Evolution of CTE and literacy Dissect Standards Review complex texts and text-dependent questioning...
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Evolution of CTE and literacy Dissect Standards Review complex texts and text-dependent questioning Discuss your complex text Explore academic vocabulary
Evolution of CTE and literacy Dissect Standards Review complex
texts and text-dependent questioning Discuss your complex text
Explore academic vocabulary instruction and there occurrence in
IBA
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10-15 years ago, portfolio for all students (CDOS driven)Forms
to fill out About 9 years ago, Credit for English 12 started so we
needed a model that incorporated more literature with CDOS. We had
a prescriptive quarterly technical communications plan (teacher
packet/student packet)More rigor About 5 years ago
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Our goals include To support students in becoming life-long
literacy learners in the 21 st century To enable students to be
competitors in the global economy
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Shift 1 - Balancing Informational & Literary Texts Shift 2
Literacy Across Disciplines (6-12) Shift 3 Text Complexity Shift 4
Text-based questions and answers Shift 5 Writing from Sources Shift
6 Academic Vocabulary
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Text-based questions, Tier II words, Literacy (CEI) Strategies,
Complex texts, leveled texts, T-P-S, Venn Diagram Students will
find evidence in text to support their answers Students will
recognize differences among varied texts (i.e. textbook vs.
article, or manual) I do: teacher models We do: teacher leads You
do it together You do on your own FOUR STEP PROCESS Teacher reads
complex text aloud Teacher model gist strategy
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When choosing a strategy, be purposeful and reflective Know why
Maybe the text lends itself to a particular strategy Maybe your
students struggle with a specific skill and need a scaffold
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When students become masters at utilizing a particular strategy
MOVE ON!!!!
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They can successfully and independently demonstrate what you
modeled (i.e. Annotating texting, responding to text-based
questions, writing summaries They do this automatically (i.e.
multiplication table)
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Students need a wide variety of strategies to pull from in
order to create a tool box This toolboxes affords students to
access the resources they need to be successful readers and writers
Would you only teach one recipe? Would you only teach how to design
one hairstyle? Would you only teach how to operate one
machine?
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Text Complexity How can we find a complex text?
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Readability formulas Reading levels Levels of meaning: literal
vs. implied Structure: simple vs. sophisticated Language: literal
vs. figurative, familiar vs. archaic Level of knowledge: familiar
vs. unfamiliar, common vs. abstract Motivation, knowledge and
experiences of the reader Purpose and complexity of questions/task
assigned to the reader
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When determining if a text is suitable for YOUR students~
remember this Such assessments are best made by the teachers
employing their professional judgment, experience, and knowledge of
their students and the subject. Common Core State Standards for
English, Appendix A, p. 4
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Text-Dependent Questions Cause the reader to pay careful
attention to the text in order to draw evidence from the text Can
only be answered by close reading Should be worth asking or
exploring
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Lets remember to consider the process in which we will teach a
complex text
Please remember that students need to see good reading and
writing in action!!! Show them how to be a good reader and writerh
Would you ask them to go right to the kitchen and bake without
demonstrating? Would you have your students operate heavy equipment
without showing them? Would you have your students cut hair without
demonstrating?
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Most children enter first grade with 6,000 words in spoken
vocabulary Students will learn 3,000 more words per year through
third grade (Beck, McKeown, & Kucan, 2002)
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Socioeconomic status has a huge impact on vocabulary: First
grade students from higher-SES groups have twice as many words as
lower-SES children High school seniors near the top of their class
know 4 times as many words as lower-performing students
High-knowledge third graders have vocabularies equal to
lowest-performing 12 th graders With so many words to learn, and
such a huge vocabulary gap, how do we know which words to teach???
(Beck, McKeown, & Kucan, 2002)
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Helpful lens through which to consider words for instructional
attention From: Bringing Words to Life (2002) by Isabel L. Beck,
Margaret G. McKeown, & Linda Kucan 3 2 1
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Tier 1 Most basic words Rarely require instructional attention
(baby, happy, clock)
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From: Bringing Words to Life (2002) by Isabel L. Beck, Margaret
G. McKeown, & Linda Kucan Tier 3 Low frequency Content-specific
(isotope, peninsula)
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From: Bringing Words to Life (2002) by Isabel L. Beck, Margaret
G. McKeown, & Linda Kucan Tier 2 High frequency for mature
language users Found across a variety of domains Have a powerful
impact on verbal functioning Mostly found in written language
(Coincidence, absurd, fortunate) **Instruction of Tier II words can
be most productive.**
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For example Stuart Little, the small mouse with big parents,
had nothing on baby marsupials. Marsupials (mar-SOUP- ee-ulz) are
special kinds of mammals. Even the biggest ones give birth to
babies that are incredibly small. A two-hundred-pound six-foot
mother kangaroo, for instance, gives birth to a baby as small as a
lima bean. Thats what makes marsupials marsupials. Their babies are
born so tiny that in order to survive they must live in a pouch on
the mothers tummy. The pouch is called a marsupium. (Dont you wish
you had one?) From: Montgomery, Sy. Quest for the Tree Kangaroo: An
Expedition to the Cloud Forest of New Guinea. Orlando: Houghton
Mifflin, 2006.
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For example Stuart Little, the small mouse with big parents,
had nothing on baby marsupials. Marsupials (mar-SOUP- ee-ulz) are
special kinds of mammals. Even the biggest ones give birth to
babies that are incredibly small. A two-hundred-pound six-foot
mother kangaroo, for instance, gives birth to a baby as small as a
lima bean. Thats what makes marsupials marsupials. Their babies are
born so tiny that in order to survive they must live in a pouch on
the mothers tummy. The pouch is called a marsupium. (Dont you wish
you had one?) From: Montgomery, Sy. Quest for the Tree Kangaroo: An
Expedition to the Cloud Forest of New Guinea. Orlando: Houghton
Mifflin, 2006.
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Tier III words are important but given their limited use, how
much of our instructional time should be spent on these words?
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Lets try another example Johnny Harrington was a kind master
who treated his servants fairly. He was also a successful wool
merchant, and his business required that he travel often. In his
absence, his servants would tend to the fields and cattle and
maintain the upkeep of his mansion. They performed their duties
happily, for they felt fortunate to have such a benevolent and
trusting master. From a retelling of an old tale (Kohnke, 2001, p.
12) **These are most likely to appear frequently in a wide variety
of texts, and in both written and oral language.**
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Marsupials Mammals Lima bean Marsupium Merchant Required
Maintain Performed Fortunate Benevolent
Get a lot of bang for your buck by systematic and purposeful
teaching of vocabulary Goal is to increase technical assessment
achievement
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Lets take a look at your complex text
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Using the 3 criteria Why did you choose to use the complex text
that your brought today?
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1. Look closely at your selected text and think about possible
vocabulary options for instruction 2. List all words that are
likely to be unfamiliar. 3. Analyze your list: Which words are Tier
II? Which words are most necessary for comprehension? Are there
other words needed for comprehension? 4. Which words will you
teach? Which words need only brief attention? Which will you give
more elaborate attention to?
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Marzanos Six Step Process for Teaching New Terms: Provide a
description, explanation, or example of new term. Ask students to
restate the description, explanation, or example in own words. Ask
students to construct a picture, symbol, or graphic representing
term. Engage students periodically in activities that help them add
to their knowledge of the terms in their notebooks. Periodically
ask students to discuss the terms with one another. Involve
students periodically in games that allow them to play with terms.
From: Building Academic Vocabulary: Teachers Manual by Robert J.
Marzano and Debra J. Pickering
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Marzanos Six Step Process for Teaching New Terms: Provide a
description, explanation, or example of new term. Ask students to
restate the description, explanation, or example in own words. Ask
students to construct a picture, symbol, or graphic representing
term. Engage students periodically in activities that help them add
to their knowledge of the terms in their notebooks. Periodically
ask students to discuss the terms with one another. Involve
students periodically in games that allow them to play with terms.
From: Building Academic Vocabulary: Teachers Manual by Robert J.
Marzano and Debra J. Pickering Steps 1-3: to introduce word and
develop understanding
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Marzanos Six Step Process for Teaching New Terms: Provide a
description, explanation, or example of new term. Ask students to
restate the description, explanation, or example in own words. Ask
students to construct a picture, symbol, or graphic representing
term. Engage students periodically in activities that help them add
to their knowledge of the terms in their notebooks. Periodically
ask students to discuss the terms with one another. Involve
students periodically in games that allow them to play with terms.
From: Building Academic Vocabulary: Teachers Manual by Robert J.
Marzano and Debra J. Pickering Steps 4-6: to provide students with
multiple exposures
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1. Provide a description, explanation, or example of new term.
Determine students background knowledge Help them build an initial
understanding of term Introduce experiences that provide examples
Tell a story integrating the term Use video or images Use current
events to make term applicable to something familiar Describe your
own mental pictures Find or create pictures that exemplify the term
Not a definitionmore natural place for learning a new term
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2. Ask students to restate the description, explanation, or
example in own words. Dont copy, but construct own descriptions,
explanations, or examples Ensure lack of major errors Record in
academic or vocabulary notebook
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3. Ask students to construct a picture, symbol, or graphic
representing term. Forced to think about term in a different
way
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4. Engage students periodically in activities that help them
add to their knowledge of the terms in their notebooks.
Understanding deepens over time if students continuously reexamine
their understanding of a given term Provide opportunities to add to
or revise academic notebook entries Identify a synonym or antonym
Draw an additional picture or graphic List related words Write
brief cautions or reminders of common confusions Highlight a prefix
or suffix that will help in remembering meaning
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5. Periodically ask students to discuss the terms with one
another. Interacting with other people about what we learn deepens
understanding for all involved Encourage students to help each
other identify and clear up misconceptions or confusion
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6. Involve students periodically in games that allow them to
play with terms. Keep new terms at forefront of students thinking
Reexamine understanding of terms
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WORD-O Taboo Word Wall Talk a mile a minute
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WORDO magnificentcategoryplungedsoareddisheartenin g
SlimyPresent Free Space Tier oneengage Tier
twoSaunterbriskconcludeTier three
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Get your partner to say a certain word without using the taboo
words associated with it. Example: SNOW TABOO words: white, ski,
shovel, winter, flake, angel, man, outside, ground, rain
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Which word is an antonym for ________? is a simile for
______________? describes types of __________? Flashlight,
flashlight, whats that word? Shine the light on a vocabulary word
Student says the word and tells what it means Student gives an
example using that word
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Pick a partner The person giving the clues needs to face the
screen The person receiving the clues needs to have their back to
the screen You can tell them the category You need to see how many
items you can get your partner to get in one minute
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Things associated with the CCLS in general National Initiative
Rigor College and Career Readiness Global Competitiveness Anchor
Standards Vertical Progression Literacy
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Specific to Reading Standards Academic vocabulary or (Tier II
words) Non-fiction Complex texts Text-dependent questions Evidence
from text Literacy in the content areas Close reading Chunking the
texts
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Specific to Writing Standards Arguments Informational Research
Summative Task/Assessment Formative Assessment Persuasive
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And just for our CTE teachers
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Things associated with industry Architecture OSHA Technology
Engineering Manufacturing Construction Tools
