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Who Wants to be a Who Wants to be a Literacy Crusader?Literacy Crusader?
CLC Professional DevelopmentCLC Professional Development
Sept 27-28Sept 27-28
What is content literacy?What is content literacy?
The listening, speaking, The listening, speaking, reading, writing, and thinking reading, writing, and thinking skills and strategies required to skills and strategies required to learn in each of the academic learn in each of the academic disciplinesdisciplines
It’s NOT JUST READING!!!It’s NOT JUST READING!!!
What is CLC?What is CLC? School literacy initiative to improve literacy School literacy initiative to improve literacy
for all students in all content areasfor all students in all content areas Literacy is NOT just for English class.Literacy is NOT just for English class. Adds more strategies to your teacher tool Adds more strategies to your teacher tool
boxbox Not all CER’s fit every area – choose the Not all CER’s fit every area – choose the
best CER for a particular topic at a best CER for a particular topic at a particular timeparticular time
What is a CER?What is a CER?
CER – CER – CContent ontent EEnhancement nhancement RRoutineoutine
Routine that organizes content Routine that organizes content material that is co-constructed material that is co-constructed using student languageusing student language
Content Enhancement Content Enhancement RoutinesRoutines
Planning and OrganizingPlanning and OrganizingCourse OrganizerCourse Organizer
Unit OrganizerUnit OrganizerLesson OrganizerLesson Organizer
Teaching ConceptsTeaching ConceptsConcept Mastery RoutineConcept Mastery Routine
Concept Anchoring RoutineConcept Anchoring RoutineConcept Comparison RoutineConcept Comparison Routine
Exploring Text, Topics, Exploring Text, Topics, and Detailsand Details
Framing RoutineFraming RoutineSurvey RoutineSurvey Routine
Clarifying RoutineClarifying RoutineOrder RoutineOrder Routine
Increasing PerformanceIncreasing PerformanceQuality Assignment RoutineQuality Assignment Routine
Question Exploration RoutineQuestion Exploration RoutineRecall Enhancement RoutineRecall Enhancement Routine
Content Enhancement Content Enhancement RoutinesRoutines
Planning and OrganizingPlanning and OrganizingCourse OrganizerCourse Organizer
Unit OrganizerUnit Organizer
Lesson OrganizerLesson Organizer
Teaching ConceptsTeaching ConceptsConcept Mastery RoutineConcept Mastery Routine
Concept Anchoring RoutineConcept Anchoring RoutineConcept Comparison RoutineConcept Comparison Routine
Exploring Text, Topics, Exploring Text, Topics, and Detailsand Details
Framing RoutineFraming RoutineLINCing RoutineLINCing RoutineSurvey RoutineSurvey Routine
Clarifying RoutineClarifying RoutineOrder RoutineOrder Routine
Increasing PerformanceIncreasing PerformanceQuality Assignment RoutineQuality Assignment Routine
Question Exploration RoutineQuestion Exploration RoutineRecall Enhancement RoutineRecall Enhancement Routine
Content Enhancement Content Enhancement RoutinesRoutines
Planning and OrganizingPlanning and OrganizingCourse OrganizerCourse Organizer
Unit OrganizerUnit Organizer
Lesson OrganizerLesson Organizer
Teaching ConceptsTeaching ConceptsConcept Mastery RoutineConcept Mastery Routine
Concept Anchoring RoutineConcept Anchoring RoutineConcept Comparison RoutineConcept Comparison Routine
Exploring Text, Topics, Exploring Text, Topics, and Detailsand Details
Framing RoutineFraming RoutineLINCing RoutineLINCing RoutineSurvey RoutineSurvey Routine
Clarifying RoutineClarifying RoutineOrder RoutineOrder Routine
Increasing PerformanceIncreasing PerformanceQuality Assignment RoutineQuality Assignment Routine
Question Exploration RoutineQuestion Exploration RoutineRecall Enhancement RoutineRecall Enhancement Routine
Where are we?Where are we? Objectives and OutcomesObjectives and Outcomes
Freshmen/Sophomore AcademiesFreshmen/Sophomore Academies
working towards full implementationworking towards full implementationData collectionData collection
How many teachers are participating? How many teachers are participating? 15/23 15/23 just since school has just since school has
startedstarted Which routines are being used?Which routines are being used? How many students are we reaching when How many students are we reaching when
doing the routines?doing the routines? Fidelity checks and classroom visitsFidelity checks and classroom visits
Where are we?Where are we? ExpectationsExpectations
CER boardCER board DateDate used and in which used and in which classclass EMAIL EMAIL us us datedate used and in which used and in which classclass
Classroom visitsClassroom visits Invite us in!!!!Invite us in!!!! We will model with first class if you’d like, then you We will model with first class if you’d like, then you
continue with the rest of your classescontinue with the rest of your classes Fidelity check Fidelity check
RecognitionsRecognitions Literacy Crusaders – Previous/NewLiteracy Crusaders – Previous/New TreatTreat
Share Out – Rose/ThornShare Out – Rose/Thorn
Scott
Jodi
Beth
Susie
Joe
Liz
Poster ActivityPoster Activity
What do you need to What do you need to get setget set??
What do you need to What do you need to get readyget ready??
What do you need to What do you need to gogo??
What do you need to What do you need to winwin??
SAMESAME process is used with process is used with ALL CER’sALL CER’s
Concept Anchoring is a Concept Anchoring is a Visual Device that…Visual Device that…
Preplanned Preplanned by the teacher to guide concept by the teacher to guide concept developmentdevelopment
Is developed with teacher Is developed with teacher guidanceguidance and and questioningquestioning
Co-constructedCo-constructed with the students and active with the students and active engagementengagement
AnchorsAnchors new information with familiar new information with familiar informationinformation
Teaches complex, abstract information with an Teaches complex, abstract information with an analogy of something analogy of something known and concreteknown and concrete
Promotes Promotes increased understandingincreased understanding of critical of critical content needed to understand the course or unitcontent needed to understand the course or unit
ANCHORSANCHORSStep 1Step 1: : AAnnounce the new conceptnnounce the new conceptStep 2: Step 2: NName the known conceptame the known conceptStep 3: Step 3: CCollect known informationollect known informationStep 4: Step 4: HHighlight characteristics of ighlight characteristics of
known conceptknown conceptStep 5: Step 5: OObserve characteristics of new bserve characteristics of new
conceptconceptStep 6:Step 6: RReveal eveal SHARED SHARED characteristicscharacteristicsStep 7: Step 7: SState tate understanding of new understanding of new
topictopic
3 CollectKnown Information
4 HighlightCharacteristics ofKnown Concept
5 ObserveCharacteristics
of New Concept
6 RevealCharacteristics
Shared
7 StateUnderstanding of
New Concept
KnownInformation
Name: Date:Anchoring Table
2 NameKnown Concept
6Characteristics of Known Concept Characteristics of New ConceptCharacteristics Shared
Known Concept New Concept
1 Announcethe New Concept
ANCHORSLinkingSteps:
Understanding of the New Concept:
Unit:
12
4 5
3
7
Layers of the Earth
Plate Tectonics
The word or phrase written in this section represents the name of the New Concept to be introduced in the lesson.
A concept or a category or class into which events, ideas, or objects can be grouped.
List the Unit and the relationship between the new concept and the unit.
3 Collect
Known Information4 Highlight
Characteristics ofKnown Concept
5 ObserveCharacteristics
of New Concept
6 RevealCharacteristics
Shared
7 StateUnderstanding of
New Concept
KnownInformation
Name: Date:Anchoring Table
2 NameKnown Concept
6Characteristics of Known Concept Characteristics of New ConceptCharacteristics Shared
Known Concept
Layers of the Earth
New Concept
1 Announcethe New Concept
ANCHORSLinkingSteps:
Understanding of the New Concept:
Unit:
12
4 5
3
7
Plate Tectonics
The KNOWN Concept must have the characteristics that are similar to the critical characteristics that have been identified as necessary for the students to know about the New Concept. A basis for the analogy.
And must be familiar to the students.
Peanut M&M’s
3 CollectKnown Information
4 HighlightCharacteristics ofKnown Concept
5 ObserveCharacteristics
of New Concept
6 RevealCharacteristics
Shared
7 StateUnderstanding of
New Concept
KnownInformation
Name: Date:Anchoring Table
2 NameKnown Concept
6Characteristics of Known Concept Characteristics of New ConceptCharacteristics Shared
Known Concept New Concept
1 Announcethe New Concept
ANCHORSLinkingSteps:
Understanding of the New Concept:
Unit:
12
4 5
3
7
Plate Tectonics
Peanut M & Ms Layers of the Earth
The KEY words critical to the understanding the analogy to be constructed. The teachers questioning guides some characteristics.
The teacher underlines the key words associated with the new concept. Not all words are used.
Hard outside coating/shell
Colorful
chocolate inner melts
Chunky
Hard inside
Center core
3 CollectKnown Information
4 HighlightCharacteristics ofKnown Concept
5 ObserveCharacteristics
of New Concept
6 RevealCharacteristics
Shared
7 StateUnderstanding of
New Concept
KnownInformation
Name: Date:Anchoring Table
2 NameKnown Concept
6Characteristics of Known Concept Characteristics of New ConceptCharacteristics Shared
Known Concept New Concept
1 Announcethe New Concept
ANCHORSLinkingSteps:
Understanding of the New Concept:
Unit:
12
4 5
3
7
Plate Tectonics
Peanut M & Ms Layers of the Earth
Hard outside shell
Colorful
Melty chocolate inside
Melts in your mouth
Hard inside
Peanut center
Outer shell
Melty inner chocolate
Peanut in the center
Create a short phrase or sentence is created for each of the underlined
words.
3 CollectKnown Information
4 HighlightCharacteristics ofKnown Concept
5 ObserveCharacteristics
of New Concept
6 RevealCharacteristics
Shared
7 StateUnderstanding of
New Concept
KnownInformation
Name: Date:Anchoring Table
2 NameKnown Concept
6Characteristics of Known Concept Characteristics of New ConceptCharacteristics Shared
Known Concept New Concept
1 Announcethe New Concept
ANCHORSLinkingSteps:
Understanding of the New Concept:
Unit:
12
4 5
3
7
Plate Tectonics
Peanut M & Ms Layers of the Earth
Hard outside shell
Colorful
Melty chocolate inside
Melts in your mouth
Hard inside
Peanut center
Outer shell
Melty inner chocolate
Peanut in the center
crust
mantle
core
Questions are posed that help students see the similarities between each of the characteristics between the known and new concept.
Create short phrases or sentences that capture the essence of each characteristics of the new Concept.
3 CollectKnown Information
4 HighlightCharacteristics ofKnown Concept
5 ObserveCharacteristics
of New Concept
6 RevealCharacteristics
Shared
7 StateUnderstanding of
New Concept
KnownInformation
Name: Date:Anchoring Table
2 NameKnown Concept
6Characteristics of Known Concept Characteristics of New ConceptCharacteristics Shared
Known Concept New Concept
1 Announcethe New Concept
ANCHORSLinkingSteps:
Understanding of the New Concept:
Unit:
12
4 5
3
7
Plate Tectonics
Peanut M & Ms Layers of the Earth
Hard outside shell
Colorful
Melty chocolate inside
Melts in your mouth
Hard inside
Peanut center
Outer shell
Melty inner chocolate
Peanut in the center
crust
mantle
core
The thinnest outside layer cracks, wears away and changes
The inner layer melts.
The center layer has a hard inside that has a hard inner and outer layer.
Guide students to understand the characteristics can fit
into larger groups and the foundation for creating an
explanation of how the two concept are related.
3 CollectKnown Information
4 HighlightCharacteristics ofKnown Concept
5 ObserveCharacteristics
of New Concept
6 RevealCharacteristics
Shared
7 StateUnderstanding of
New Concept
KnownInformation
Name: Date:Anchoring Table
2 NameKnown Concept
6Characteristics of Known Concept Characteristics of New ConceptCharacteristics Shared
Known Concept New Concept
1 Announcethe New Concept
ANCHORSLinkingSteps:
Understanding of the New Concept:
Unit:
12
4 5
3
7
Plate Tectonics
Peanut M & Ms Layers of the Earth
Hard outside shell
Colorful
Melty chocolate inside
Melts in your mouth
Hard inside
Peanut center
Outer shell
Melty inner chocolate
Peanut in the center
crust
mantle
core
The thinnest outside layer cracks, (melts) wears away and changes
The inner layer melts.
The center layer has a hard inside that has a hard inner and outer layer.
The layers of the earth are like a peanut M&M. There is a thin crust that changes, a melting middle layer and a hard center core with a inner layer and this outer layer just like a peanut.
Prompt and guide students to a definition for the new concept that
incorporates all of its characteristics. Guide them to create an
explanation for how the new Concept and the Known Concept are related
that include the shared characterizes.
Modeling an ExampleModeling an Example
Group WorkGroup Work In your group, using 3 concepts in your In your group, using 3 concepts in your
content area, think of something that can be content area, think of something that can be used as an analogy with that term. used as an analogy with that term.
Choose one of the 3 and work out an entire Choose one of the 3 and work out an entire Anchoring table for that concept/analogyAnchoring table for that concept/analogy
Share out when instructed to do soShare out when instructed to do so
Who Wants to be a Who Wants to be a Literacy Crusader?Literacy Crusader?
Day 2Day 2
1.Review Concept Anchoring2.Meet as a content area3.Using critical content concept,
create an Anchoring table4. Share out5. Fidelity checklist6. CUE, DO, REVIEW modeling7. Review checklist8. Implementation
Objectives/ExpectationsObjectives/Expectations
TheThe
Concept Anchoring RoutineConcept Anchoring RoutineTeaching DeviceTeaching Device
TheThe
AnchorAnchorLinking StepsLinking Steps
TheThe
Cue-Do-ReviewCue-Do-ReviewSequenceSequence
Components ofComponents of
The Concept Anchoring The Concept Anchoring RoutineRoutine
Cue: (ready to learn)• Name to routine• Explain how it will
help students learn• Specify what part students’ need to do to participate in the routine
Do: (present the routine) The Linking steps: ANCHOR
Review: (check for understanding) •Ask questions related to the content: New Concept•Ask questions related to the content: connecting the New Concept
to the Known Concept and the shared characteristics•Ask questions about the process
You have done the “Cue” You have done the “Cue” part part (name the routine; benefits to the students; expectations (name the routine; benefits to the students; expectations of students) of students)
You have done the “DO” You have done the “DO” partpart (go through the steps: ANCHOR)(go through the steps: ANCHOR)Now it is time to Now it is time to ReviewReview..
Review the process using the acronym/steps ANCHORSReview the process using the acronym/steps ANCHORS
Review the content for understandingReview the content for understanding
How does the Anchoring Routine help you?How does the Anchoring Routine help you?
What are the advantages of constructing a Concept What are the advantages of constructing a Concept
Anchoring Table?Anchoring Table?
Fidelity Checklist Fidelity Checklist ReflectionReflection
ImplementationImplementation
Set personal goalsSet personal goals Time lineTime line Reflection on learningReflection on learning Label on your agenda where we used Label on your agenda where we used
CUE, DO, REVIEWCUE, DO, REVIEW Implementation SurveyImplementation Survey