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Using Literacy Strategies to Teach Program Area Content Materials in T &
I Programs
North Carolina CTE Summer Conference 2012Imperial C, Koury Convention Center
Greensboro, NCJuly 26, 2012
Lois J. [email protected]
Southern
Regional
Education
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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.
Southern
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HSTW
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 Southern Regional Education BoardEducation Board
Southern
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Education
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HSTW
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
Southern
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HSTWHSTW/MMGW/TCTW National Footprint
Southern
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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
Southern
Regional
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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.
Southern
Regional
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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?
Southern
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HSTW
http://www.achieve.org/CCSS-CTE-BridgingtheDivide
Southern
Regional
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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
Southern
Regional
Education
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HSTWCornell NotesTwo Column Notes
DetailsMain Ideas
No Excuses!
Why ReadingIs Important
Summary
Using Literacy Strategies to Teach T&I Content
Southern
Regional
Education
Board
HSTW
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
Southern
Regional
Education
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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
Southern
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HSTW Reading Study Summary
600
800
1000
1400
1600
1200
Tex
t L
exil
e 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%)
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HSTW
Who 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
Southern
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HSTW
Elementary 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
Southern
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HSTWOccupational Reading Data Weekly Percentages
Mikulecky, National Adult Literacy Survey (2001)
Job Memos Reports Manuals Instructions Diagrams
Mgt. 93% 83% 71% 31% 30%
Prof. 86 63 69 39 41
Tech. 82 68 71 54 49
Sales 70 50 50 28 23
Clerical 85 61 57 31 25
Service 46 28 25 37 12
Farming 37 27 28 24 17
Crafts 61 38 56 34 55
MachOp 47 27 31 25 30
TransOp 54 32 28 25 22
Laborer 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
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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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HSTW
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
Southern
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HSTW
I 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?
Southern
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HSTWDo students have time to read?
Southern
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HSTW
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
equals
less than 30 minutes per day
to reach goal!
Southern
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HSTW
Teaching 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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HSTW
CTE teachers can. . .
1. Allow student choice
2. Connect reading and writing
3. Read aloud
4. Recognize alternative literacy approaches
5. Alternate material for remediation
6. Literacy-rich classrooms
7. Higher expectations
O’Connor, TECHNIQUES, February 2010
Southern
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HSTWCornell NotesTwo Column Notes
DetailsMain Ideas
No Excuses!
Why ReadingIs Important
Why WritingIs Important
Summary
Using Literacy Strategies to Teach T&I Content
Southern
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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)
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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
Southern
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HSTWOccupational Writing Data Weekly Percentages
Mikulecky, National Adult Literacy Survey (2001)
Job Memos Reports Forms
Managerial 75% 87% 73%
Professional 33 73 43
Technical 35 64 49
Sales 51 56 53
Clerical 58 71 63
Service 23 35 26
Farming 31 25 24
Crafts 34 47 42
Machine Op. 22 32 26
Trans. Op. 40 40 48
Laborer 28 26 28
Southern
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HSTW
Three Kinds of Writing in classes
Writing Writing Authentic to learn to demonstrate writing
learning
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HSTW Writing to learnExamples
• Journals• Learning Logs• Exit/Admit Slips• Inquiry Logs• Mathematics Logs• Note taking
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HSTWExample - Journaling at Burton Ramer Tech Center
Construction Technology
Journal Topics
1. 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.
Southern
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HSTWWriting to Demonstrate Learning
Examples of Writing
• Paragraphs• Summaries• Open-response Questions• Lab Reports• Essays• Research Assignments
Southern
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HSTW
Authentic Writing
Memos Reports• Letters• Proposals Forms• Requests • Memoirs• Poems• Songs• Short Stories Directions/Process Papers
Southern
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HSTWExamples of Technical Writing:
Southern
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HSTW
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
Southern
Regional
Education
Board
HSTWCornell NotesTwo Column Notes
DetailsMain Ideas
No Excuses!
Why ReadingIs Important
Why WritingIs Important
CCSS Summary
Using Literacy Strategies to Teach T&I Content
Southern
Regional
Education
Board
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
Southern
Regional
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HSTW
Common 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
Southern
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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.
Southern
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HSTW
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
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HSTW
Common 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
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HSTW
Common 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.
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HSTW
Common 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 . . .
Southern
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HSTWCommon Core Standards-based Writing
ARGUMENTATION
Number 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.
3Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
8Delineate 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.
9Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
10Read and comprehend complex literary and informational texts independently and proficiently.
Number CCR Anchor Standards for Writing
1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
9Draw 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.
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HSTWThink-Pair-Share!
Turn and Talk!
DetailsMain Ideas
No Excuses!
Why ReadingIs Important
Why WritingIs Important
CCSS Summary
Using Literacy Strategies to Teach T&I Content
Southern
Regional
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HSTWLook for SREB’s Six
Key Reading Skills as found in the Common Core Standards 1. Summarizing
2. Paraphrasing
3. Categorizing
4. Inferring
5. Predicting
6. Recognizing Academic Vocabulary
HSTW
Southern
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HSTWFor Example:Key Ideas and Details
StandardLiteracy
ComponentBig 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, Reciprocal Teaching, Think-Pair-Share, 3-2-
1, Cornell Notes, INSERT strategy, Story Impressions
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HSTWReciprocal Teaching:Mike Rowe’s Testimony to the Senate Commerce Committee
Handout p. 4
Reading on pages 5-7
www.mikeroweworks.com
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HSTWExcerpt from “Amusement Park Physics”
INSERT Strategy
Read silently and insert
In the margins of the
Reading:
* = I agree
X = I disagree
! = Wow!
? = I don’t understand (an idea/sentence, vocabulary word)
Handout page 8
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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
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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
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HSTWClosure and Commitment