In December, the Washington Post published an article describing the new literacy program in Prince George’s County Public Schools that requires teachers of all subjects to teach literacy skills in the classroom. One middle school math teacher has shared with us her experience with the new program. She has asked to remain anonymous.
Last fall, I learned that my students would be required to complete a literacy assignment as part of the new county-wide literacy initiative. Previously, our focus had been on the Formative Assessment for Maryland Educators (FAME) tasks. These tasks combine math and literacy skills by having students solve real-life problems and explain their thinking. With the new program, in addition to completing the FAME tasks, students would write five-paragraph essays.
During a subsequent school-wide professional development meeting, I learned that each department across our school would be completing the same writing task, which mirrors the SAT essay. Social studies would complete the assignment in October, science in November, math in December, creative arts, health, and physical education in January, and language arts and world languages in March. The goal is for each department to conduct the same activity with the students to see if there is marked improvement in student reading and writing across content areas.
Every prompt is nearly identical. The basic task takes the form, “Write an essay in which you explain how the author builds an argument to persuade his audience that [insert author’s claim here].”
Here is the one used for my class:
With each prompt is an essay for students to read and analyze. For math students across the county in December, Grade 6 and 7 students read an excerpt from Math Doesn’t Suck, a book written by Danica McKellar and Grade 8 students read the article “Teaching Kids Why Math Matters” by Cindy Donaldson in order to complete the analysis of an argument writing prompts.
We are told to have the students complete this assignment in ten steps.