Family & Consumer Sciences A

Instructional Guide 2024-2025

FCS A

Utah Career and Technical Education 2022-2023 AT-A-GLANCE

Career and Technical Education provides all students access to high-quality, rigorous career-focused programs that result in attainment of credentials with labor market value.

Data Represents Secondary Education Source of Data: Utah State Board of Education

185,256 Students enrolled in CTE courses

of CTE concentrators 97% graduate in 4 years. Native American Caucasian Asian Pacific Islander Black Hispanic Economically disadvantaged Homelessness Students with disabilities 92.8% 95.1% 96.1% 96.4% 96.9% 97.0% 97.2% 98.1% 91.7% 72.2% of students who concentrated in a CTE Pathway placed in postsecondary education, military service, or employment, within six months after graduation. (October 1-December 31, 2021-2022)

97% Graduation rate for students 99% who are CTE concentrators

Graduation rate for students who are CTE completers

graduatio Compared to Utah’s statewide n rate of

88.3%

50.1% of students concentrated in a CTE Career Pathway. A concentrator is a student who has completed specific requirements in a single CTE program of study. 18.2% of students completed a CTE Career Pathway. A completer is a student who has completed specific course requirements and earned 3.0 credits in a single CTE program of study.

CREDENTIALS OF VALUE CTE Competency Certificates earned

144,201 * TOP CERTIFICATIONS Food and Nutrition 1 Child Development Woods 1 Commercial Photo 1 Interior Design 1 Exploring Computer Science 1

PORTABLE. STACKABLE. TRANSFERABLE. DRIVEN BY EMPLOYERS.

* Utah skill certifications, business, trade association, or other industry group

Utah Career and Technical Education

Top Pathways Students completing a CTE Career Pathway are recognized by the state of Utah and their high school by receiving a CTE Secondary Pathway Completer recognition Award. CTE Career Pathways with the Highest Completer Rates Health Science Broadcasting & Digital Media Programming & Software Development Business Information Management

WORKPLACE and COLLEGE READINESS 9th–12th grade CTE concentrators who earned credit, at “C” grade or better, in (CE, or IB, or AP) OR who passed skill certification/third-party industry exams. 85.2%

Engineering Automotive

Utah Members National Members 22,386 students are members of a Career and Technical Student Organization (CTSO).

3,365

2,487

227,000

442

16,208

2,667

198,000

6,272

3,275

264,487

2,029

380,432

1,850

309,565

236,529

945,988

Students who participate in school organizations in 10th grade have higher grade point averages and are more likely to be enrolled in college at 21 years of age than other students (ctsos.org).

47,015 students participated in

124,065 CTE Concurrent Enrollment (CE) credits earned

Students have opportunities to earn CE credits i CTE courses. CE provides prepared high school students with a challenging and rigorous college-level experience. Students in the program receive both college and high school credit.

n

College and Career Awareness is a middle school course designed to increase awareness of college and career pathways. Students explore high school, college, and career options based on individual interests , abilities , and skills . Students investigate high-skill and/or in-demand jobs in the Utah labor market, while developing workplace skills.

Utah CTE classes are open to all qualified students without regard to race, color, national origin, sex, disability, or age.

Utah State Board of Education | 250 East 500 South | P.O. Box 144200 | Salt Lake City, UT 84114-4200 Sydnee Dickson, Ed.D. State Superintendent of Public Instruction Thalea Longhurst, State Director of Career and Technical Education

Published January 2024

CTE Knowledge Corner

CTE Key Vocabulary

Word/ Abbreviation

Defnition

Association for Career and Technical Education (National)

ACTE

Agriculture

AG

A group of careers and industries that are related by skills or products.

Career Cluster

College and Career Awareness

CCA

College and Career Readiness

CCR

Concurrent Enrollment

CE

Career and Technical Education

CTE

A secondary student who has met all of the requirements of a CTE pathway by completing 3.0 credits with one course being a concentrator course. A secondary student who has completed at least two courses, with at least one concentrator course, in a specifc CTE pathway. A Career Pathway is a sequence of courses within a student's area of interest that connects career interests and serves as an educational road map leading to a credential. Utah has developed 35 CTE Career Pathways that align with the national Career Clusters.

CTE Completer

CTE Concentrator

CTE Pathway

Career & Technical Student Organization

CTSO

CTSO for future leaders and entrepreneurs in careers in marketing, fnance, hospitality and management.

DECA

CTSO- for Future Educators

Educators Rising

CTSO- Future Business Leaders of America

FBLA

CTSO- Family, Career and Community Leaders of America

FCCLA

Family Consumer Science

FCS

CTSO- Future Farmers of America

FFA

CTSO-Future Health Professionals

HOSA

Information Technology

IT

A listserv is an automatic emailing service. As a member of a list, you will receive copies of all the mail that is sent to the group. Lists are used to share information and ideas, ask for help or clarifcation on topics, etc.

ListServ

Federal CTE funding

Perkins

CTSO- for Future Skilled Workers

SkillsUSA

Technology & Engineering

TE

CTSO- Technology Student Association

TSA

Utah State Board of Education

USBE

Utah Association for Career and Technical Education

UtahACTE

Work-Based Learning

WBL

Helpful Websites ● ACTE ● CSDCTE ● USBE- CTE ● UtahACTE

Utah CTE Career PATHWAYS Pathways to College & Career Readiness School Year 2024-2025

Career Cluster® > Career Pathway

Agriculture, Food & Natural Resources > Agricultural Mechanics Systems > Agricultural Production Systems > Animal & Veterinary Science > Food Science, Dietetics & Nutrition > Natural Resource Science > Plant Science Architecture & Construction > Architectural & Interior Design > Construction & Structural Systems Arts, Audio/Visual Technology & Communications

Education & Training > Pre-K: Early Childhood Education > K-12: Teaching as a Profession Engineering & Technology > Engineering Health Science > Health Science Hospitality & Tourism > Culinary Arts > Hospitality & Tourism Human Services > Family & Human Services > Personal Care Services Law, Public Safety, Corrections & Security > Protective Services Manufacturing > Manufacturing & Production > Welding & Machining Transportation, Distribution & Logistics > Automotive >Aviation >Diesel

> Broadcasting & Digital Media > Fashion Apparel & Textiles > Graphic Design & Communication Business, Finance & Marketing

>Business >Finance > Marketing Computer Science & Information Technology > Cybersecurity > Information Technology Systems > Programming & Software Development > Web Development

32 CTE Career Pathways

As of August 2023 ADA Compliant: August 2023

Year- at- a Glance FCSA

FCS A – A/B Day Schedule 1 st Quarter

2 nd Quarter

3 rd Quarter

4 th Quarter

FCS Career Pathways Strand 1: Students will identify the six Family and Consumer Science career pathways and the associated clusters.

Overarching Unit

Interior Design Fashion and Textiles

Clothing Construction

Free Enterprise

Units

15-20days unit content Strand2: Students will be introduced to elements of design, housing, interior design, and apparel andhow it

12-15days unit content Strand3: Students will participate in hands-on skill development related to sewing construction and textile design.

35-40Days

15-20Days

Pacing

Strand3: Students will participate in hands-on skill development

Strand4: Students will explore employability skills and principles of the free enterprise system.

related to sewing construction and textile design.

Strand

impacts families,

communities, and careers.

Standard1 Standard2 Standard3 Standard4

Standard4 Standard5

Standard1 Standard2 Standard3

Standard1 Standard2

Standards

FCS A – Semester Schedule

1st Quarter/3rd Quarter

2nd Quarter/4th Quarter

FCS Career Pathways Strand 1: Students will identify the six Family and Consumer Science career pathways and the associated clusters.

Overarching Unit

Interior Design Fashion and Textiles

Clothing Construction Free Enterprise

Units

Interior Design 17-22 days; Fashion and Textiles 12-15 days

Clothing Construction 40-45 days; Free Enterprise 12-15 days

Pacing

Strand 2: Students will be introduced to elements of

Strand 3: Students will participate in hands-on skill development related to sewing construction and textile design. Strand 4: Students will explore employability skills and the principles of the free enterprise system.

design, housing, interior design, and apparel and how it impacts families, communities, and careers. Strand 3: Students will participate in hands-on skill development related to sewing construction and textile design.

Strands

DWSBA and Testing Window: (DWSBAs are found in the CSD CTE DWSBA Canvas Course) Pre-Assessment: Within the frst two weeks of the semester. Post Assessment : Within the last two weeks of the semester. SALTA Extensions: ● Consider precision partnering or individualized work for PBL and simulation assignments ● Allow a student to develop potential new projects for the cluster area lesson ● Students developed lesson materials (graphic organizers, relevant articles, career brochures, etc.) ● Consider more involved projects (drawstring bag).

Unit 1

Interior Design

Pacing

Key Language Use(s)

● 15-20 Class Periods

Narrate Argue Inform Explain

Key Standard(s) Strand2 : Students will be introduced to elements of design, housing, interior design, and apparel and how it impacts families. 2.1: ● Identify the elements (tools) of design: space, line, texture, shape/form, pattern, and color. ● Identify the principles (rules) of design: balance, emphasis, rhythm, harmony, and scale/proportion. ● Describe the effect of color on shape, size, feelings, and moods. ● Explore the science of color and color combinations to form color schemes. 2.2: Discuss how homes and businesses can be designed according to the activities, wants, and needs of the occupants. 2.3: Integrate consumerism/entrepreneurship and careers related to the interior design industry. ● Explore the cost associated with owning a home or business. 2.4: Discuss how interiors are affected by furniture arrangements and traffc patterns in the home and or business. ● Evaluate foor plans and the traffc patterns developed by furniture arrangements. ● Create a foor plan and arrange furniture for an apartment, home, and/or business implementing the elements and principles of design.

End of Unit Competency ● I can explain the basics of Interior Design. ● I can identify the needs and wants of a family. ● I can identify the principles and elements of design ● I can identify careers in Interior Design. Language Functions & Features: ■ Generalized nouns to introduce a topic and/or entity ■ Opening statements to identify the type of information

■ Verbs to defne career pathways or attributes (eg. have, be, belong to, consist of) ■ Expanded noun groups to defne key concepts, add details or classify information

■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to defne and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions)

Differentiation in Action Skill Building

2.1 Elements and Principles of Design: ● Have students create mood boards/collages showcasing different elements and principles ● Do observational drawing exercises to analyze line, shapes, and textures in objects ● Mix colors and create color wheels/charts to explore color theory ● Analyze artwork, fashion, and interior design examples to identify the elements/principles used 2.2 Home/Business Design: ● Case studies analyzing how different spaces are designed for intended use/occupants ● Interview or survey friends/family about their housing needs/wants ● Virtual/model home design projects applying concepts of user-centered design 2.3 Consumerism/Careers: ● Research and report on different career paths in interior design ● Calculate costs for a hypothetical home renovation or furnishing a space ● Explore marketing strategies companies use to infuence consumer behavior 2.4 Floor Plans and Furniture Arrangement: ● Create scale models or use design software to experiment with furniture layout ● Analyze foor plans for effcient traffc fow and furniture positioning ● Rearrange classroom furniture intentionally applying design principles ● Virtual/in-person audits evaluating the use of space in buildings Other Ideas: ● Guest speakers from interior design, architecture, etc. felds ● Site visits to design showrooms, furniture stores, and model homes ● Student design contests or critiques of each other's work

Extension

Project Extensions: ● Design and create a tiny home/micro-apartment layout considering space optimization ● Plan and execute redecorating a room at home or school applying design principles ● Design clothing, accessories, or textiles experimenting with colors, patterns, textures ● Explore sustainable/green design for housing through research projects ● Use virtual reality tools to create and walk through 3D interior designs Career Exploration: ● Job shadow or interview professionals in interior design, architecture, etc. ● Research education paths and certifcations needed for design careers ● Explore related felds like landscape design, set design, visual merchandising Cultural Studies: ● Analyze how different cultures infuence architecture, interior design styles ● Study housing traditions, materials, and foor plans from various societies ● Investigate the cultural signifcance of colors, patterns, and textiles in design Technology Integration: ● Use CAD, 3D modeling, or interior design software to create plans ● Build a virtual reality walk-through simulation of a designed space ● Code animations or games focused on applying design concepts Service Learning: ● Work with a local organization to design a renovation plan for their space ● Create instructional resources teaching design principles for youth groups ● Redesign and beautify a community space as a class project

Resources/Suggested Lesson(s) Activities: ● Show Box Room - Canvas ● Cookie Color Wheel - Canvas ● Positive Negative Art Space - Canvas ● Elements & Principles of Design Scavenger Hunt - Canvas

● Texture Mood Board - Canvas ● Elements of Design Foldable - Canvas ● Harmony Quilt Block - Canvas ● Create Your Own Color Wheel - Canvas ● Color Wheel Paint Review - Canvas ● Frosting Color Wheel - Canvas ● Color Quiz - Canvas

● Color Terms Crossword - Canvas ● Floorplanner.com Design - Canvas ● Paper House Project - Canvas ● Interior Design Challenge - Canvas Skills : ● Students will identify different principles and elements of interior design in photos of different interiors. ● Students will identify different color schemes associated with an interior space. ● Students will explain how the function of the room dictates the design of the space. ● Students will create a foor plan on paper, or use online software, to show proper use of principles and elements of design. ● Students will identify proper and improper traffc patterns in an interior space. ● Provide one-on-one guidance or precision partnering for classroom activities or projects ● Provide students with a blank picture of an interior (instead of having them create their own) that they can design with different colors and textures. For accelerated learners : ● Students can create an entire apartment foor plan, including the main living area, kitchen, bathroom, and bedroom. ● Students can identify different principles and elements of design used in the classroom or another room in the building and create a presentation about the interior space they analyzed. They can address why the elements and principles of design were used well or poorly. VOCABULARY ● Needs ● Value ● Analogous ● Wants ● Scale/Proportion ● Achromatic ● Space ● Balance ● Triadic ● Complementary ● Furniture Arrangement ● Shape ● Rhythm ● Monochromatic ● Form ● Color ● Floor Plan ● Line ● Color schemes ● Traffc Patterns ● Pattern Scaffolded Learning : For new learners : ● Consider scaffolded notes or limit the scope of assignments or projects

Unit 2

Fashion & Textiles

PACING

Key Language Usage

● 12-15 Class Periods

Narrate Argue Inform Explain

STANDARDS Strand 3: Students will participate in hands-on skill development related to sewing construction and textile design. 3.4: Explain the purpose of fashion. ● Discuss how fashion is used as a means of expression. ● Discuss proper laundering techniques. 3.5: Integrate consumerism, entrepreneurship, and careers in the fashion and textile industry. ● Discuss brand names, advertising, merchandising, and how they affect the consumer.

End of Unit Competency ● I can explain key terms related to fashion.

● I can explain how to express myself through fashion. ● I can describe how advertising affects buying choices. ● I can demonstrate care for clothing appropriately. Language Functions & Features: ■ Generalized nouns to introduce a topic and/or entity ■ Opening statements to identify the type of information

■ Verbs to defne career pathways or attributes (eg. have, be, belong to, consist of) ■ Expanded noun groups to defne key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to defne and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions)

Differentiation in Action Skill Building

3.4 Purpose of Fashion: ● Have students analyze iconic fashion looks/styles from different eras and cultures to discuss how fashion expresses identity, status, values, etc. ● Do personal style activities where students describe their fashion choices and how they use clothing for self-expression ● Bring in guest speakers like fashion designers or stylists to discuss their creative process ● Watch documentaries or read case studies about how fashion trends emerge and communicate larger societal themes ● Practice laundering different fabric types and learn proper care techniques 3.5 Consumerism and Fashion Careers: ● Analyze marketing campaigns from major fashion brands and discuss persuasive techniques ● Research the manufacturing process and business model for a clothing company ● Explore merchandising by creating store window displays or planograms ● Develop business plans for a fashion startup or product line ● Career exploration: research various roles like buyers, stylists, journalists, designers ● Hands-on textile design like dyeing, batik, weaving, embroidery ● Recycle/upcycle old clothing through reconstruction projects ● Styling activities picking outfts for different occasions, client types ● Track spending and ethical sourcing for a monthly "capsule" wardrobe ● Debate ethical issues like cultural appropriation, labor practices, environmental impact

Extension

Resources Activities:

● My Fashion Style Assignment - Canvas ● Fashion History Presentation - Canvas Skills : ● Students will identify their fashion styles and preferred trends.

● Students will identify and give examples of different fashion terms (i.e., fashion, fad, classic, style, design). ● Students will identify different laundering techniques depending on the textile. ● Students will identify the advertising campaigns of various companies and brands and analyze whether they are successful or unsuccessful. Scaffolded Learning : For new learners : ● Consider scaffolded notes or limit the scope of assignments or projects. ● Provide one-on-one guidance or precision partnering for classroom activities or projects. For accelerated learners : ● Students can draw and design different outfts that were popular in a chosen decade. ● Students can research different types of fbers and what items they are best used for. ● Students can research local clothing companies to see what kind of advertising they have used and whether it was successful. Vocabulary ● Fashion ● Fad

● Classic ● Design ● Haute Couture ● Avant-Garde ● Fashion Cycle ● Trend ● Accessories ● Laundry ● BrandName

Unit 3

Clothing Construction

Pacing

Key Language Usage

● 30-45 Class Periods

Narrate Argue Inform Explain

Standards Strand 3: Students will participate in hands-on skill development related to sewing construction and textile design. 3.1: Demonstrate proper care and use of sewing equipment. ● Distinguish the parts of the sewing machine and their functions. ● Demonstrate how to correctly thread the sewing machine. ● Demonstrate how to correctly wind and insert a bobbin into the sewing machine. 3.2: Identify industry-based sewing equipment and follow safety standards. ● Scissors/shears ● Rotary cutter and mat board ● Pins

● Hand Needles ● SeamGauge ● Measuring tape/tape measure ● Seam Ripper ● Iron 3.3: Apply basic industry sewing techniques.

● Pattern markings ● Seam allowances ● Backstitch ● Pivot ● Casing ● Attach a button ● Measuring ● Pressing/ironing techniques ● Identify the fold, lengthwise, and crosswise grain of fabric

End of Unit Competency ● I can demonstrate hands-on skill development related to clothing construction, fashion, textile technology, and careers. ● I can demonstrate skill use and care for the sewing machine, serger, and other specialty sewing machines.

● I can identify the parts of the sewing machine and their functions. ● I can demonstrate how to change a needle in the sewing machine. ● I can demonstrate how to thread the sewing machine correctly.

● I can demonstrate how to wind and insert the bobbin into the sewing machine. ● I can identify the proper/safe usage of a serger. ● I can identify industry-based sewing equipment and follow safety standards as they apply. ● I can safely demonstrate proper rotary cutter, mat board, pins, handle needles, seam gauge, measuring tape, seam ripper, and iron usage. ● I can identify and adjust patterns appropriately. ● I can explain what backstitch, pivot, fnishing seam, topstitch, and seam allowances mean. ● I can demonstrate how to sew a buttonhole and attach a button.

Language Functions & Features: ■ Generalized nouns to introduce a topic and entity ■ Opening statements to identify the type of information

■ Verbs to defne career pathways or attributes (eg. have, be, belong to, consist of) ■ Expanded noun groups to defne key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to defne and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions)

Differentiation in Action Skill Building

3.1 Using a Sewing Machine: ● Instructor demonstrations clearly show the parts and how to thread/wind the bobbin ● Students practice threading the machine and winding bobbins until they are profcient ● Sewing machine workstation labels identifying the different parts ● Videos or online tutorials reinforcing the proper operation ● Sewing simple lines, shapes, and seams on paper frst before using fabric 3.2 Sewing Equipment and Safety: ● Stations around the room where students rotate and get hands-on practice with each tool ● The teacher models the proper techniques for using scissors, rotary cutters, and irons safely ● Create safety posters, videos, or presentations highlighting hazards and precautions

● Sewing machine maintenance like cleaning, oiling, minor repairs ● Quizzes or identifcation tests on the names and purposes of each tool 3.3 Basic Sewing Techniques: ● Samples or exemplars showing different seam fnishes, buttonholes, casings ● Limited supplies at frst focused on skills like seam allowances and pivoting corners ● Graduated complexity projects applying pressing, grain-line concepts ● "Blind" sewing activities identifying pattern markings by touch ● Using real garments or taking them apart to analyze construction techniques ● Gaming to learn tool names, and safety rules in an interactive way ● Student experts/coaches who can assist and reinforce proper methods ● Simulations or animations demonstrating the mechanics of lockstitch formation

Extension

Resources Activities:

● Sewing Math Quiz - Canvas ● Stitching Practice - Canvas ● Sewing Samples - Canvas

● PJ Pants - Canvas ● Hoodie - Canvas

● COVID Mask - Canvas ● Zipper Bag - Canvas ● Apron - Canvas ● Felt Monster - Andrea Smith FCS Integrated Google Drive (link in Canvas) Skills : ● Students will identify different sewing equipment and describe their appropriate use. ● Students will demonstrate proper safety and use of the sewing machine and serger. ● Students will demonstrate appropriate use of the sewing machines and sergers to complete different sewing projects. Scaffolded Learning : For new learners : ● Consider scaffolded notes or limit the scope of assignments or projects. ● Provide one-on-one guidance or precision partnering for classroom activities or projects.

● Consider doing simple projects such as a pencil roll, hot pad, rice bag, etc.

For accelerated learners : ● Students can complete more detailed projects that require advanced sewing techniques

(i.e., sweatshirts, pajama bottoms, small duffe bags, etc.). ● Consider allowing students to choose their sewing projects. Vocabulary Back Stitch Grainline Bobbin Pivot Thread Scissors HandWheel Tension Control Seam Shears FeedDogs Take-up lever Allowance Rotary Cutter Spool Pin Bobbin Winder Seam Finish RotaryMat Pressure Foot Tension Casing Pins Lever Power Switch Topstitch Hand Needle Stitch Thread Cutter Pattern SeamGauge Width Serger Fold Measuring Control Stitch Button Hole

Unit 4

Free Enterprise

Pacing

Key Language Usage

● 15-20 Class Periods

Narrate Argue Inform Explain

Standards 4: Students will explore employability skills and the principles of the free enterprise system.

4.1: Explore the importance of employability skills. ● Identify characteristics of a good employee. ● Discuss how social skills and confict resolution help obtain and maintain a job. 4.2: Complete a free enterprise experience. Develop a business plan following project management principles. ● Select a product or service to sell ● Conduct and analyze a market survey ● Design packaging for the product if applicable

● Establish a price for the product ● Conduct an advertising campaign ● Produce and sell the product ● Evaluate the effectiveness of the process/business plan

End of Unit Competency ● I can explain what it means to be a good employee and have the skills required for a job. ● I can explain and demonstrate how social skills and confict resolution help obtain and maintain a job. ● I can inform others that a business plan includes effective components of producing, promoting, selling, and evaluating a product. Language Functions & Features: ■ Generalized nouns to introduce a topic and entity ■ Opening statements to identify the type of information ■ Verbs to defne career pathways or attributes (e.g., have, be, belong to, consist of) ■ Expanded noun groups to defne key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to defne and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions)

Differentiation in Action Skill Building

4.1 Employability Skills: ● Role-playing scenarios - students act out positive/negative employee behaviors and peer evaluate ● Mock job interviews where students practice interviewing skills ● Analyze real job postings and discuss desired qualifcations ● Bring in guest speakers from local businesses to discuss what they look for in employees ● Have students develop personal vision/mission statements and career goals ● Confict resolution activities - how to handle diffcult situations professionally 4.2 Free Enterprise Experience: ● Student-run school store or pop-up business applying all steps of the entrepreneurial process ● Assign business roles/departments (marketing, fnance, operations, etc.) and responsibilities ● Conduct market research surveys through observations, interviews, online data ● Prototype development of product/service ideas followed by revisions ● Create business plans, pitches, and marketing campaigns for their proposed venture ● Financial literacy components - managing costs, pricing, record keeping ● Evaluation through self/peer analysis, customer feedback, proft/loss calculation ● Guest entrepreneurs share their startup experiences and lessons learned ● Field trips to local businesses to see operations frsthand ● Project management simulations make decisions that impact time, scope, cost ● Explore economic concepts like supply/demand, competition, positioning ● Participate in entrepreneurial competitions or pitch contests

Extension

Resources Activities:

● Market Survey - Canvas

● Company Plan - Canvas ● Financial Report - Canvas

Skills : ● Students will complete unit notes on different standards from teacher lectures. ● Students will use business principles learned in class to create a company that sells food items. They will research products, complete a market survey, make the product and packaging, sell the product, and then complete a business evaluation. ● Students will create advertising for their chosen product. Scaffolded Learning : For new learners : ● Consider scaffolded notes or limit the scope of assignments or projects. ● Provide one-on-one guidance or precision partnering for classroom activities or projects. ● Consider providing the students with a basic recipe (chocolate chips, rice Krispy treats, etc.) that will be easy to make with high success. For accelerated learners : ● Encourage students to choose a recipe they have never made before. ● Students can create multiple advertising pieces for their product (i.e. packaging, mini-billboard, TV commercial for Food Network, etc.)

Vocabulary

● Free enterprise ● Product ● Price ● Place ● Promotion ● Proft ● Loss ● Marketing ● Business plan ● Packaging ● Employee skills ● Advertising

FCS Career Pathways

Overarching Unit

Pacing

Key Language Usage

● 2-4 10-minute mini-lessons throughout eachunit.

Narrate Argue Inform Explain

Standards Strand 1: Students will identify the six Family and Consumer Science career pathways and the associated clusters. 1.1: Students will identify the six Family and Consumer Science career pathways and the associated clusters. 1.2: Complete FCCLA Step ONE. End of Unit Competency

I can identify the CTE pathways related to Family and Consumer Science.

I can identify and explain careers related to the six Family and Consumer Science career pathways.

I can explain key skills a person would need to work in Family Consumer Science.

I can explain the education required for several careers in Family Consumer Science.

Language Functions & Features: ■ Generalized nouns to introduce a topic and entity ■ Opening statements to identify the type of information

■ Verbs to defne career pathways or attributes (eg. have, be, belong to, consist of) ■ Expanded noun groups to defne key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to defne and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions) Differentiation in Action Skill Building 1.1 Identifying FCS Pathways and Clusters: ● Career exploration activities like online assessments, interest inventories

● Research projects on the 6 career pathways (descriptions, job titles, education) ● Guest speakers from different FCS felds share their career journeys ● Virtual Site visits or in-person job shadowing opportunities in various FCS-related workplaces ● Create visual pathway diagrams/graphics showing connections between areas ● Analyze labor market data to explore demand and growth projections 1.2 FCCLA Step One: ● Review the FCCLA planning process and criteria for Step One thoroughly ● Self-refective exercises on interests, values, skills, learning styles ● Develop SMART goals related to academic, career, and personal growth ● Practice writing personal mission statements that capture the purpose/vision ● Peer review and feedback on draft materials for the Step One submission ● Time management strategies for completing long-term projects like this ● Career fair or roundtable networking with FCS professionals ● Create videos, websites, or information campaigns to promote FCS pathways ● Examine current events and societal issues relevant to FCS disciplines ● Alumni panel discussions with former students pursuing FCS careers ● Integration of technological tools for career research and planning

Extension

Resources Activities: ● FCCLA Step One (FCCLA Website) ● FCCLA Career Investigation (FCCLA Website) ● YouScience Aptitude Assessments (YouScience Website)

Skills : ● Students will complete unit notes on different standards from teacher lectures. ● Students will complete the FCCLA Step ONE assignment on the Internet.

Scaffolded Learning :

For new learners : ● Consider scaffolded notes or limit the scope of assignments or projects ● Use precision partnering and give students specifc questions they can easily fnd on the website. For accelerated learners : ● Students can use careeronestop.org to research the different career pathways that cover the FCS topics: Arts, Audio/Visual Technology and Communication; Architecture and Construction; Agriculture, Food and Natural Resources; Education and Training) Vocabulary

● Career and Technical Education (CTE) ● Family and Consumer Sciences (FCS) ● Family, Career, and Community Leaders of America (FCCLA)

Disciplinary literacy refers to the specifics of reading, writing, and communicating in a discipline. It focuses on the ways of thinking, the skills, and the tools that are used by experts in the disciplines (Shanahan & Shanahan, 2012). Each discipline (e.g., science, math, history, art, technology, etc.) has a specialized vocabulary and components that DISCIPLINARY LITERACY Specific reading, writing, and communicating within a discipline.

are unique to that discipline. Secondary students need to be taught what is unique about each discipline and the “nuanced differences in producing knowledge via written language across multiple disciplines” (Moje, 2007, p. 9). Content literacy strategies typically include ways to approach text in any discipline; these strategies help with comprehension but are not sufficient for an in-depth understanding of a particular discipline. Content literacy strategies include predicting what the text might be about before reading, paraphrasing during reading, and summarizing after reading.

However, in addition to these strategies, students must learn and use specific strategies to comprehend complex text in the disciplines. For example, when reading historical documents, students need to contextualize information (When was it written? Who was the audience? What was going on in society at that time?); source the document (Who wrote it? For what purpose?); and corroborate conclusions (Do other documents written during that time have the same perspective and come to the same conclusions?).

English Language Arts

Mathematics

Social Studies

Science

• Story elements: who, what when, where, why • Literal vs. implied meaning • Themes Text structures • Genres: i.e., poetry, essay, fiction

• Search for the “truth” and for errors • Importance of each word and symbol • Interpretation of information presented in unusual ways • Mathematical modeling & problem solving

• Author’s perspective and bias; sourcing • Time period: contextualization • Corroboration of multiple perspectives and documents • Rhetorical constructions

• Facts based on evidence • Graphs, charts, formulas • Corroboration and transformation • Concepts such as data analysis, hypothesis,

observations, investigations

Literacy in the disciplines is crucial for several reasons. A secondary students’ ability to read complex texts is strongly predictive of their performance in college math and science courses (Alliance for Excellent Education, 2011). Yet students are reading less in high school than they did fifty years ago. The Common Core State Standards (CCSS) (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010) emphasize close reading of complex text in the disciplines to build a foundation for college and career readiness.

Adapted from Shanahan, shanahanonliteracy.com

Disciplinary Literacy: Literature

Disciplinary literacy is important because each discipline represents different cultures that: • have different purposes and approaches to knowledge

• use different methods to gain information • depend on different kinds of evidence • write different kinds of text • read with those differences in mind

To create artificial worlds that provide insight into the human condition.

Purpose

Truth is irrelevant.

Belief

Use of story and poetry to interpret the human condition.

Methods

Is an interpretation of meaning based on textual clues?

Evidence

Poems, short stories, novels, plays; critiques; most emphasizing character, plot, rising action, climax, theme, literary devices. Read in accordance with a particular literary tradition (e.g. close reading, reader response scholarly reading, using a particular interpretive lens/poststructural). • Imagery (description, metaphor, simile); • Figuration (symbolism, irony, satire); • Rhetorical strategies and patterns (parallelism, understatement, exaggeration, repetition, allusion); • Problems of point of view (narrators); • Aesthetic choices; • Character, setting and plot development All in service of theme(s) author wants to develop

Texts

Approach to Reading

Text Characterizations

Words describing emotions, states of mind, the senses e.g. paroxysm, “ the insane joy of the hunt, when as I climb the rock, my face contorted, gasping, shouting voluptuously senseless words

Vocabulary

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Instructional Supports Department

TEXT COMPLEXITY Implementation Tools & Resources

A critical component of the Utah Core Standards for Reading is the requirement that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. Being able to read complex text independently and profciently is essential for high achievement in college and the workplace and important in numerous life tasks. Moreover, current trends suggest that if students cannot read challenging texts with understanding—if they have not developed the skill, concentration, and stamina to read such texts—they will read less in general. To grow, our students must read a lot, more specifcally they must read a lot of complex texts that offer them new language, new knowledge, and new modes of thought.

The Utah Core Standards defne a three-part model for determining how easy or diffcult a particular text is to read as well as grade-by-grade specifcations for increasing text complexity in successive years of schooling (Reading standard 10). These are to be used together with grade-specifc standards that require increasing sophistication in students’ reading comprehension abilities (Reading standards 1–9). In this way, the Standards approach the intertwined issues of what and how students read. The three-part model includes quantitative and qualitative measures of text complexity as well as reader and task considerations.

Quantitative

Qualitative

Reader & Task Considerations

Readability and other scores of text complexity often best measured by computer software.

Levels of meaning, structure, language conventionality and clarify, and knowledge demands often best measured by an attentive human reader. Levels of meaning, levels of purpose, structure, organization, language conventionality, language clarity, prior knowledge demands

Background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment. Considerations such as motivation, prior knowledge, purpose for reading, complexity of task assigned regarding text.

Word length, word frequency, word diffculty, sentence length, text length, text cohesion

Determine lexile level of a text at lexile.com

Use the text complexity rubrics

Reader & Task Considerations

Revisiting How We Match Readers and Texts “For decades, teachers have been told that quality instruction requires a careful matching of materials to students. The goal has been to select materials that are neither too diffcult nor too easy for student. Typically, students are assessed on their ability to orally read and comprehend text. Then, instructional materials are selected to match the students’ current performance” (Fisher, Frey, & Lapp, 2012). The main issue with this approach is it limits what students can read with instruction and creates a divide between what the Standards are calling for and what students’ access. “There is evidence that students learn, and perhaps more, when they are taught from challenging texts“ (Morgan, Wilcox, & Eldredge, 2000; O’Connor, Swanson, & Geraghty, 2010).

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Instructional Supports Department

TEXT COMPLEXITY Quantitative Measures

A popular method used to measure a student reader’s ability is Lexile level or a Lexile Measure. A Lexile measure is a valuable tool for teachers, parents, and students. It serves two unique functions: it is the measure of how diffcult a text is OR a student’s reading ability level.

Teachers can determine the Lexile of any text at lexile.com. First, a free account must be created, next paste text, and a Lexile score will be determined.

The Reading Inventory (RI) is given to students in Grades 4-12 and SALTA students Grades 1-5, as a screener 3 times per year (Fall, Winter, Spring). This exam calculates a student reader’s ability to read. The Lexile text level for each CSD student can be found on the CSD Data Dashboard. Knowing the reading ability of each student will help determine what types of scaffolds are needed.

When planning a close read, grade level text should be used, even if students are below grade level. The purpose of close reading is to scaffold the text enough for all students to be able to access the text.

The table below displays grade band Lexile levels. Students who fall in the Basic or Below Basic categories will require signifcant scaffolds to access grade level text.

Grade

Below Basic

Basic

Profcient

Advanced

1

BR

BR - 99

100 - 400

401 - 1700+

2

BR - 99

100 - 449

450 - 620

621 - 1700+

3

BR - 299

300 - 609

610 - 790

791 - 1700+

4

BR - 499

500 - 769

770 - 885

886 - 1700+

5

BR - 599

600-864

865 - 980

981 - 1700+

6

BR - 699

700 - 954

955 - 1020

1021 - 1700+

7

BR - 749

750 - 995

996 - 1060

1061 - 1700+

8

BR - 799

800 - 1038

1039 - 1155

1156 - 1700+

9

BR - 849

850 - 1079

1080 - 1210

1211 - 1700+

10

BR - 849

850 - 1186

1187 - 1305

1306 - 1700+

11

BR - 899

900 - 1214

1215 - 1310

1311 - 1700+

12

BR - 899

900 - 1284

1285 - 1355

1356 - 1700+

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TEXT COMPLEXITY Qualitative Measures

Text Complexity Rubric: Literary Texts

Slightly Complex Moderately Complex

Very Complex

Exceedingly Complex ☐ Meaning: Multiple competing levels of meaning that are diffcult to identify, separate, and interpret; theme is implicit or subtle, often ambiguous and ☐ Organization: Is intricate with regard to such elements as point of view, time shifts, multiple characters, storylines anddetail ☐ Narration: many shifts in point of view and/or perspective ☐ Use of Graphics: If used, illustrations or graphics are essential for understanding the meaning of the text revealed over the entirety of the text ☐ Conventionality: Dense and complex; contains abstract, ironic, and/or fgurative language. ☐ Vocabulary: Complex, generally unfamiliar, archaic, subject-specifc, or

☐ Meaning: One level of meaning; theme is obvious and revealed early in the text

☐ Meaning: Multiple levels of meaning clearly distinguished from each other; theme is clear but may be conveyed with some subtlety

☐ Meaning: Multiple levels of meaning that may be diffcult to identify or separate; theme is implicit or subtle and may be revealed over the entirety of the text

Meaning

☐ Organization: Is clear, chronological or easy to predict

☐ Organization: May have two or more storylines and occasionally be diffcult to predict

☐ Organization :May include subplots, time shifts and more complex characters

☐ Narration: No shifts in point of view or perspective ☐ Use of Graphics: I fused, either illustrations directly support and assist in interpreting the text or are not necessary to understanding the meaning of the text ☐ Conventionality: Explicit, literal, straightforward, easy to understand.

☐ Narration: few, if any shifts in point of

☐ Narration: occasional shifts in point of view and/or perspective ☐ Use of Graphics: If used, illustrations or graphics support or extend the meaning of the text ☐ Conventionality: Fairly complex; contains some abstract, ironic, and/or fgurative language. ☐ Vocabulary: Fairly complex language that is sometimes unfamiliar, archaic,

Text Structure

view and/or perspective

☐ Use of Graphics: If used, a range of illustrations or graphics support selected parts of the text ☐ Conventionality: Largely explicit and easy to understand with some occasions for more complex meaning. ☐ Vocabulary: Mostly contemporary, familiar, conversational; rarely

Language Features

☐ Vocabulary: Contemporary, familiar,

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conversational language

unfamiliar or overly academic

subject-specifc, or overly academic

overly academic language; may be ambiguous or purposefully misleading

☐ Sentence Structure: Mainly simple sentences.

☐ Sentence Structure: Primarily simple and compound sentences, with some complex constructions

☐ Sentence Structure: Many complex sentences with several subordinate phrases or clauses and transition words ☐ Life Experiences : explores multiple themes of varying levels of complexity; experiences portrayed are not fantasy but are uncommon to most readers moderate levels of discipline-specifc or theoretical knowledge; includes a mix of recognizable ideas and challenging abstract concepts ☐ Intertextuality : Some references or allusions to other texts or cultural elements ☐ Subject-Matter Knowledge: Relies on

☐ Sentence Structure : Mainly complex sentences with several subordinate clauses or phrases and transition words; sentences often contains multiple concepts ☐ Life Experiences: explores complex, sophisticated, multiple themes; experiences portrayed are not fantasy but are ☐ Subject-Matter Knowledge: Relies on extensive levels of discipline-specifc or theoretical knowledge; includes a range of challenging abstract concepts ☐ Intertextuality : Many references or allusions to other texts or cultural elements distinctly different from the common reader

☐ Life Experiences: explores a single theme; experiences portrayed are everyday and common or are clearly fantasy ☐ Subject-Matter Knowledge: Relies on everyday, practical knowledge; includes simple, concrete ideas

☐ Life Experiences: explores a single complex theme; experiences portrayed are common to many readers or are clearly fantasy ☐ Subject-Matter Knowledge: Relies on common practical knowledge and some discipline-specifc content knowledge; includes a mix of simple and more complicated, abstract ideas ☐ Intertextuality : Few references or allusions

Knowledge Demands

☐ Intertextuality: No references or allusions

to other texts or cultural elements

to other texts or cultural elements