrast identify similarities or differences between items

The Main Idea

Before: Preparing Students to Compare and Contrast

Obstacles to the Moves

Mental Moves. Compare and Contrast

During: Practicing Comparison and Contrast

ELL Focus: Do This One Thing to Help

Discussion, Presentation, Technology, and Multimedia

After: Producing Work That Compares and Contrasts. Student Example 1: The Analytical Essay

Peter’s Essay Excerpt

Student Example 2: Historical Writing

Work Cited

Scaffolding Comparison With Webb’s DOK. What Peter’s Group Did

Rubric for Comparison and Contrast

Planning Page: Compare and Contrast

4 Describe report what one observes or does

The Main Idea

Before: Preparing Students to Write Description

Obstacles to the Moves

Mental Moves. Describe

During: Practicing Description

ELL Focus: Do This One Thing to Help

Discussion, Presentation, Technology, and Multimedia

After: Producing Descriptive Writing. Student Example 1: Description in Journalism

Gardens for Good

Student Example 2: Description in Science

Scaffolding Description With Webb’s DOK. How Catherine and Ansley Worked

Rubric for Description

Planning Page: Describe

5 Determine make a decision or arrive at a conclusion after considering all possible options, perspectives, or results

The Main Idea

Before: Preparing Students to Determine Choices

Obstacles to the Moves

Mental Moves. Determine

During: Practicing Determination Tasks

Clare’s Journal Page

ELL Focus: Do This One Thing to Help

Discussion, Presentation, Technology, and Multimedia

After: Producing Works That Determine. Student Example 1: Determining Through Poetry

Clare’s Poem

Student Example 2: Determining Word Meanings

Works Cited

Scaffolding Determination With Webb’s DOK. How Clare Worked

Rubric for Determination Tasks

Planning Page: Determine

6 Develop improve the quality or substance of

The Main Idea

Before: Preparing Students to Develop

Obstacles to the Moves

Mental Moves. Develop

During: Practicing Development

Not only this, but that:

Parallel structure (of independent clauses):

A series of three balanced pairs:

ELL Focus: Do This One Thing to Help

Discussion, Presentation, Technology, and Multimedia

After: Producing Developed Work. Student Example 1: The Analytical Essay

Step One: Group—Whole-Group Brainstorming

Step Two: Group Research

Step Three: Group Conversation

Step Four: Group “Thesis” Construction

Step Five: Individual Essay Writing

Carter’s Introduction

Student Example 2: Engineering and Design

The Engineering Design Process Worksheet

Work Cited

Scaffolding Development With Webb’s DOK. What Carter Did

Rubric for the Development of Ideas or Projects

Planning Page: Develop

7 Evaluate establish value, amount, importance, or effectiveness

The Main Idea

Before: Preparing Students to Evaluate

Obstacles to the Moves

Mental Moves. Evaluate

During: Practicing Evaluation

ELL Focus: Do This One Thing to Help

Discussion, Presentation, Technology, and Multimedia

After: Producing Evaluative Work. Student Example 1: Letter to an Author

Samantha’s Letter

Student Example 2: Evaluating a Math Process. Step One: Working and Comparing

Step Two: Evaluating

Works Cited

Scaffolding Evaluation With Webb’s DOK. How Samantha Worked

Rubric for Evaluation Tasks

Planning Page: Evaluate

8 Explain provide reasons for what happened or one’s actions

The Main Idea

Before: Preparing Students to Explain

Obstacles to the Moves

Mental Moves. Explain

During: Practicing Explanation

ELL Focus: Do This One Thing to Help

Discussion, Presentation, Technology, and Multimedia

After: Producing Explanations. Student Example 1: The Personal Essay

Ali’s Personal Essay

Student Example 2: Writing About Math

Work Cited

Scaffolding Explanation With Webb’s DOK. How Zoe and Caleb Worked

Rubric for Explanations

Planning Page: Explain

9 Imagine create a picture in one’s mind; speculate or predict

The Main Idea

Before: Preparing Students to Imagine

Obstacles to the Moves

Mental Moves. Imagine

During: Practicing Imagining

Discussion, Presentation, Multimedia, and Technology

After: Producing Imaginative Works. Student Example 1: Planning a Science Project

Step One: Imagining Purpose

Step Two: Design and Redesign

Elizabeth’s Project Description

Student Example 2: Narrative Writing

Step One: Individual Visualization

Step Two: Class Brainstorming

Step Three: Creating a Class Wiki

Emilio’s Vignette

Step Four: Reading the Wiki

Works Cited

Scaffolding Imagination With Webb’s DOK. How Elizabeth Worked

Rubric for Imaginative Tasks

Planning Page: Imagine

10 Integrate make whole by combining the different parts into one

The Main Idea

Before: Preparing Students to Integrate

Obstacles to the Moves

Mental Moves. Integrate

During: Practicing Integrating Assignments

ELL Focus: Do This One Thing to Help

Discussion, Presentation, Technology, and Multimedia

After: Producing Integrated Assignments. Student Example 1: Informational Writing (The Research Paper)

Claire’s Excerpt

Claire’s Sources

Student Example 2: Informational Writing (The DBQ)

Works Cited

Scaffolding Integration With Webb’s DOK. How Claire Worked

Rubric for Integration and Synthesis

Planning Page: Integrate

11 Interpret draw from a text or data set some meaning or significance

The Main Idea

Before: Preparing Students to Interpret

Obstacles to the Moves

Mental Moves. Interpret

During: Practicing Interpretation

ELL Focus: Do This One Thing to Help

Discussion, Presentation, Technology, and Multimedia

After: Producing Interpretations. Student Example 1: Interpreting Graphic Novels

Justin’s Sample

Work Cited

Student Example 2: Interpreting Data

Works Cited

Scaffolding Interpretation With Webb’s DOK. How David Worked

Rubric for Interpretation

Planning Page: Interpret

12 Organize arrange or put in order

The Main Idea

Before: Preparing Students to Organize

Obstacles to the Moves

Mental Moves. Organize

During: Practicing Organization

ELL Focus: Do This One Thing to Help

Discussion, Presentation, Technology, and Multimedia

After: Producing Organized Student Work. Student Example 1: The Analytical Essay

Step One: Outlining

Gaby’s Outline

Step Two: Writing

Hamlet:

Outline:

Gaby’s Essay

Student Example 2: Science Writing

Works Cited

Scaffolding Organization With Webb’s DOK. How Gaby Worked

Rubric for Organization

Planning Page: Organize

13 Summarize retell the essential details of what happened

The Main Idea

Before: Preparing Students to Summarize

Obstacles to the Moves

Mental Moves. Summarize

During: Practicing Summaries

ELL Focus: Do This One Thing to Help

Discussion, Presentation, Technology, and Multimedia

After: Producing Summaries. Student Example 1: Summarizing Main Ideas in a Text

Cody’s Sample

Student Example 2: Summary in Speech

Work Cited

Scaffolding Summarization With Webb’s DOK. How Cody Worked

Rubric for Summarizing

Planning Page: Summarize

14 Support offer evidence or data to illustrate your point

The Main Idea

Before: Preparing Students to Support Ideas

Obstacles to the Moves

Mental Moves. Support

During: Practicing Support

ELL Focus: Do This One Thing to Help

Discussion, Presentation, Technology, and Multimedia

After: Producing Support. Student Example 1: The Analytical Essay

Landon’s Teacher’s Comments

Step One: Planning

Step Two: Collection

Step Three: Organization

Step Four: Citation

Step Five: Discussion

Student Example 2: Science Writing

Work Cited

Scaffolding Support With Webb’s DOK. What Landon Did

Rubric for Support

Planning Page: Support

15 Transform change in form, function, or nature to reveal or emphasize

The Main Idea

Before: Preparing Students to Transform Forms

Obstacles to the Moves

Mental Moves. Transform

During: Practicing Transforming Texts

ELL Focus: Do This One Thing to Help

Discussion, Presentation, Technology, and Multimedia

After: Producing Works That Transform. Student Example 1: Art and Poetry

Bridge Over a Pond of Water Lilies

Katy’s Reflection

Student Example 2: Transforming Data in Science and Math

Transformation 1: Converting Measurements

Transformation 2: Data Chart Into Graph

Work Cited

Scaffolding Transformation With Webb’s DOK. How Madison and Quinn Worked

Rubric for Transformative Tasks

Planning Page: Transform

Appendix 1 The Other Words

Appendix II Academic Writing Moves

Appendix III Working With the Words Across Disciplines

Appendix IV Academic Moves: Etymology

Analyze

Argue

Compare/Contrast

Describe

Determine

Develop

Evaluate

Explain

Imagine

Integrate

Interpret

Organize

Summarize

Support

Transform

Appendix V Teaching by Design Using Webb’s Depth of Knowledge Model Created by Jim Burke

Appendix VI Standards Correlation Chart (Texas, Florida, Indiana, and Virginia) Compiled by Judi Reimer

Appendix VII Anchor Charts

Appendix VIII Graphic Organizers

Glossary

Index

Отрывок из книги

“Jim Burke and Barry Gilmore’s Academic Moves for College and Career Readiness provides clarity and structure for teachers who seek to help their students become more competent and confident thinkers, and does so without compromising the critical role of a teacher’s content knowledge and creativity in a dynamic classroom. Its economy of expression makes complex ideas accessible, while annotated student work provides a window into learner application. Most significantly, the book is written in the voice of teachers, who live what they recommend.”

—CAROL ANN TOMLINSON, William Clay Parrish, Jr., Professor, University of Virginia, and Author of The Differentiated Classroom, Second Edition

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Graff, G., & Birkenstein, C. (2009, September). Exploring the continuum . . . between high school and college writing: An immodest proposal for connecting high school and college [Special issue, CCC Special Symposium]. College Composition and Communication, 61(1), 1–4.

Graff, G., & Birkenstein, C. (2014). They say/I say: The moves that matter in academic writing (High School ed.). New York, NY: Norton.

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