Developing Proficient Readers by Embedding Literacy Skills in Career and Technical Programs

1
Developing Proficient Readers by Embedding
Literacy Skills in Career and Technical Programs

• Renee Murray
• Dec. 3, 2008

2
Creating a culture for learning

• Jealousy
• Two-feet rule
• Respect
• Questioning
• Parking lot
• Sandy agenda

3
Essential Questions

• Which reading skills are essential for all
  students to be ready for careers and
  postsecondary studies?
• How do these skills match content in career and
  technical classes?
• Which strategies can help students learn the
  essential reading skills?
• How can we embed reading skills into authentic
  activities, projects and problems?

4
Read The Montillation of Traxoline and answer
these questions
1. What is traxoline? 2. Where is traxoline
montilled? 3. How is traxoline quaselled? 4.
Why is it important to know about traxoline?
5
The Montillation of Traxoline (attributed to
Judy Lanier) It is very important that you learn
about traxoline. Traxoline is a new form of
zionter. It is montilled in Ceristanna. The
Ceristannians gristerlate large amounts of febon
and then bracter it to quasel traxoline.
Traxoline may well be one of our most lukizes
sneziaus in the future because of our zionter
lexcelidge.
6
The Six

• Summarizing
• Paraphrasing
• Categorizing
• Inferring
• Predicting
• Recognizing Academic Vocabulary
• Page 3

7
How do we know these are important?

• Direct links to most items on ASSET/COMPASS
  reading placement tests.
• Included in ACT
• Consistently in state standards
• Recognized by postsecondary faculty for
  importance
• Linked to all content areas
• Linked to careers

8
Summarizing

• Only skill identified in both Reading Next and
  Writing Next as improving essential literacy
  skills
• Essential in research and other expository writing

9
Paraphrasing

• Reduces plagiarismconsidered one of the biggest
  academic crimes
• Show adaptation for audience and
  purposeessential writing skills
• Reflects a deeper understanding of material

10
Categorizing

• Ability to group information into manageable
  chunks
• Essential for study skills
• Mandatory for problem analysis and
  solutionespecially in workplace or laboratory
• Only easy for naturalist intelligencemust be
  taught to others

11
Inferring

• Reading between the lines
• Encourages connection within a text, across texts
  and to other contexts
• Shows that a reader really gets it

12
Predicting

• Form of inferencing
• Requires support for prediction
• Forward thinking based on backward knowledge
• Required to solve non-routine problems in the
  real world

13
Using academic/technical vocabulary

• Separates success for second-language students
• Technical language (jargon)
• Understanding roots and affixes

14
Note card review and extension

• Count to six
• Each person write one of the six skills on top of
  note card.
• Write one example of how this skill is used in
  your class/content/career area.
• Pass to right.
• Continue

15
How Can We Help Students Improve Summarizing
andParaphrasing Skills?
16
Reading and Writing Enhances Learning

• Cornell Notes
• Jigsaw
• Groups of 4
• Take notes on page 4

17
2-column note-taking
Step 1Draw a grid with 3 sections
Step 2Take notes here useabbreviations
Step 3Identifykeyconceptsor questions
Step 4Summarize lesson here
18
Adaptation

• Accident Report Form, pages 10-11
• Guided note-taking for dense text

19
Benefits of 2-column note-taking

• Many exposures to text
• Matches most textbook styles
• Easy to teach
• Study guide
• Differentiation
• LAC pages 121-123

20
Determining to use strategy

• What content/skill do you want students to
  master?
• What literacy skills will be most helpful or are
  most logical to connect?
• Which strategy will help students learn the
  content?
• Which strategy will help students demonstrate or
  share their learning?
• Page 34

21
Which skill(s) does 2-column notetaking address?

• Page 40

22
How will I use this in my classroom?

• What material?
• When?
• Expectations?
• Modifications?

23
Teaching Secrets
3-Identify 3 pieces of advice given to new
teachers. 2-Explain how the advice fits into 2
categories. 1-Describe 1 way that taking the
advice will help novice teachers. Page 12
24
3-2-1

• Increasing level of difficulty
• Requires summarizing and paraphrasing
• Pre- or post-reading
• Requires teacher preparation
• Students can construct.

25
Creating Prompts

• Redefining Rigor page 15
• Identify 3 2 1 prompts.

26
Which skill(s) does 3-2-1 address?

• Page 40

27
Carousel Brainstorming

• Divide into groups.
• Go to one station.
• Select scribe.
• Write at least one answersmall.
• Rotate at signal.
• Must add new answer.
• Continue.

28
What skill(s) does carousel brainstorming address?

• Page 40

29
Carousel Brainstorming

• Active, physical
• Social
• Review or preview
• Requires teacher preparation
• Page 16

30
How will I use this in my classroom?

• What material?
• When?
• Expectations?
• Modifications?

31
How Can We Help Students Improve Vocabulary
andCategorizing Skills?
32
Frayer Model

• Essential Characteristics
• Non-essential Characteristics
• Examples
• Non-examples

33
Minute Paper
Minute Paper
34
Adaptation Thermoplastic

• Context
• Parts
• Similar to
• Ways to remember

35
thermoplastic
36
Another adaptation
Word
37
Which skill(s) does Frayer Model address?

• Page 41

38
Frayer Model

• Essential aspects of concepts
• Can be built over time
• Appeals to visual memory
• Template sizes
• LAC pages 119-120

39
How will I use this in my classroom?

• What material?
• When?
• Expectations?
• Modifications?

40
Word Sorts

• Small group
• Take envelope with set of words.
• Put words into at least 3 categories with at
  least 3 terms in each category.
• Label each category.

41
Which skill(s) does Word Sorts address?

• Page 41

42
Word Sorts

• Hands-on
• Negotiation
• Builds on prior knowledge
• Page 22

43
How will I use this in my classroom?

• What material?
• When?
• Expectations?
• Modifications?

44
Slip Opinion

• Select up to 5 words that are important or that
  someone might not know.
• Put each word on a separate sheet of paper.
• Page 23

45
Slip Opinion

• On back of each term, predict what it means.
• Use any prior knowledge, word parts or other
  resource in the brains of your group.

46
Slip Opinion

• Meet with another group.
• Compare your predicted definitions.
• Adjust as needed.

47
Slip Opinion

• Read article, looking for definition clues.
• Discuss.
• Agree on definition to go on front.

48
Slip Opinion

• Put words into categoriesat least 3 categories
  of at least 2 terms.
• Add another group.

49
Word Wall

• You are ready to post!

50
Which skills(s) does Word Wall address?

• Page 41

51
Word Walls

• Visual memory
• Connects to prior knowledge
• Social
• Duration of posting
• Starter text
• Page 24

52
How will I use this in my classroom?

• What material?
• When?
• Expectations?
• Modifications?

53
How Can We Help Students Improve Predicting and
Inferring Skills?
54
Select true or false for each statement.

• No wood is best for shingles.
• The best wood for decks is ebony.
• Red cedar splits easily.
• Pine is used outdoors because it doesnt decay
  easily.
• Treated woods dont require special fasteners.
• Treated woods pose no problems for installers.
• The best way to dispose of scrap pieces of
  pressure-treated wood is by burning.
• Page 25

55
Enduring Impressions

• Discuss with neighbor.
• Actively read article.
• Compare findings.

56
Student and Teacher Work

• Note the scale.
• Same process.

57
What skill(s) does anticipation guide address?

• Page 41

58
Anticipation Guides

• Set purpose for reading
• Allow for collaboration
• Ensures correct notes
• Should not be trivia
• Some statements should be touch that and some
  between the lines.
• Page 29

59
How will I use this in my classroom?

• What material?
• When?
• Expectations?
• Modifications?

60
Inferring Relationships

• Metaphors
• Similes
• Analogies
• Page 30

61
Metaphors/Similes

• Using literacy strategies to teach is like

62
Analogies

• Literacy is to ___________
• as ________ is to _____________.

63
What skill(s) do metaphors/similes/analogies
address?
Page 42
64
Metaphors/Similes/Analogies

• Learning on conceptual level
• Allows for prior knowledge
• Allows for differentiation
• Stretches understanding

65
How will I use this in my classroom?

• What material?
• When?
• Expectations?
• Modifications?

66
RAFT
Role Audience Format Topic page 31
67
Our RAFT
Role Workshop Participant Audience Others in my
department Format Memo Topic What I
learned Page 33
68
What skill(s) does RAFT address?

• Page 42

69
RAFT

• Deeper understanding
• Student choice
• Authentic or demonstrating learning
• Use to analyze prompts

70
How will I use this in my classroom?

• What material?
• When?
• Expectations?
• Modifications?

71
How Can We Embed Reading Skills into Authentic
Learning?

• Daily Plans
• Projects

72
Daily Plans

• How many literacy skills are embedded?
• How many literacy strategies are embedded?
• What is the purpose?
• Page 35

73
Anchor Projects

• Identify project
• Identify reading/writing standards
• Identify habits of success
• Develop summative assessment
• Develop pre-assessment
• Develop engaging CT strategies
• Develop engaging relevant ELA strategies
• Plan how students will demonstrate understanding

74
Match strategies with skills

• Two-column Notes
• 3-2-1
• Carousel Brainstorming
• Frayer Model
• Word Sorts
• Word Walls
• Anticipation Guides
• Metaphors/Similes/
• Analogies
• RAFT

• Summarizing
• Paraphrasing
• Categorizing
• Inferring
• Predicting
• Using academic/technical vocabulary

75
Essential Questions

• Which reading skills are essential for all
  students to be ready for careers and
  postsecondary studies?
• How do these skills match content in career and
  technical classes?
• Which strategies can help students learn the
  essential reading skills?
• How can we embed reading skills into authentic
  activities, projects and problems?

76
Additional Strategies

• Page 38

77
Resources

• Page 39

78
So what comes next?

• Practice
• Share
• Ask questions.
• Rock your world!