NATIONAL GEOGRAPHIC COMMON CORE ALIGNMENT PROJECT

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NATIONAL GEOGRAPHIC COMMON CORE ALIGNMENT PROJECT

Book Series: National Geographic Investigates ScienceREADING-‐INFORMATIONAL TEXT STANDARDS SIXTH GRADE Book Title: Genetics: From DNA to Designer Dogs

Grade: 5+

Reviewer: Haley Richardson

Standard Standard Description Connection to the Standard Justify Your Selection Classroom Activity Examples Critical Standard for this Title

CCSS.ELA-‐Literacy.RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-‐Literacy.RI.6.2

Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text

distinct from personal opinions or judgments. Instructional

The six chapters each focus on a different aspect of genetics (e.g. wildlife, ancient DNA, microbial DNA)

Determine the big/important ideas in each chapter (or just make a list of topics addressed) and explain, in writing, how each contributes to the main idea of the text. For example, how do mummies and dinosaurs connect to/support the theme of the book?

Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through

examples or anecdotes). Instructional Items on the timeline (pp. 10-‐11) connect to information and interviews later in the text.

Ask students, "Where can you find more information about the 2005 entry on the timeline?" Students might point to A Map of Microbial DNA (p. 45). This leads to a discussion in which connections can be made.

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical

meanings. Direct glossary p. 59

Students find terms that sound familiar but actually have different or more specific meanings in science, e.g. DNA fingerprinting, trait, switching [genes] on/off, modify, model, clone, hybrid.

Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes

to the development of the ideas. Instructional

Student uses a graphic organizer (web) with the book title in the middle and lines connecting the middle to bubbles with the chapter titles. Then connect the chapter titles to bubbles with topic/important sentences of each chapter. Explain how the sentences contribute to the book topic.

CCSS.ELA-‐Literacy.RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to

develop a coherent understanding of a topic or issue. Direct Diagrams and photos supplement the text.

After reading, students choose a diagram and use it to explain a concept [that is written out in the text] to a classmate. For example, use the current diagram of the Sargasso Sea (p. 46) to explain how ocean currents bring nutrients to certain areas and affect the living organisms there.

Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band

proficiently, with scaffolding as needed at the high end of the range.

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Book Series: National Geographic Investigates ScienceREADING-‐INFORMATIONAL TEXT SEVENTH GRADE Book Title: Genetics: From DNA to Designer Dogs

Grade: 5+

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Determine two or more central ideas in a text and analyze their development over the course of the text; provide an

objective summary of the text. Instructional

Student uses a graphic organizer (web) with the book title in the middle and lines connecting the middle to bubbles with the chapter titles. Then connect the chapter titles to bubbles with main ideas of each chapter.

Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events,

or how individuals influence ideas or events). Instructional Items on the timeline (pp. 10-‐11) connect to information and interviews later in the text.

Ask students, "Do you see further information about any timeline entries in the text?" Students might connect the 2005 entry with A Map of Microbial DNA (p. 45).

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on

meaning and tone. Direct glossary p. 59

Students find terms that sound familiar but actually have different or more specific meanings in science, e.g. DNA fingerprinting, trait, switching [genes] on/off, modify, model, clone, hybrid. Students discuss whether they think it is a good idea to use familiar terms in science, even if they can contribute to misunderstanding. Also discuss the extreme alternative: using a 100% new vocabulary to describe scientific concepts.

Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and

to the development of the ideas. Instructional

Students identify main ideas and build a graphic organizer (possibly a web) to show the big ideas of each chapter and how they support the main idea of the text. Then explain how a big idea in one chapter supports and idea in another chapter.

Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band

proficiently, with scaffolding as needed at the high end of the range.

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Book Series: National Geographic Investigates ScienceREADING-‐INFORMATIONAL TEXT EIGHTH GRADE Book Title: Genetics: From DNA to Designer Dogs

Grade: 5+

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective

summary of the text. Instructional

Student uses a graphic organizer (web) with the book title in the middle and lines connecting the middle to bubbles with the chapter titles. Connect the chapter titles to bubbles with main ideas of each chapter. Draw arrows from several ideas to other ideas to indicate that each idea supports the others. Choose the most connected idea to organize into written a summary of the text, in which the connections are explicit.

Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g.,

through comparisons, analogies, or categories). Instructional Items on the timeline (pp. 10-‐11) connect to information and interviews later in the text.

Ask students, "Do you see further information about (connections to) any timeline entries in the text?" Students might connect the 2005 entry with A Map of Microbial DNA (p. 45). Students then find connecting and/or conflicting information in the text for each timeline event.

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other

texts. Instructional glossary p. 59

Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to

present a particular topic or idea. Instructional Diagrams and photos supplement the text.

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.

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Book Series: National Geographic Investigates ScienceREADING-‐INFORMATIONAL TEXT NINTH & TENTH GRADES Book Title: Genetics: From DNA to Designer Dogs

Grade: 5+

CCSS.ELA-‐Literacy.RI.9-‐10.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide

an objective summary of the text. Instructional

Student uses a graphic organizer (web) with the book title in the middle and lines connecting the middle to bubbles with the chapter titles. Connect the chapter titles to bubbles with main ideas of each chapter. Draw arrows from several ideas to other ideas to indicate that each idea supports the others. Choose the most connected idea to organize into written a summary of the text, in which the connections are explicit.

Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections

that are drawn between them. Instructional Items on the timeline (pp. 10-‐11) connect to information and interviews later in the text.

Students find connecting and/or conflicting information in the text for each timeline event. Then compare the chronological organization of events in the timeline to their organization in the text. Determine whether the timeline or textual presentation is more clear for the reader. Are connections between ideas more clear in the timeline or text?

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

By the end of grade 9, read and comprehend literacy nonfiction in the grades 9-‐10 text complexity band

proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-‐10 text complexity band independently and proficiently.

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NATIONAL GEOGRAPHIC COMMON CORE ALIGNMENT PROJECT

Book Series: National Geographic Investigates ScienceLANGUAGE STANDARDS SIXTH GRADE Book Title: Genetics: From DNA to Designer Dogs

Grade: 5+

CCSS.ELA-‐Literacy.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-‐Literacy.L.6.1a Ensure that pronouns are in the proper case (subjective, objective, possessive).

CCSS.ELA-‐Literacy.L.6.1b Use intensive pronouns (e.g., myself, ourselves).

CCSS.ELA-‐Literacy.L.6.1c Recognize and correct inappropriate shifts in pronoun number and person.

CCSS.ELA-‐Literacy.L.6.1d

Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

CCSS.ELA-‐Literacy.L.6.1e

Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.

CCSS.ELA-‐Literacy.L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-‐Literacy.L.6.2a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

CCSS.ELA-‐Literacy.L.6.2b Spell correctly. CCSS.ELA-‐Literacy.L.6.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

CCSS.ELA-‐Literacy.L.6.3a Vary sentence patterns for meaning, reader/listener interest, and style.

CCSS.ELA-‐Literacy.L.6.3b Maintain consistency in style and tone. CCSS.ELA-‐Literacy.L.6.4

Determine or clarify the meaning of unknown and multiple-‐ meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

CCSS.ELA-‐Literacy.L.6.4a

Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

CCSS.ELA-‐Literacy.L.6.4b

Use common, grade-‐appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

CCSS.ELA-‐Literacy.L.6.4c

Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its

part of speech. Instructional glossary p. 59

Use a specialized online dictionary (e.g. biology-‐ online.org) and the glossary to find the meanings of technical terms and familiar terms that have specific/unique meanings in science (e.g. DNA fingerprinting, trait, switching [genes] on/off, modify, model, clone, hybrid).

Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in

context or in a dictionary). Instructional glossary p. 59

View the glossary before reading. Look up the meanings of words as the reader comes across them in the text.

CCSS.ELA-‐Literacy.L.6.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

CCSS.ELA-‐Literacy.L.6.5a Interpret figures of speech (e.g., personification) in context.

Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

Acquire and use accurately grade-‐appropriate general academic and domain-‐specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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Book Series: National Geographic Investigates ScienceLANGUAGE STANDARDS SEVENTH GRADE Book Title: Genetics: From DNA to Designer Dogs

Grade: 5+

CCSS.ELA-‐Literacy.L.7.1a Explain the function of phrases and clauses in general and their function in specific sentences.

Choose among simple, compound, complex, and compound-‐ complex sentences to signal differing relationships among ideas.

CCSS.ELA-‐Literacy.L.7.1c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. CCSS.ELA-‐Literacy.L.7.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

CCSS.ELA-‐Literacy.L.7.2b Spell correctly. CCSS.ELA-‐Literacy.L.7.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

CCSS.ELA-‐Literacy.L.7.3a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. CCSS.ELA-‐Literacy.L.7.4

Determine or clarify the meaning of unknown and multiple-‐ meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

Use common, grade-‐appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its

precise meaning or its part of speech. Instructional glossary p. 59

Use a specialized online dictionary (e.g. biology-‐ online.org) and the glossary to find the meanings of technical terms and familiar terms that have specific/unique meanings in science (e.g. DNA fingerprinting, trait, switching [genes] on/off, modify, model, clone, hybrid).

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

CCSS.ELA-‐Literacy.L.7.5a Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

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Book Series: National Geographic Investigates ScienceLANGUAGE STANDARDS EIGHTH GRADE Book Title: Genetics: From DNA to Designer Dogs

Grade: 5+

Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

CCSS.ELA-‐Literacy.L.8.1b Form and use verbs in the active and passive voice.

CCSS.ELA-‐Literacy.L.8.1c Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

CCSS.ELA-‐Literacy.L.8.1d Recognize and correct inappropriate shifts in verb voice and mood. CCSS.ELA-‐Literacy.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-‐Literacy.L.8.2a Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

CCSS.ELA-‐Literacy.L.8.2b Use an ellipsis to indicate an omission.

CCSS.ELA-‐Literacy.L.8.2c Spell correctly.

CCSS.ELA-‐Literacy.L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

Determine or clarify the meaning of unknown and multiple-‐ meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

Use common, grade-‐appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

precise meaning or its part of speech. Instructional glossary p. 59

Use a specialized online dictionary (e.g. biology-‐ online.org) to find the meanings of technical terms and familiar terms that have

specific/unique meanings in science (e.g. DNA fingerprinting, trait, switching [genes] on/off, modify, model, clone, hybrid).

CCSS.ELA-‐Literacy.L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

CCSS.ELA-‐Literacy.L.8.5a Interpret figures of speech (e.g. verbal irony, puns) in context.

CCSS.ELA-‐Literacy.L.8.5b Use the relationship between particular words to better understand each of the words.

Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

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Book Series: National Geographic Investigates ScienceLANGUAGE STANDARDS NINTH & TENTH GRADES Book Title: Genetics: From DNA to Designer Dogs

Grade: 5+

CCSS.ELA-‐Literacy.L.9-‐10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-‐Literacy.L.9-‐10.1a Use parallel structure.

CCSS.ELA-‐Literacy.L.9-‐10.1b

Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

CCSS.ELA-‐Literacy.L.9-‐10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-‐Literacy.L.9-‐10.2a Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

CCSS.ELA-‐Literacy.L.9-‐10.2b Use a colon to introduce a list or quotation.

CCSS.ELA-‐Literacy.L.9-‐10.2c Spell correctly.

CCSS.ELA-‐Literacy.L.9-‐10.3

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

CCSS.ELA-‐Literacy.L.9-‐10.3a

Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. CCSS.ELA-‐Literacy.L.9-‐10.4

Determine or clarify the meaning of unknown and multiple-‐ meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

CCSS.ELA-‐Literacy.L.9-‐10.4c

precise meaning, its part of speech, or its etymology. Instructional glossary p. 59

specific/unique meanings in science (e.g. DNA fingerprinting, trait, switching [genes] on/off, modify, model, clone, hybrid). Then find the etymology of technical terms online (e.g. www.etymonline.com for transgenic)

CCSS.ELA-‐Literacy.L.9-‐10.4d

View the glossary before reading. Look up the meanings of words, both those in the glossary and other unknown words, as the reader comes across them in the text.

CCSS.ELA-‐Literacy.L.9-‐10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

CCSS.ELA-‐Literacy.L.9-‐10.5a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

CCSS.ELA-‐Literacy.L.9-‐10.5b Analyze nuances in the meaning of words with similar denotations.

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.

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Book Series: National Geographic Investigates ScienceLANGUAGE STANDARDS ELEVENTH & TWELFTH GRADES Book Title: Genetics: From DNA to Designer Dogs

Grade: 5+

CCSS.ELA-‐Literacy.L.11-‐12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

Resolve issues of complex or contested usage, consulting references (e.g., Merriam-‐Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed. CCSS.ELA-‐Literacy.L.11-‐12.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-‐Literacy.L.11-‐12.2a Observe hyphenation conventions.

CCSS.ELA-‐Literacy.L.11-‐12.2b Spell correctly.

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

Determine or clarify the meaning of unknown and multiple-‐ meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

CCSS.ELA-‐Literacy.L.11-‐12.4c

Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its

standard usage. Instructional glossary p. 59

specific/unique meanings in science (e.g. DNA fingerprinting, trait, switching [genes] on/off, modify, model, clone, hybrid). Then find the etymology of technical terms online (e.g. www.etymonline.com for transgenic)

CCSS.ELA-‐Literacy.L.11-‐12.4d

View the glossary before reading. Look up the meanings of words, both those in the glossary and other unknown words, as the reader comes across them in the text.

CCSS.ELA-‐Literacy.L.11-‐12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

CCSS.ELA-‐Literacy.L.11-‐12.5a Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

CCSS.ELA-‐Literacy.L.11-‐12.5b Analyze nuances in the meaning of words with similar denotations.

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.