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N AVIGATING L ITERACY IN HEALTH Marikaye Travis School Instructional Specialist Write name on back of ticket and place in black and white bin.

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Presentation on theme: "N AVIGATING L ITERACY IN HEALTH Marikaye Travis School Instructional Specialist Write name on back of ticket and place in black and white bin."— Presentation transcript:

1 N AVIGATING L ITERACY IN HEALTH Marikaye Travis School Instructional Specialist Write name on back of ticket and place in black and white bin.

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3 L EARNING T ARGETS FOR LITERACY AND RIGOR TODAY WE WILL LEARN how... to use accountable talk to increase metacognition AND to create a connection among reading, writing, speaking & listening in our content lessons... BECAUSE we want to provide students with the tools necessary to think critically, listen attentively, work collaboratively, and apply information learned.

4 L ITERACY OR A NCHOR S TANDARDS W HAT ARE THE A NCHOR S TANDARDS ?? 10 anchor standards Same ultimate goal for K-12 (continuum) How do I read the Anchor Standards?? CCR= College & Career Readiness RI = Reading Informational 1 = Anchor Standard #1 Handout

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7 HOW IS THIS RELEVANT TO ME AS A HEALTH EDUCATOR? College and Career Readiness Anchor Standards: 8 th = 55% of reading & writing should be grounded in informational text 12 th = 70% of reading & writing should be informational We can reach the 55% if we all introduce small chunks of informational text in our units.

8 S O WHAT DOES L ITERACY IN H EALTH LOOK LIKE ? Asking deeper questions Reading same text multiple times for different purposes Synthesizing multiple pieces of media/text for insight into different perspectives Discussing texts Writing about the texts Necessary Routines for Increasing Rigor Journal of Adolescent Literacy The “HOW”

9 W E START WITH METACOGNITION ! Metacognition is: “eavesdropping on someone’s thinking” “thinking about your thinking ” In metacognition =In rigor

10 I N OTHER WORDS... Rigor resides in the energy and attention given to the text, not in the text itself. Rigor is STUDENTS thinking and doing the work. -Kylene Beers Notice & Note

11 A LOOK INSIDE A L ESSON : Taking Sides: Should energy drinks be banned?

12 T HE INSTRUCTIONAL FRAMEWORK

13 Opening/ACTIVATOR Purpose for viewing: 1.To what audience is Red Bull marketing? 2.What type of messages were being sent to the audience about the product? 3.Predict what the FDA would say about this cartoon clip? Show me your answer!

14 Opening/ACTIVATOR  List energy drinks currently on the market  List benefits of consuming energy drinks  List potential health problems caused by ingesting too much caffeine  What do you know about the FDA? Collaboration + quick formative assessment What do you know about these topics?

15 What’s important??!!!!

16 M INI LESSON / WORK SESSION : H OW DO WE TEACH USING COMPLEX TEXT ??? Call for close, attentive, and purposeful reading of disciplinary texts to *gain key ideas and details, *understand the writing craft and structure, and *critically evaluate knowledge, claims, and evidence. This thing called Close Reading Help students to slow down and *notice *track their thinking

17 THINKING NOTES M ETACOGNITIVE MARKERS ( M & M’ S ) E Text evidence ?? Something is unclear or confusing ? Raises a Question--possible discussion point for class ! Omg! Great piece of writing, quote, or idea! Words I don’t know Tool for students to slow down and “notice” what is in the text!text

18 Purpose written Numbered paragraphs Circled unknown words Underlined and noted “E” for evidence that supported purpose Wrote comments in margins to help her make connections Students annotate text

19 Purpose : Should energy drinks be banned? MINI LESSON: Close read text from Taking Sides

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21 They read it... but do they get it? What is this saying? ??!!!???

22 But wait... Are students armed with the information necessary to be successful thinkers and readers? Do they know how to navigate the text?

23 W HAT IS INVISIBLE TO STUDENTS ? Text structure (layout, sequence of parts) Organizational patterns Graphics, charts, captions, diagrams Title, subtitles, bold words, headings Pause and Ponder: What would your students need to notice in order to successfully navigate through this text?

24 But wait... Do students know their purpose for reading? Looking through a different lens.

25 M ETACOGNITION IS... D RIVEN BY SPEAKING & LISTENING

26 CCR S PEAKING & L ISTENING W ALKING THE S TANDARDS Comprehension and Collaboration CCSS.ELA-Literacy.SL.8.1CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.8.2CCSS.ELA-Literacy.SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. CCSS.ELA-Literacy.SL.8.3CCSS.ELA-Literacy.SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. Presentation of Knowledge and Ideas CCSS.ELA-Literacy.SL.8.4CCSS.ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.SL.8.5CCSS.ELA-Literacy.SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. CCSS.ELA-Literacy.SL.8.6CCSS.ELA-Literacy.SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations.here Category 1 Category 2 STRAND

27 W E RETAIN : 20% of what we hear 40% of what we see and hear 80% of what we see, hear, and do! M ALCOLM K NOWLES RESEARCH

28 W ORK S ESSION : S TUDENTS T ALK AND BRAINSTORM ARGUMENTS Face partners – before reading text Brainstorm four good reasons energy drinks should NOT be banned. Next, list specific examples that show why your reason is legitimate. (increases rigor)

29 T EACHER MODELS EXPECTATIONS FOUR Reasons energy drinks SHOULD be banned Examples 1. Caffeine causes health issues Students could develop caffeine toxicity 2. jkfjkldsjflkjlkjjkkjkfjljflkjdflk 3. 4. In your packet

30 MINI LESSON/WORK SESSION: Caffeine Jitters: Energy Drink Panic Purpose Based on the information provided in this text, should energy drinks be banned? Use relevant text evidence from this article or the first article to support your claim. An opposing viewpoint: Students briefly talk about their thinking with FACE PARTNER

31 W ORK S ESSION : BRAIN STORM ARGUMENTS Shoulder partners – after reading text Brainstorm four good reasons why students energy drinks should NOT be banned. Next, list specific examples that show why your reason is legitimate (increases rigor).

32 T EACHER MODELS EXPECTATIONS FOUR reasons energy drinks should NOT be banned Examples 1. ResearchFDA exaggerated risks by failing to put them in perspective. 2. 3. 4.

33 F IND YOUR SHOULDER PARTNER Locate your shoulder partner and stand next to him/her Partner on right is #1 and Partner on left is #2 Teacher confirms all are paired Partner #1 – argue banning of energy drinks (1 min.) Partner #2 – argue consuming energy drinks (1 min.)

34 M ONITORING THE WORK SESSION W HAT IS THE TEACHER ’ S ROLE ? Look for patterns of confusion and getting “off track” (interrupt work session to get everyone on “same page” when necessary) Respond briefly to student annotations as you walk the room Note when they are writing fantastic questions Ask a question to further develop thinking Ask students to clarify what they mean Explain unknown vocabulary (to whole class) only when absolutely necessary for comprehension of the text

35 A CCOUNTABLE T ALK P ROMPTS -This connects to…. -Another content this reminds me of is ….. -I can relate to this because…. -The author included this to…. -This section was included to… -Another way to say this is… -I agree with this completely because… -So far I’ve learned… -This made me think of… -That didn’t make sense… -I think _____will happen next. -I reread that part because… -I was confused by… -I think the most important part was… -That is interesting because… -I wonder why… -I just thought of… Handout

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37 “Safety becomes a concern when students consume energy drinks.” T AKE A S TAND ANOTHER Speaking & listening activity

38 Teach s Accountable Talk leads to... WRITING

39 WORK SESSION: Caffeine Jitters: Energy Drink Panic Purpose Based on the information provided in this text, should energy drinks be banned? Use relevant text evidence from this article or the first article to support your claim. Include at least one opposing argument in your response. An opposing viewpoint: Students briefly talk about their thinking with FACE PARTNER

40 R ETURN TO THE A CTIVATOR AND C OLLABORATIVE DISCUSSIONS Review brainstorming posters Review conversation notes from Take a Stand or Arguing Both Sides with Face/Shoulder Partners The speaking & listening strategies give students the opportunity to see/hear different perspectives and build on ideas.

41 Constructed Response: The author of the article presented one side of a debate over the consumption of energy drinks. Looking at the article on monster beverages, the Bloomberg News made a valid point. In Paragraph 3, in support of banning energy drinks, this particular news group shared statistics of “37 reports involving Monster energy drinks, including six fatalities, since 2004.” The other side,however, would argue the article also mentioned in Paragraph 3 that the FDA also received thousands of such reports about aspirin each year and hundreds about coffee. Thus, making the argument that energy drinks alone are not necessarily the cause of death. Therefore, it could be argued the individual consuming the product is ultimately responsible to know their health status, read the product label, and use reasonable judgment about the volume being consumed at one time or in one day. After all, moderation is simply the key. YourYour observations?

42 C LOSING /F ORMATIVE ASSESSMENT : Green – What they learned Yellow –Questions they have or a new perspective Red – What stopped their learning The Spotlight Assessment

43 Most Valuable Point Time: 1-2 min. Students write down everything they can remember about the topic/text in a box draw on paper. Time: 1-2 min. Students must support with “why” CLOSING : Resource: The Core Six Essential Strategies, Silver, Dewing, Perini

44 C LOSING Beach ball toss

45 S TRATEGIES FOR NAVIGATING LITERACY Close reading Modeling thinking aloud and annotating Carousel brainstorming/graffiti activity Accountable talk Take a Stand Turn and Talk/Shoulder & Face Partners Grouping using playing cards Anchor Chart - Modeling writing expectations MVP/Memory Box Beach Ball Toss Stoplight Assessment

46 RESEARCH AND B OOK R ECOMMENDATIONS For literacy I Read It, But I Don’t Get It – Cris Tovani Comprehension strategies for adolescent readers Do I Really Have To Teach Reading? - Cris Tovani Simple reading strategies for all content areas So What Do They Really Know? – Cris Tovani Assessment to inform teaching and learning Notice & Note: Strategies for Close Reading – Kylene Beers/Robert Probst Simple strategies and ideas for using literacy to increase rigor in all content areas For Understanding Common Core Standards Understanding Common Core Standards – John Kendall In depth descriptions of the Common Core Standards (for those who need more explanation of the standards) For strategies that respond to the demands of the Common Core The Core Six – Silver, Dewing, Perini Essential strategies for when you have a grasp of the Common Core Standards and you are eager to do something with them Marikaye Travis School Instructional Specialist

47 The fireworks begin today. Each diploma is a lighted match. Each one of you is a fuse. - Edward Koch


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