Integrating ELD Standards, Common Core Standards for Literacy
Mathematics, and Science
Using the STEAM Building Background Knowledge
Lesson Framework
The goal of STEAM is to promote high-quality, integrated Science, Technology, Engineering, Arts, and Mathematics instruction in Santa Clara County by supporting teachers and administrators. The STEAM team provides professional development in science, mathematics, literacy, engineering and the arts. On-site assistance is available focusing on program implementation, teaching strategies and support with the integration of STEAM content areas and the infusion of technology to bring context and real-world to the classroom.
Using the Building Background Knowledge lesson framework provides engaging, integrated experiences with any subject. These lessons are content rich and support academic language development for all students, addressing ELD Standards, Science Standards, and Common Core Standards for Literacy and Mathematics. They also provide students with more content knowledge so they can comprehend information written at a high Lexile Level. knowledge in real-world settings and builds 21st Century Skills such as:
o Critical Thinking
o Communication
o Collaboration
o Creativity
Building Background Knowledge (BBK)
Instructional Routine
Step 1: Mystery Text or Other Hook
Choose a relevant brief text, poem, political cartoon, mystery graph, photograph, or song. Students look and discuss together. What do they think this is about? What do they notice? Etc. Ask at the end for guesses. Tell students the topic. They share in small groups what they already know. Brief report out to whole group.
Step 2: Silent GalleryArtfully arrange a variety of artifacts such as photographs, timelines, quotes, titles, brief pieces of text, graphs and charts, cartoons, etc. for the gallery walk. Students walk and take notes on what they notice and wonder. All silent. Then, back at the group, discuss their notes, ideas and questions.
Step 3: Common Texts
Everyone reads the same text that is provocative or provides important background information at this point in the process. The text may answer questions that have arisen from the previous steps and their small group discussions. Ask students to text code for important information. Remind them of the Guiding Questions and Learning Targets for the BBK.
Step 4: Expert Texts
Present articles or texts (still brief). Each member of the group reads a different text and becomes “expert” on it (Jigsaw). The texts may be a rich narrative that offers multiple perspectives, such as brief biographies, and could also be different formats or media. Again, students should text code and prepare what they are going to report to their group.
Step 5: Carousel/Group Charts/Summarize Learning Each group hangs their chart and everyone carousels around to read. Possible questions to ask: Did groups have similar or different perspectives or gather different information? Each small group ends by adding any additional information and questions. Individuals then have a chance to record their own learning and questions. Finish with review of Learning Targets or debrief process.
