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When solving word problems students have to figure out what information they know and what infromation they are being asked to find. They need to go from words to a picture and then to an equation. After solving, the have to see if the answer makes sense in the context of the problem.

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What does this ELA standard mean to my students' learning in the subject area of ELA? I teach 11th grade ELA so immediately thought of their use of ACES when relating to this; specifically the use of C "citation" when responding to text-to-self, text-to-world and text-dependent questions. Using multiple sources when citing/giving evidence

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Support claim with evidence

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Social Studies:debates and socratic seminar using common reading sources

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Social Studies:debates and socratic seminar using common reading sources

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Teaching vocabulary first, before procedural math so they can reconnect the vocabulary back to the overall solution and explaination.

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Social Studies -- Students need to read primary documents, analyze the reading in context of its history, and then apply the text to current issues that is the subject at hand. 

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Social Studies -- Students need to read primary documents, analyze the reading in context of its history, and then apply the text to current issues that is the subject at hand. 

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Students use evidence from text and from research to help them with conclusion drawn in lab reports.

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Reading news articles related to CTE/IET-Core, discussing, and written reflection.... daily bellwork is usually a written short-answer... recently about financial literacy concepts "How would you use a checking account and savings account differently?"

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ELA: students need to analyze non-fictional texts (glass castle) and use ACES to support their inferencing of the overarching theme using literary devices

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How does the WRITERʻs perspective show up in their writing: evidence of their perspective in the words they use

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supporting claims with evidence from multiple sources and evaluating when the evidence is an effective choice

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Lots of hands on experiential learning, curious how other CTE teachers use written text to support learning and citing evidence.

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how do the findings from a scientific article connect to personal observations or findings on the same subject

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in IET-Core we do a lot of problem solving, written reflections to support the lab projects, and practical math... my goal is to support practice in all core subjects

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in IET-Core we do a lot of problem solving, written reflections to support the lab projects, and practical math... my goal is to support practice in all core subjects

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With every content, teaching vocabulary/term is very crucial in the beginning stages of learning new concepts. It sets the foundation for background knowledge and making inferences.

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Trying to put the technical terms found in text books into a tactile understanding.

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Starting small and then building up to the end of the week. So starting with vocabulary for the week then looking at those words around the community for example, a menu at a restaurant.

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Students read about and discuss a variety of jobs and careers.  They have to learn new vocabulary in order to understand the duties and responsibilities.

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1. Students analyze in all classes. 2. students use direct quotes and inferences to back up their analysis

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Students should be able to read and understand multiple perspectives in order to take a stance on a topic. They should be able to then explain why they took one side over the other by citing textual evidence. Students should also be able to write a counterclaim in order to strengthen their stance.

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This standard should also address plagiarism across all subject areas. How  do we teach students to cite sources properly. We've been finding a lot of problems with this

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This standard should also address plagiarism across all subject areas. How  do we teach students to cite sources properly. We've been finding a lot of problems with this

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Plagiarism - Explain to students what it is, who to cite correctly, understand that changing a few words is still plagiarism.

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Whatever they write, they need textual evidence to support their line or reasoning.
Marking the text/annotating the text, questioning, predicting, connecting, reviewing, summarizing...

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Simplifying vocabulary so student's can grasp concepts and letting them tell us the definition while reviewing notes.

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Using text written for students like Scholastic Magazine: Upfront. Choice.  The articles are short, written for high school students, topics are current and about teens.  Makes for a good place to start discussion.

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Among vocabulary/terms, students will need to learn how to identify/make connections/interpret with symbols/elements/evidence to what they are reading and hearing, to decipher the language code.

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Reading skills in Spanish involve a lot of inferences and context... so figuring things out based on prior knowledge and knowing that you will not know all of the words.

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Students have to read scientific vocabulary and connect data from different variables/changes to support claims and conclusions

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Students Read Sustainable Tourism articles/newsletters prior to projects, understand and discuss vocabulary. Then later use their new knowledge to have discussions, support ideas, and use as evidence to back up

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Have students first read about how to solve a problem (i.e. using 45-45-90 properties on right triangles) before solving it.

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Teaching conceptual vocabulary first, having a word wall for new vocabulary during each new lesson. Having students be able to define words and connect it with the overarching lesson plan.

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We are constantly having students make inferences from the text using textual evidence in their writing and comprehension skills. (novels, short stories, articles, etc)

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We use a 'Vape" essay  to help students look at their health and addiction. "Get the Facts about Vape - Escape the Vape Hawaii.
Using ACE ELA format.

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Student can justify his/her position on an open ended question and make reference to the reading with details.

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Students should be able to read a text both primary and secondary sources and be able to cite evidence. They should be able to get evidence and learn how back up their evidence up. Also explaining to them they can't just copy and paste. lol

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The fast paced world of social media and news notifications provides students with a vast assortment of ideas and opinions to sort through. It is extremely important to have the students build skills in analyze each piece of media ingested and forming their own opinions based off of what they are learning, rather than just regurgitating what they hear.

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Students need to cite historical/informational texts in creating arguments. Inferences can look like students trying to understand the bias in these sources or identifying the motivations of historical figures/organizations in the primary sources they are engaging with.

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Math: isolating variable, breaking down the procedures and using vocabulary that may be textual evidence

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Helping students connect key ideas with math terminology. Build up vocabulary with the students in math and other content areas. Help them break up the key words and context into steps to help them create and solve an equation (application).

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Biology: identifying what may be true or false, recalling past information, identify what may be incorrect or correct, think back to previous paragraphs to connect concepts

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Students need to be able to identify key vocabulary words and phrases to understand what they need to solve for. Students can then use "cited" vocabulary in their explanations of their approach and solving processes.

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We ask students to identify and breakdown words. So with words like "Collinear" students might not know what it means but we talk about co teachers and co pilot then students can apply the meaning of prefixes (co = together) to other words like coplanar.

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CUBES - "C"ircle the numbers, "U"nderline the question, "B"ox key words, "E"liminate extraneous info, "S"olve the problem

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Guidance Health: providing dictionary and walk through how to look through words, different levels so different struggles, then working towards application.

We also went to online articles because the students figured out that the chapter review answers from the book are online. This also helps to ensure appropriate, up-to-date information.

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Counseling: reading in SEL groups, referring to the text to real world application and counseling. Girls' group reading "Girls without limits"

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We use citation and identification of textual evidence when teaching Lab Reports. Students search through a list of handpicked resources and extract information relevant to the subject we are discussing. They also cite the source (url).

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Math: CUBES - "C"ircle the numbers, "U"nderline the question, "B"ox key words, "E"liminate extraneous info, "S"olve the problem

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This ELA standard is important to students in social studies because students read various articles with multiple perspectives. We ask our students to take a stance via written responses and verbal debates, so it's important for them to be able to cite textual evidence to support their analysis

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I have students research exercise and diet ideas online. The goal is to find reliable sources, and defend the effectiveness of the diet/workout using textual evidence.
Understanding the difference between facts and opinion can help them avoid health risks based on faulty information (Fad diets, dangerous workouts, etc.)

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Something about this particular standard that comes to mind, based on my experiences at the Writing Center at UHM (sorry I'm still new ahaha so pulling from past experiences), is that this act, citing and using texts, requires students to have a certain level of confidence and feelings of ownership over a text that allows them to feel that they are even allowed to add into, manipulate, utilize any text they come across. So many local and kanaka maoli students that I came across while working at the university had this feeling of being "shut out" from academic texts. They couldn't even begin to reach into them, take evidence, take from the text because the text didn't "belong" to them.
For so many students who come into my class right now, education, school, etc. is something that happens to them. Education is something that they just have to endure until the end of the day before their real lives can start. Before we can ask them to take from texts, to use them, to remember them, we have to make them feel like those texts belong to them.
I think for me, the task is to make students feel or understand that what we are teaching them, what they are reading, watching, engaging with BELONGS to them. It is something that they now own and are meant to do something with it.

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Help my students connect key terms/idea's with math and also have them understand what each vocab word means to complete a word problem.

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Also including different forms of text (article, research paper, textbook, etc.) for students to reference and analyze. Introducing vocabulary and identifying applications of those words/concepts.

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Students work on identifying main ideas in historical documents (primary/secondary) that can be cited in their written responses to support their argument. There is also a push for students to develop their skills for connecting text-to-text, text-to-self, text-to-media, and text-to-world.