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Who Wants to be a Literacy Crusader? CLC Professional Development Sept 27-28.

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Presentation on theme: "Who Wants to be a Literacy Crusader? CLC Professional Development Sept 27-28."— Presentation transcript:

1 Who Wants to be a Literacy Crusader? CLC Professional Development Sept 27-28

2 What is content literacy? The listening, speaking, reading, writing, and thinking skills and strategies required to learn in each of the academic disciplines It’s NOT JUST READING!!!

3 What is CLC?  School literacy initiative to improve literacy for all students in all content areas  Literacy is NOT just for English class.  Adds more strategies to your teacher tool box  Not all CER’s fit every area – choose the best CER for a particular topic at a particular time

4 What is a CER?  CER – Content Enhancement Routine  Routine that organizes content material that is co-constructed using student language

5 Content Enhancement Routines Planning and Organizing Course Organizer Unit Organizer Lesson Organizer Teaching Concepts Concept Mastery Routine Concept Anchoring Routine Concept Comparison Routine Exploring Text, Topics, and Details Framing Routine Survey Routine Clarifying Routine Order Routine Increasing Performance Quality Assignment Routine Question Exploration Routine Recall Enhancement Routine

6 Content Enhancement Routines Planning and Organizing Course Organizer Unit Organizer Lesson Organizer Teaching Concepts Concept Mastery Routine Concept Anchoring Routine Concept Comparison Routine Exploring Text, Topics, and Details Framing Routine LINCing Routine Survey Routine Clarifying Routine Order Routine Increasing Performance Quality Assignment Routine Question Exploration Routine Recall Enhancement Routine

7 Content Enhancement Routines Planning and Organizing Course Organizer Unit Organizer Lesson Organizer Teaching Concepts Concept Mastery Routine Concept Anchoring Routine Concept Comparison Routine Exploring Text, Topics, and Details Framing Routine LINCing Routine Survey Routine Clarifying Routine Order Routine Increasing Performance Quality Assignment Routine Question Exploration Routine Recall Enhancement Routine

8 Where are we?  Objectives and Outcomes  Freshmen/Sophomore Academies  working towards full implementation  Data collection  How many teachers are participating? 15/23 just since school has started  Which routines are being used?  How many students are we reaching when doing the routines?  Fidelity checks and classroom visits

9 Where are we?  Expectations  CER board  Date used and in which class  EMAIL us date used and in which class  Classroom visits  Invite us in!!!!  We will model with first class if you’d like, then you continue with the rest of your classes  Fidelity check  Recognitions  Literacy Crusaders – Previous/New  Treat

10 Share Out – Rose/Thorn Scott Jodi Beth Susie Joe Liz

11 Poster Activity  What do you need to get set?  What do you need to get ready?  What do you need to go?  What do you need to win? SAME process is used with ALL CER’s

12 Concept Anchoring is a Visual Device that…  Preplanned by the teacher to guide concept development  Is developed with teacher guidance and questioning  Co-constructed with the students and active engagement  Anchors new information with familiar information  Teaches complex, abstract information with an analogy of something known and concrete  Promotes increased understanding of critical content needed to understand the course or unit

13 ANCHORS Step 1: Announce the new concept Step 2: Name the known concept Step 3: Collect known information Step 4: Highlight characteristics of known concept Step 5: Observe characteristics of new concept Step 6: Reveal SHARED characteristics Step 7: State understanding of new topic

14 3 Collect Known Information 4 Highlight Characteristics of Known Concept 5 Observe Characteristics of New Concept 6 Reveal Characteristics Shared 7 State Understanding of New Concept Known Information Name: Date: Anchoring Table 2 Name Known Concept 6 Characteristics of Known ConceptCharacteristics of New ConceptCharacteristics Shared Known Concept New Concept 1 Announce the New Concept ANCHORS Linking Steps: Understanding of the New Concept: Unit: 1 2 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.

15 3 Collect Known Information 4 Highlight Characteristics of Known Concept 5 Observe Characteristics of New Concept 6 Reveal Characteristics Shared 7 State Understanding of New Concept Known Information Name: Date: Anchoring Table 2 Name Known Concept 6 Characteristics of Known ConceptCharacteristics of New ConceptCharacteristics Shared Known Concept Layers of the Earth New Concept 1 Announce the New Concept ANCHORS Linking Steps: Understanding of the New Concept: Unit: 1 2 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

16 3 Collect Known Information 4 Highlight Characteristics of Known Concept 5 Observe Characteristics of New Concept 6 Reveal Characteristics Shared 7 State Understanding of New Concept Known Information Name: Date: Anchoring Table 2 Name Known Concept 6 Characteristics of Known ConceptCharacteristics of New ConceptCharacteristics Shared Known Concept New Concept 1 Announce the New Concept ANCHORS Linking Steps: Understanding of the New Concept: Unit: 1 2 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

17 3 Collect Known Information 4 Highlight Characteristics of Known Concept 5 Observe Characteristics of New Concept 6 Reveal Characteristics Shared 7 State Understanding of New Concept Known Information Name: Date: Anchoring Table 2 Name Known Concept 6 Characteristics of Known ConceptCharacteristics of New ConceptCharacteristics Shared Known Concept New Concept 1 Announce the New Concept ANCHORS Linking Steps: Understanding of the New Concept: Unit: 1 2 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.

18 3 Collect Known Information 4 Highlight Characteristics of Known Concept 5 Observe Characteristics of New Concept 6 Reveal Characteristics Shared 7 State Understanding of New Concept Known Information Name: Date: Anchoring Table 2 Name Known Concept 6 Characteristics of Known ConceptCharacteristics of New ConceptCharacteristics Shared Known Concept New Concept 1 Announce the New Concept ANCHORS Linking Steps: Understanding of the New Concept: Unit: 1 2 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.

19 3 Collect Known Information 4 Highlight Characteristics of Known Concept 5 Observe Characteristics of New Concept 6 Reveal Characteristics Shared 7 State Understanding of New Concept Known Information Name: Date: Anchoring Table 2 Name Known Concept 6 Characteristics of Known ConceptCharacteristics of New ConceptCharacteristics Shared Known Concept New Concept 1 Announce the New Concept ANCHORS Linking Steps: Understanding of the New Concept: Unit: 1 2 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.

20 3 Collect Known Information 4 Highlight Characteristics of Known Concept 5 Observe Characteristics of New Concept 6 Reveal Characteristics Shared 7 State Understanding of New Concept Known Information Name: Date: Anchoring Table 2 Name Known Concept 6 Characteristics of Known ConceptCharacteristics of New ConceptCharacteristics Shared Known Concept New Concept 1 Announce the New Concept ANCHORS Linking Steps: Understanding of the New Concept: Unit: 1 2 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.

21 Modeling an Example

22 Group Work  In your group, using 3 concepts in your content area, think of something that can be used as an analogy with that term.  Choose one of the 3 and work out an entire Anchoring table for that concept/analogy  Share out when instructed to do so

23 Who Wants to be a Literacy Crusader?

24 Day 2

25 1.Review Concept Anchoring 2.Meet as a content area 3.Using critical content concept, create an Anchoring table 4. Share out 5. Fidelity checklist 6. CUE, DO, REVIEW modeling 7. Review checklist 8. Implementation Objectives/Expectations

26 The Concept Anchoring Routine Teaching Device TheAnchor Linking Steps TheCue-Do-ReviewSequence Components of The Concept Anchoring Routine

27 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

28 You have done the “Cue” part (name the routine; benefits to the students; expectations of students) You have done the “DO” part (go through the steps: ANCHOR) Now it is time to Review. Review the process using the acronym/steps ANCHORS Review the content for understanding How does the Anchoring Routine help you? What are the advantages of constructing a Concept Anchoring Table?

29 Fidelity Checklist Reflection

30 Implementation  Set personal goals  Time line  Reflection on learning  Label on your agenda where we used CUE, DO, REVIEW  Implementation Survey


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