BELL WORK

Use a colored marker to write your first name on your nametag.

Complete your Ticket In. Be sure to sign your name!

Pass your ticket to the front of the room.

Note: Your “ticket” will be used to draw for seat prizes!

HOW DO YOU EXPECT ME TO TEACH READING AND

WRITING?

A Tool Box of Literacy Strategies

for CTE Teachers

2

AGENDA FOR THE DAY

8:30 - 10:00 What is Literacy?

10:00 – 10:15 Break

10:15 – 11:45 Reading in CTE Classes

11:45 – 12:45 Lunch

12:44 – 2:00 Writing in CTE Classes

2:00 – 2:15 Break

2:15 – 3:30 Review, Closure, and Evaluation

3

FEEDBACK CARDS

I Got It!

CONCEPT LADDER(TEACHER HANDBOOK, PAGE 4)

Why are you here? What do you hope to learn? How will you use it? Where will you use it? When will you use it? I will consider this a worthwhile workshop

if

TECHNIQUES DECEMBER 2008

“A Vision for High Schools:

Joining Academic and Technical Studies

to Promote More Powerful Learning”

“For the first time, federal law requires that CTE courses include essential academic skills.”

CARL D. PERKINS CTE ACT (TEACHER HANDBOOK, PAGE 5)

NC CTE Performance Indicators

1. By 2008-2009, 35.2% of CTE concentrators who left secondary education in the reporting year will have met the proficient or advanced level on the statewide high school reading/language arts NCLB assessment.

OBJECTIVES

At the end of today’s workshop you will be able to:

1. Identify strategies that will help students become better readers and writers in CTE classes.

2. Prepare and model literacy strategies to use in your CTE classroom.

WHAT IS “LITERACY”?

Webster defines “literate” as able to read or write; educated.

Vicki Smith defined “literacy” as purposeful reading, writing, speaking, listening, or viewing.

WHAT IS PURPOSEFUL READING?

WHY IS LITERACY IMPORTANT IN CAREER AND TECHNICAL

EDUCATION?

To be literate in CTE classes, students must learn how to use language processes to explore and construct meaning with texts.

When students put language to work for them in CTE classes, it helps them to discover, organize, retrieve, and elaborate on what they are learning.

WHOSE JOB IS IT?

To what extent must every CTE teacher be a reading teacher?

Is literacy instruction just an “add-on” to the teaching of other skills and content?

Are CTE teachers comfortable incorporating literacy skills into their curriculum?

Are they prepared to do it? To what extent are they doing it already?

TECHNIQUES FEBRUARY 2009

“From No to Yes! A CTE Teacher’s Journey into Literacy Instruction”

“I readily admit I thought literacy was the high school’s job. I already had enough to do. If I had to teach kids to read, then the high school needed to teach them how an engine works. Fair is fair, right?”

Peter Gagnon

DO I REALLY HAVE TO TEACH READING?

“I don’t know if teachers can work any harder than they’re already working, so we’ve got to find ways to make students carry more of the thinking load in our classrooms. As I walk out of school with my colleagues at the end of each day, we’re all tired. We’re carrying heavy bags of books and papers, and our shoulders are slumped.

Meanwhile, our students bound past us to the parking lot, running and jumping down the steps two at a time, full of energy. I once heard someone say, “School should not be a place where young people go to watch old people work.”

We’ve got to figure out how to work smarter, because what we’re being asked to do is really a challenge.

Cris Tovani

THE PANTY HOSE THEORY OF EDUCATION

CTE TEACHER TOOL BOX OF LITERACY

STRATEGIES

16

BELL WORK TICKET IN

FAST WRITE

On your “Ticket In”, jot down one reason you believe CTE teachers should incorporate literacy strategies into their lesson plans.

_______________________________________________________________________

Reference:Bell Work: p. 29Fast Write: p. 44Ticket In: p. 71

CONCEPT LADDER(TEACHER HANDBOOK, PAGE 4)

Why are you here? What do you hope to learn? How will you use it? Where will you use it? When will you use it? I will consider this a worthwhile workshop if . . .

____________________________________________________Reference:

Anticipation Guide: p. 27

Concept Ladder: p. 38

READING BOOKMARKS

__________________________________ Reference:

Bookmarks: p. 31

ANALOGY STATEMENTS

Life is like _______________

because ___________________

_________________________________________________________Reference:Analogy Statements: p. 26

THE CHALLENGES OF READING AND WRITING IN THE CTE CLASSROOM (P.

6-7)

Activity 1: Tool: GIST (p. 52)

Activity 2: Tool: Paraphrase (p. 61)

Activity 3: Tool: Read-Pair-Share (p. 60)

Activity 4: Tool: Write-Pair-Share (p. 60)

FOLDABLES P. 47-49

BREAK

23

TIME FOR SEAT PRIZES!

24

READING IN CTE CLASSES

A Tool Box of Literacy Strategies

for CTE Teachers

25

READING IN CTE CLASSES: 3 IMPORTANT QUESTIONS (P. 8-9)

3-2-1 RESPONSE

3. Why are some of our students struggling with reading?

2. Why can’t some of our students read?1. Do the CTE textbooks contribute to the

problem?

___________________________________________________Reference:

3-2-1 Response: p. 72

TEXTBOOKS

“Like it or not, textbooks are here to stay. Even as technology changes the nature of nonfiction reading into a multi-sensory, multi-text experience, the textbook—that single, hardbound, seemingly complete container of a year’s worth of content—remains a constant.

Even if we choose to reject textbooks completely—cast them aside as biased, poorly written, or de-motivating—it turns out that we would be doing our students a disservice in preparing them for college, where the first-year student is asked to read, on average, 80 pages per class per week, with most of the load coming from textbooks.”

Chris Tovani

READING IN CTE CLASSES: WHAT CAN WE DO? (P. 10-11)

Schools can . . .

Teachers can . . .

Students can . . .

_____________________________________Reference:

Cornell Note Taking: p. 40

READ ALOUD Reading is easy! Comprehension is not!

__________________________________________Reference and Review:

Read Aloud: p. 65

CONTEXT CLUES

Turn to page 13. Use “context clues” to read and understand “Di Tri Berrese”.

_________________________________Reference:

Cloze Procedure: p. 34

THUMB THONGS 2 THING

MISS ADAMS

MRS. JONES

TIME FOR SEAT PRIZES!

35

BDA READING FRAMEWORK

Before Reading Activity During Reading Activity After Reading Activity

______________________________________

Reference:

BDA Reading Framework: p. 28

I WONDER ? ? ? REFERENCE: P. 54

My Questions Answers or Interesting Facts

KWL

K = What you know W = What you want to know L = What you learned

____________________________________Reference:

KWL: p. 56

SAY SOMETHING!

Encourages students to talk as a way to process course information.

Research shows that student comprehension improves by 50% when they are asked to read or listen and purposefully talk about what they’ve read or heard.

_______________________________________________Reference:

Say Something: p. 68

SAY SOMETHING: SAVE $ ON FOOD

1. Learn to Cook2. Take Fewer Trips to the Grocery Store3. Break Your Restaurant Routine4. Bring Your Lunch to Work5. Grocery Shop with Focus6. Buy Generic7. Make Your Own Latte8. Use Coupons9. Time Your Meal10. Mind the Unit Price

THINK ALOUD

Explicit modeling in which teachers share with students the Cognitive process and thinking they go through as they read.

___________________________________________Reference:

Think Aloud: p. 70

READ AND REPRESENT

The student will read and represent what they have read by paraphrasing or representing with a picture, poem, or other medium. See list on page 66.

___________________________________________Reference:

Read and Represent: p. 66

GALLERY WALK Students look at the work of other

students with an assigned task to complete as they “walk through the gallery”.

___________________________________________Reference:

Gallery Walk: p. 51

BREAK

44

TIME FOR SEAT PRIZES!

45

WRITING IN CTE CLASSES:(LIST-GROUP-LABEL P. 58)

3 TYPES OF WRITING FOR EVERY CLASSROOM (P. 15)

1. Writing to learn

2. Writing to demonstrate learning

3. Authentic writing

WRITING IN CTE CLASSES:WHAT CAN TEACHERS DO? (MARKING THE TEXT: PAGE 16)

Read page 16. Mark the key words in the text using:

Red pen Highlighter Sticky notes Page Markers

________________________________________________Reference:Marking the Text: p. 59

ALPHABOXES: (P. 22)

A B C D E F

G H I J K L

M N O P Q R

S T U V W XYZ

JOURNAL WRITING

Prompt:

Pick one strategy we have used this morning and describe how you might use it in your classroom.

____________________________________________Reference:

Journal Writing: p. 55

LEARNING LOGS

Reflections:

Which of the activities we have discussed this morning do you like most? Why?

___________________________________________Reference:

Learning Logs: p. 57

RAFTS:

R = Role (What role will the student assume as writer?A = Audience (Choose an audience for writing.)F = Form (Format examples: Letters, Comic strip,

Poem)T = Topic (Define topic, questions, points to be made)

_____________________________________________________Reference:

RAFT: p. 64

MAD LIBS

GLOSSARY OFLITERACY STRATEGIES P. 18-

21

53

STRATEGIES REVIEW

1. Alphaboxes: Closure and review2. Analogy Statements: Life is like…..3. Anticipation Guide: Dangling carrot4. BDA Reading Framework: Not a Box5. Bell Work: First activity6. Bookmark: Identify key information7. Cloze Procedure: Context Clues (3 Bears)8. Concept Ladder: Introductory activity9. Cornell Note-Taking: 3 Column note-taking10.Fast Write: Why do we need to incorporate literacy?

STRATEGIES REVIEW11.Foldables: Assortment12.Gallery Walk: with Read and Represent activity13.GIST: Reading challenges14.Graphic Organizers: Assortment15.I Wonder: Mistakes that Worked16.Journal Writing: Identify favorite strategies17.KWL: Teacher with Leukemia18.Learning Logs: Identify favorite workshop activity19.List-Group-Label: Writing in CTE Classes20.Marking the Test: What can CTE Teachers Do?

STRATEGIES REVIEW21. Pairs Read: Read, Pair, Share; Write, Pair, Share

22. Paraphrase: Challenges of reading

23. Popcorn Review: Pop up and share

24. RAFT: Role, Audience, Format, Topic

25. Read Aloud: Misspelled words

26. Read and Represent: Read and draw

27. Say Something: Ways to Save $ on Food

28. T-Chart: Not a Box

29. Think Aloud: Assortment

30. Tickets In and Out: Bell Work Activity and Evaluation

31. 3-2-1 Response: 3 questions on Reading in CTE Classes

32. Vocabulary Strategies: Recipe Cards

POPCORN REVIEW

__________________________________________________

Reference: Popcorn Review: p. 62

PEBBLES OF GOLD

FITTING LITERACY STRATEGIES INTO YOUR CTE LESSON PLANS

(TEACHER HANDBOOK, PAGE 76)

Cooperative Learning Graphic Organizers Independent Practice Introducing New Material Note-Taking Reading Review and Closure Rules and Procedures Vocabulary Writing

SAMPLE LESSON PLAN

PAGES 77-78

LESSON PLAN TEMPLATE

PAGE 79

RESOURCES

Resources: page 81 For More Information: page 82 To download materials:

www.northeast-cte.org

Click on “Literacy Resources”

CLOSING THOUGHT

EVALUATIONS