you don’t have to be an english teacher to support reading and writing in cte linda affholder
TRANSCRIPT
Literacy in
Technical Subjects
You don’t have to be an English teacher to support reading and writing in CTE
Linda Affholder
Essential Questions:What is the role of Common Core in CTE?
How can we support literacy in technical subjects?
Kansas College & Career Readiness
What do we already know about Common Core?What is the purpose of Common Core?
Use tools of math and literacy (reading/writing)
College & Career Readiness
Reason, Make informed decisions, Solve problems
“You cannot successfully embed Common Core in CTE without redesigning instruction around project and problem-based learning”
Gene Bottoms, High Schools that Work
A resource to integrate CCSS into instruction.
Funded through Bill and Melinda Gates Foundation
http://www.literacydesigncollaborative.org
Literacy Design Collaborative
Task template 13 After ResearchingAfter researching ______________________ (informational texts) on ____________________ (content), write a _________________ (report or substitute) that describes _______________________ (content). Support your discussion with evidence from your research.
.
What Task?
After researching articles and guides on ingredients in common household products, write a guide for the general public in which you describe in detail how to use common products to solve an everyday household problem. Support your discussion with evidence from your research.
Task Template19Essential question: What makes a marketing message compelling?
After reading and analyzing marketing messages, websites, or commercials, write (create) a two column table. In the first column list criteria that describe what makes a marketing message compelling. In the second column, cite examples from your research.
What Task?
What Skills?Every task requires student to
Apply common core literacy in content area
• Read, and comprehend complex texts
• Think and analyze
• Write
What Skills?
Every task addresses:
Reading standards: 1, 2, 4, 10
Writing standards 4, 5, 9, 10
http://ldc.org/sites/default/files/LDC-Template-Task-Collection-2.0.A.pdf
Task template 17After researching articles on wind power, develop and test a prototype, and write a design brief that describes your prototype and explains your procedures and results.
Levels of complexity can be varied for additional challenge. (Demands)What conclusions can you draw? How would you alter your design and why?
Task Templates – how to use
You choose: Topic or issue Text Product
You try it.
Consider
• What reading is a natural part of your content?
• What writing is a natural part of your content?
Literacy Design CollaborativeScoring rubric for Information or Explanatory Template Tasks
http://ldc.org/sites/default/files/LDC-Template-Task-Collection-2.0.A.pdf
What Results?
Project-based Unit
Integrated Literacy Task
Instructional Lesson Instructional Lesson
What instruction?Planning a literacy lesson
What does recent research tell us about improving reading and writing skills?
Marie Alcock
http://www.lsalearning.com
Six strategies that work for all students
Elements of Literacy Integration
Choose what they read
Accuracy at 90% or higher
Authentic and understood in context
Write about something personally meaningful
Talk with peers about reading and writing
Listen to fluent adult read aloud
What can we apply in CTE?
Allington and Gabriel, 2012
1. Plan◦ Essential question◦ Task (LDC template)◦ Resources (Text, video, graphic, etc.)
2. ENGAGE anticipatory set
3. READ◦ Teacher models reading technical text◦ Students actively read (prompt)
4. DISCUSS (Bridge)◦ Speak◦ Listen
5. WRITE 6. Formative assessment and feedback
Literacy Lesson Sequence
Engage, Anticipatory Set
What keeps a digital learner’s attention?
Unit Challenge – engaging scenario
Your company creates graphics and publications. Your team is a finalist to create an infographic or website to help teachers understand digital learners and increase their engagement in the classroom. You will present a proposed design to the selection committee in one week.
What do you need to know? How will you begin? Setting
purpose
Task template 13 After Researching
Task Templates
After researching articles and guides on infographics and digital learners, write (develop) an infographic in which you describe the attributes of a digital learner that teachers would need to take into consideration to keep their students engaged in learning. Be prepared to support the content of your infographic with evidence from your research.
Teacher models technical reading
Students actively read in order to respond to a prompt
Read
Reading Infographics
What’s an infographic?
How do you read an infographic?
How do you know if this is accurate information?
What’s important? What applies?
Think-Pair-Share, Infographics
Rise of Infographics
Published by the Press Association http://visual.ly/rise-infographic
What is the purpose?To help students make meaning of text
Practice Think Aloud with partner2 minutes each.Underline “new” vocabulary* Star the important facts
Read and Think Aloud – a Modeling Strategy
Thinglink
http://www.thinglink.com
organized by Dept of Organizational Leadership, Policy and Development, Univeristy of Minnesota
http://www.cehd.umn.edu/olpd/
https://www.thinglink.com/scene/380980929968996354
Infographic example: Augmented Reality
Digital Generation
https://fluency21.zendesk.com/attachments/token/51zyn4as3csjoki/?name=UDG_Perspective.pdf
What can you tell in 8 seconds? How do you know?
Text features
What questions do you want to have answered?
Read to answer questions
Pre-reading
Actively Read
Skim the article. Select a section that captures your interest. Read that section and underline ideas you want to remember. (5 minutes)
Discuss with your design partner the ideas you believe should be included in your infographic. (5 minutes)
Bridging Conversation prepares students to Write
What ideas/concepts need to be included in the infographic?
Discuss
Sketch the infographic. Outline the key points that will be reflected in the infographic, include evidence from your reading.
Write
LDC Informational/Explanatory Assessment Rubric
Meets Expectations
Focus Addresses all aspects of prompt appropriately and maintains a clear steady focus.
Reading/Research Presents and applies relevant information with general accuracy and sufficient supporting evidence.
Not Yet
Focus Attempts to address prompt, but lacks focus or is off-task.
Reading/Research Attempts to present information relevant to prompt, but lack accuracy or sufficient supporting evidence.
What results?Assess with feedback
Peer Review: Is there sufficient evidence to include this recommendation in the proposal?
1. Plan◦ Essential question◦ Task (LDC template)◦ Resources (Text, video, graphic, etc.)
2. ENGAGE anticipatory set
3. READ◦ Teacher models reading technical text◦ Students actively read (prompt)
4. DISCUSS (Bridge)◦ Speak◦ Listen
5. WRITE 6. Formative assessment and feedback
Literacy Lesson Sequence
What might you integrate right away in your classes?
What did you find most difficult?
Is there anything that needs clarified?
DebriefLiteracy Lesson Example
Linda AffholderBlue Valley USD [email protected]
Resource links:http://www.literacydesigncollaborative.org http://www.lsalearning.comhttp://www.thinglink.comhttp://Visual.ly http://fluency21.com