using literacy strategies to teach program area content materials in t & i programs

SouthernRegionalEducationBoard

HSTW

Using Literacy Strategies to Teach Program Area Content Materials in T & I Programs

North Carolina CTE Summer Conference 2012

Imperial C, Koury Convention CenterGreensboro, NC

July 26, 2012

Lois J. [email protected]


HSTWDo Now! Anticipation Guide

· While everyone enters and gets settled, individually, read each statement in the Anticipation Guide found on page 1 in your handout.

· Decide if you think the statement is true of false and place a T or F in the Before column to the left of each statement.

· We will come back to this activity after the session starts.


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Founded in 1948 to improve economic development in the south through a focus on education

Nonprofit, nonpartisan organization Works with leaders and policy-makers in 16

member states· Provide data to legislatures and state boards of education for

decision making· Focus on improving education pre-K through best practice· Network states

Southern Regional Education Board


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The SREB Umbrella

• HSTW• MMGW• TCTW• College and

Career Readiness• Education Policy• Legislative Action• Student Access Programs

• Doctoral Scholars• Degree Completion• Education Data• Education Technology• Go Alliance• Nursing Education• School Leadership• Academic Common Market

www.sreb.org


HSTWHSTW/MMGW/TCTW National Footprint


HSTWHSTW Key Practices

· High expectations· Program of study· Academic studies· Career/technical

studies· Work-based

learning

· Teachers working together

· Students actively engaged

· Guidance and advisement

· Extra help· Culture of

continuous improvement


HSTWAnticipation Guide

· Individually, read each statement in the Anticipation Guide found on page 1 in your handout.

· Decide if you think the statement is true of false and place a T or F in the Before column to the left of each statement.

· In small groups, compare your answers.· Read on your own silently the pages

from Achieve’s May, 2012 publication.


HSTWAnticipation Guide

· In small groups again, defend your point of view about each statement and support it with evidence from the article.

· Whole group discussion – What are likely to be the curricular and instructional implications of embedding the Literacy Common Core State Standards into CTE coursework?


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http://www.achieve.org/CCSS-CTE-BridgingtheDivide


HSTWCornell NotesTwo Column Notes

Step 2:During lesson, take notes here; useabbreviations

Step 3:Identifykeyconceptsor questions

Step 4:Summarize lesson here

Step 1:Draw a grid with 3 sections



DetailsMain Ideas

No Excuses!

Why ReadingIs Important

Summary

Using Literacy Strategies to Teach T&I Content


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T & I Teachers might say. . .

• Teaching reading and writing is not my job

• I don’t have time• It’s not part of my curriculum


HSTWPoint Gain in the Percentage of CT Students Meeting the Reading Readiness Goal When Experiencing CT Instruction with Embedded Literacy

Source: SREB. Ready for Tomorrow, 2009. 13


HSTW Reading Study Summary

600

800

1000

1400

1600

1200

Text

Lex

ile M

easu

re (L

)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)


HSTWWho teaches READING?

Content area literacy instruction must be viewed as the cornerstone of any

comprehensive movement to build the kinds of thriving, intellectually vibrant

secondary schools young people deserve and on which the nation’s

social and economic health will depend.

Heller and Greenleaf, 2007


HSTWElementary School Teachers

Traditionally, reading has been considered the realm of elementary teachers. For the most part, learning to read is taught only in grades K-3. Teachers in grades four and beyond

teach subject matter.

O’Connor, TECHNIQUES, February 2010


HSTWOccupational Reading Data Weekly Percentages

Mikulecky, National Adult Literacy Survey (2001)

Job Memos Reports Manuals Instructions DiagramsMgt. 93% 83% 71% 31% 30%Prof. 86 63 69 39 41Tech. 82 68 71 54 49Sales 70 50 50 28 23Clerical 85 61 57 31 25Service 46 28 25 37 12Farming 37 27 28 24 17Crafts 61 38 56 34 55MachOp 47 27 31 25 30TransOp 54 32 28 25 22Laborer 41 19 28 20 22


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“In 1965, a car mechanic needed to understand 5,000 pages of service manuals to fix any automobile on the road; today he must be able to decipher 465,000 pages of technical text, the equivalent of 250 big-city phone books.”

Whitman, Shapiro, Taylor, Saltzman and Ausrer 1989


HSTWWhat do the experts say?

“Comprehension of reading material and the ability to use that material to create new thoughts and ideas is the major key to a person’s success in the global job market.”

Procedural Literacy: Building Blocks of Comprehension.Columbia-Montour Area Vocational-Technical School, PA, 2007


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HSTWI don’t have time

• Which skills/standards will give you the most “bang for your buck”?

• Which are most essential to the curricular area?

• Which appear most often on business, industry, EOC and competitive tests?

• Which are the hardest to teach and learn?


HSTWDo students have time to read?


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Do The Math

• Goal of 25 books• 250 words per minute• 250-300 words per page (novel)• 200 pages per novel/100 pages per

technical book• 175 school days

equalsless than 30 minutes per day

to reach goal!


HSTWTeaching Technical Vocabulary

Research suggests that knowledge of the specialized word families common in a particular area . . .is probably best left to the subject teachers.

A Report on the STETS Workshop by Paul Nation, 2001


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CTE teachers can. . .

1. Allow student choice2. Connect reading and writing3. Read aloud4. Recognize alternative literacy

approaches5. Alternate material for remediation6. Literacy-rich classrooms7. Higher expectations

O’Connor, TECHNIQUES, February 2010



DetailsMain Ideas

No Excuses!


Why WritingIs Important

Summary



HSTWHow important is writing?

“About one student in five produces completely unsatisfactory prose, about

50 percent meet ‘basic’ requirements, and

only one in five can be called ‘proficient’.”

National Commission on Writing (NCW)


HSTWWhat does it mean?

Writing Well Saves Money for Taxpayers

• Most employers consider writing a “threshold skill” in hiring.

• States spend more than $220 million on writing training annually.

• American firms spend $3.1 billion annually to correct employee writing deficiencies.

Writing: A Ticket to Work or a Ticket Out?, National Commission on Writing, 2004

“Report: State Employees’ Lack of Writing Skills,” USAToday, 7/4/05


HSTWOccupational Writing Data Weekly Percentages

Mikulecky, National Adult Literacy Survey (2001)

Job Memos Reports FormsManagerial 75% 87% 73%

Professional 33 73 43Technical 35 64 49Sales 51 56 53Clerical 58 71 63Service 23 35 26Farming 31 25 24Crafts 34 47 42Machine Op. 22 32 26Trans. Op. 40 40 48Laborer 28 26 28


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Three Kinds of Writing in classes

Writing Writing Authentic to learn to demonstrate writing

learning


HSTW Writing to learnExamples

• Journals• Learning Logs• Exit/Admit Slips• Inquiry Logs• Mathematics Logs• Note taking


HSTWExample - Journaling at Burton Ramer Tech Center

Construction TechnologyJournal Topics1. Why did you take this class

and what did you expect to get out of it?

2. What does MSDS stand for? For what reasons would a construction worker use an MSDS? NCCER CORE

3. What is PPE and why is it so important to the worker? NCCER CORE

4. As a construction worker, what three

hand tools do you think are most used and why? Support your answer.

5. Why is it important to have building codes and inspections?

Student Self-Check

Teacher Comments

I filled in the blank with the journal topic.

I have a topic sentence.

I wrote at least three supporting sentences.

I ended with a concluding thought.

My handwriting is legible.

I read my journal to find and correct errors.


HSTWWriting to Demonstrate Learning

Examples of Writing

• Paragraphs• Summaries• Open-response Questions• Lab Reports• Essays• Research Assignments


HSTWAuthentic Writing

Memos Reports• Letters• Proposals Forms• Requests • Memoirs• Poems• Songs• Short Stories Directions/Process Papers


HSTWExamples of Technical Writing:• Action Plans• Advertisement• Agenda• Audit Report• Book Review• Brochure• Budget• Business Letter• Business Plan• Catalog• Contract• Critique• Data Book or Display• Description

• Diagram, Chart, or Graph

• Editorial• Email• Feasibility Report• Field Test Report• Incident Report• Informational Form• Informational Poster• Informative Summary• Instructions• Interview Questions• Itinerary


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DetailsMain Ideas

No Excuses!



CCSS Summary



HSTW“It’s not part of my curriculum”

Common Core Curriculum

Common Core Reading Standards for Literacy in Science and Technical Subjects K-12

Common Core Writing Standards for Literacy in History/Social Studies, Science,

and Technical Subjects K-12


HSTWCommon Core Standards

Reading Standards for Literacy in Science and Technical Subjects 9-12

Key Ideas and DetailsCraft and Structure

Integration of Knowledge and IdeasRange of Reading and Level of Text Complexity


HSTWRange of Reading andLevel of Text Complexity

By the end of grade 12, read and comprehend science/technical texts in the

grades 11-12 text complexity band proficiently and independently.


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Text Complexity• Vocabulary—the number of domain-specific

words and new general academic terms students encounter—unknown words

• Sentence structure—how the ideas in a sentence fit together—complex sentences, passive voice

• Coherence—how words, ideas and sentences connect to provide meaning—subtle transitions

• Organization—time sequence, cause and effect, problem and solution, categories

• Background Knowledge—developmental, experiential, cognitive factor—density of info.

Educational Leadership, March 2012


HSTWCommon Core Standards

Writing Standards for Literacy in History/ Social Studies, Science and

Technical Subjects 6-12

Text Types and PurposesProduction and Distribution of Writing

Research to Build and Present KnowledgeRange of Writing


HSTWCommon Core Curriculum

• Write arguments (to support claims in an analysis of substantive topics or texts) focused on discipline-specific content.

• Write informative/explanatory texts (to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content) including the narration of historical events, scientific procedures/experiments, or technical processes.

• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


HSTWCommon Core Curriculum

• Cite specific (strong and thorough) textual evidence to support (what the text says explicitly as well as inferences drawn…) analysis of science and technical texts.

• Use technology, including the Internet, to produce, publish, and update individual or shared writing. . .

• Determine the central ideas or conclusions of a text; summarize complex concepts. . . paraphrasing them in simpler but still accurate terms.

• Conduct short as well as more sustained research projects . . .


HSTWCommon Core Standards-based Writing

ARGUMENTATIONNumber CCR Anchor Standards for Reading

1Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

10 Read and comprehend complex literary and informational texts independently and proficiently.

Number CCR Anchor Standards for Writing1 Write arguments to support claims in an analysis of substantive topics or texts, using

valid reasoning and relevant and sufficient evidence.

4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.


HSTWThink-Pair-Share!Turn and Talk!

DetailsMain Ideas

No Excuses!



CCSS Summary



HSTWLook for SREB’s SixKey Reading Skills as found in the Common Core Standards 1. Summarizing2. Paraphrasing3. Categorizing4. Inferring5. Predicting6. Recognizing Academic Vocabulary

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HSTWPresentation of Knowledge and Ideas

Standard Literacy Component Big Six Skill

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience and task.

• Read• Write• Listen• Speak• Observe

• Summarize• Paraphrase• Categorize• Infer• Predict• Understand Vocabulary

Instructional Strategy/Mini-task

Think-Pair-Share, 3-2-1,Cornell Notes

Reciprocal Teaching


HSTWKey Ideas and Details

Standard Literacy Component Big Six Skill

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

• Read• Write• Listen• Speak• Observe

• Summarize• Paraphrase• Categorize• Infer• Predict• Understand Vocabulary

Instructional StrategyMini-task

Anticipation Guide, Cornell Notes, INSERT strategy, Story

Impressions


HSTWReciprocal Teaching:Mike Rowe’s Testimony to the Senate Commerce Committee

Handout p. 4Reading on pages 5-7

www.mikeroweworks.com


HSTWExcerpt from “Amusement Park Physics”

INSERT Strategy

Read silently and insertIn the margins of the Reading:* = I agreeX = I disagree! = Wow!? = I don’t understand (an idea/sentence, vocabulary word)

Handout page 8


HSTWExcerpt from “Amusement Park Physics”

3,2,1 StrategyIn your small group, reach consensus on your 3,2,1 ideas from the article excerpt.

Handout page 9


HSTWStory Impressions• Preparation activity (pre-

reading) +• During and after reading

strategy, too• Stimulates interest and creativity• Taps prior knowledge• Identifies misconceptions• Connects to your other

vocabulary strategies• Practice! See your handout,

page 11


HSTWIdeas for Reading Resources

What are others reading?Culinary Arts• A Taste for Writing, Cadbury• Newspaper in Education

Handout pages 13-14 for trade journals.

http://search.barnesandnoble.com/How-Full-Is-Your-Bucket/Tom-Rath/e/9781595620033

http://www.randomhouse.com/book/37094/tough-cookie-by-diane-mott-davidson


HSTWNursing/Health Occupations

http://en.wikipedia.org/wiki/File:Tuesdays_with_Morrie_book_cover.jpg

http://www.amazon.com/gp/product/images/1890926108/ref=dp_image_0?ie=UTF8&n=283155&s=books

http://ep.yimg.com/ca/I/cathedral-gifts_2163_21703615


HSTWCosmetology

http://modernsalon.com/June-2011/2011-06-09/ModernSalonIssue.aspx?oid=1325952&fid=MS_ARCHIVE


HSTWClosure and CommitmentExit Ticket

using literacy strategies to teach program area content materials in t & i programs

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