The SUABC issue of The Change Agent is made possible through partnership with the National Coalition for Literacy and the ongoing support of the New England Literacy Resource Center.
Stand Up and Be Counted
Issue 50, March 2020
Download this issue [PDF].
Jump to Table of Contents.
Read issue extras.
Use this issue to teach College and Career Readiness (CCR) Standards.
Watch a recording of a webinar about how to teach with the census portion of this issue. (A webinar on using the election portion is coming soon.)
Call for Articles for Issue 50 [PDF]
- Census Packet (a collection of all the census related articles from this issue)
- A Sample of U.S. Political Groups: Where do they Stand on Key Issues?
- Additional election education materials can be found in our older but still relevant issue on “Democracy in Action.”
- More free census and election materials here!
|We Count, Count Us! [Read][PDF]||3||6|
|Who Counts? Everyone! [Read][PDF]||4||4|
|Still Undecided? Read This! [Read][PDF]||5||6|
|Do People Feel Safe Enough? [Read][PDF]||6||4|
|Know Your Rights & Responsibilities [Read][PDF]||7||11|
|Information Against Misinformation[Read][PDF]||8||8|
|Native Americans and the Census [Read][PDF]||10||11|
|Learning from History [Read][PDF]||12||11|
|Identity in a Box [Read][PDF]||14||9|
|Ask Not What the Census… [Read][PDF]||17||5|
|Prison Gerrymandering [Read][PDF]||18||11|
|Gerrymandering and the Fight for Democracy in 2020 [Read][PDF]||19||8|
|Thanks to My Great Aunt [Read][PDF]||21||8|
|Fight Like Hell for the Living [Read][PDF]||22||9|
|Voter Issues 2020 [Read][PDF]||23||7|
|If It’s Broke, Fix It! [Read][PDF]||24||9|
|U.S. Needs Affordable Health Care [Read][PDF]||25||7|
|Our Environment, Our Vote [Read][PDF]||26||7|
|Education Matters [Read][PDF]||27||9|
|What Can You Do If You Are Not a Citizen? [Read][PDF]||28||4|
|Many Ways for Immigrants to Participate [Read][PDF]||29||9|
|One by One, We Make a Difference [Read][PDF]||30||6|
|Voting Does Not Ensure Democracy [Read][PDF]||31||8|
|Transportation for Disabled People [Read][PDF]||32||5|
|Advocate for Your Loved Ones [Read][PDF]||33||5|
|Sudan Uprising and Social Media [Read][PDF]||35||8|
|Protesters in Hong Kong Fight for Democracy [Read][PDF]||36||7|
|We Need Basketball Courts [Read][PDF]||38||5|
|Children Count [Read][PDF]||39||7|
|Speaking Up About My Housing [Read][PDF]||41||7|
|I Used to Shake My Fist at Injustice, Now I Organize [Read][PDF]||42||6|
|The Fight for Fair Housing [Read][PDF]||44||8|
|A Person with Autism Finds his Voice [Read][PDF]||46||7|
|Family Meetings [Read][PDF]||48||8|
|My Family Heard My Voice [Read][PDF]
|Speak Out about What Matters [Read][PDF]||50||8|
|An Advocate for Literacy [Read][PDF]||52||7|
|Learn How to Be an Advocate [Read][PDF]||53||8|
|Standing Up for Workers’ Rights [Read][PDF]||54||7|
The following chart is also available as a printable PDF.
The 10 anchor standards for reading can be broken up into 4 groups
|Anchor Standards||In Everyday English||TCA Excerpts|
|Key Ideas and Details (R.CCR.1-3)||What does the text say? What does it not say? What does it mean? How can you prove it?||3, 4, 6 , 7, 13, 16, 18, 21-26, 29, 30, 32, 33, 35, 37, 40, 42, 45, 47, 49, 52|
|Craft & Structure
|How does author use language? How is text organized? Who wrote it and why does that matter?||16, 18, 19, 22, 24|
|Integration of Knowledge and Ideas (R.CCR.7-9)||How does this connect with other sources?
Does it measure up? Is it valid?
|6, 20, 29, 41, 45, 49, 50|
|Range and Level of Text Complexity (R.CCR.10)||Can students read widely and deeply from a broad range of high-quality texts?||6, 7, 20, 22, 40, 41, 47|
The 9 anchor standards for writing can be broken up into 3 groups
|Text Types and Purposes (W.CCR.1-3)||Write arguments. Write explanatory texts. Write narratives. Stress complexity, reasoning, evidence, and details.||9, 23, 32, 37, 40, 41, 49|
|Production and Distribution of Writing (W.CCR4-6)||Know your audience. Speak clearly to them. Plan; revise. Use technology and the Internet to produce and publish writing and to collaborate and interact.||25, 27, 33, 40, 51|
|Research to Build and Present Knowledge (W.CCR.7-9)||Research. Use various sources. Assess credibility of those sources. DO NOT plagiarize.||6, 9, 11, 23, 25, 26, 27, 32, 40, 41, 55|
The 6 anchor standards for speaking and listening are broken up into 2 groups
|Comprehension and Collaboration (SL.CCR.1-3)||Be able to converse by expressing yourself and building on others’ ideas. Integrate information from diverse formats. Be able to evaluate a speaker’s point of view.||6, 7, 8, 10, 9, 12, 14, 19, 21, 22, 25, 26, 27, 30, 32, 34, 35, 39, 42, 46, 48, 50, 54, 55|
|Presentation of Knowledge and Ideas (SL.CCR. 4-6)||Present information in an organized way. Use various media in your presentations. Use formal English when necessary.||4, 9, 17, 23, 25, 32 , 33, 38, 40|
The 6 anchor standards for language can be broken up into 3 groups
|Conventions of Standard English (L.CCR.1-2)||Get that grammar down! And spelling and punctuation too!|
|Knowledge of Language (L.CCR.3)||Choose words, phrases, and punctuation for effect. Vary sentence patterns. Notice how language is used in poetry, drama, etc.||34, 38, 42, 47, 51|
|Vocabulary Acquisition and Use (L.CCR4-6)||Use context clues. Use a dictionary. Understand figurative language and nuance. Use academic and words. Independently acquire new vocabulary.||4, 12, 18, 19, 21, 24, 34, 35, 38, 47, 49, 50, 52|
Key math shift: rigorous application of mathematics in real-world contexts.
|For pages that are relevant to the Math Practices and the Domains (at various levels), see the printable PDF.|
Adapted from “College and Career Readiness Standards for Adult Education,” Susan Pimentel, 2013; and with thanks to www.teachingthecore.com.