1. IT IS EVERYONE’S MORAL OBLIGATION TO TEACH READING AND WRITING. September 27, 2011 Professional Development SWMS

2.  Provide a variety of strategies for immediate use in the classroom which: ◦ Local 8 Goal: Expository Text Exploration+ ◦ Assist Teachers in Effectively and Efficiently teaching students to learn:  Ways of Reading  Ways of considering language  Ways of thinking critically about what they’ve read  Academic Habits of Mind---Meta-cognate Please

3. META-COGNATE-PLEASE!

4.  Proponents of writing across the curriculum are quick to clarify that writing to learn is not the same as learning to write; but as flip sides of a single coin, the two support one another. Anne Walker (1988) calls the two parts the "virtuous circle." When content area teachers incorporate writing in all areas of the curriculum--social studies, math, science, vocational education, business, foreign language, music, art, physical education, and language arts--students benefit in three ways: they have a resource for better understanding content; they practice a technique which aids retention; and they begin to write better. (Walker, 1988; Kurfiss, 1985)

5.  "housed in the writing lab."  evident in their school newspaper or literary magazine  English teacher asks students to write a paper about art or the art teachers refer to literature These examples lack the ingredients of writing across the curriculum. (Walker, 1988; Self, 1989)

8. GOAL: Develop strategies Every Content Teacher Can Do (ECTCD) to ensure reading and writing everyday-every class. MATERIALS:  Reading Comprehension Strategy Reference Guide / Check-List  Expository Reading And Writing Course Assignment Template  ARTICLE 1: IF YOU PITCH IT, THEY WILL EAT, Sacramento Bee, January 5, 2003, Shannon Brownlee  ARTICLE 2: IT’S PORTION DISTORTION THAT MAKES AMERICA FAT The New York Times, August 3, 2003, David Barboza

9.  Pre-Reading Activity: ◦ Quick Write:  “Write everything you know or want (need) to know about obesity in America?” ( 3 minutes-individual independent work minutes)  Think-Ink-Pair Share (TIPS) both “quick writes” ( 2.5 minutes for Person “A” and 2.5 minutes for person “B”) 2.3ELA “Writing Applications” Write brief reflective compositions: a. Explore the significance of personal experiences, events, conditions, concerns by using rhetorical strategies (e.g., narration, description, exposition, persuasion).

10. Know- Need to Know Sample Strategy to Summarize Group Work or Engage Prior Knowledge  Know (about obesity in America)  Need To Know (about obesity in America)

11.  READ! AND ASSIGN READING ◦ INTERESTING READS  PRE-READING ACTIVITIES (STRATEGIES) BEFORE READING: “prereading” Goal: Readiness ACTIVATE PRIOR KNOWLEDGE Questioning Brainstorming Posing Problems / Issues Role Playing Know / Need-to- Know Anticipation Guides Conversation Stems Collaborative Groups Numbered Heads Think-Ink-Pair-Share Quick Writes PREDICT CONTENT Surveying ideas Demonstrating / experimenting Posing questions Dialogue w/text Pen-in-hand or annotation Tea Party Think-Ink-Pair-Share Frayer Model

12.  What do the titles “It’s Portion Distortion that Makes America Fat” and “If You Pitch, They Will Eat It” tell you about the authors’ positions on: ◦ Who is responsible for America’s growing weight problems? ◦ Purpose of these articles?

13.  Considering the locations of publication: ◦ What similarities do you expect the articles to have? ◦ How reliable do you expect the articles to be? And Why or Why not?

14.  What is your department currently doing-as far as pre-reading, using writing?  What pre-reading activity or strategy could your department & grade level do with these two articles? ACTIVITY #2 -answer each-lists are ok. Work in department groups- USE DEPARTMENT WORK SHEET SGLC 10/06/2011review data to ‘strategically’ determine what ECTCD to improve learning. Dept. Chair TURN–IN ONE COPY AT THE END of SGLC-CPT Thursday, October 6, 2011 {electronic copies available on Kaloostian’s PD Page on whitems.org. You may e-mail copies to gek1667@lausd.net}

15.  Read the first three paragraphs and the last paragraph of Brownlee “It’s Portion Distortion that Makes America Fat.” from the Sacramento Bee ◦ What is the point of the comparison between burgers, fries, and cigarettes? ◦ What arguments do you think she might make? Step into teacher mode>>>>>>>>> 1.Why is this strategy useful? 2.Why is this different from what ‘readers’ typically do with an expository text?

16.  Read the first three paragraphs and the last paragraph of Barboza “If You Pitch It, They Will Eat It.” from The New York Times ◦ Who does Barboza think is responsible for America’s Weight Problem? ◦ What arguments do you think he might make? Step into teacher mode>>>>>>>>> 1.Why is this strategy of ‘repeating the activities with each article” useful? 2.How is this different from what ‘teachers’ typically do with an expository text?

17. During Reading Goal: Understanding Construct Meaning Providing a Purpose Verifying predictions Responding to a Study Guide Annotation Text –’pen-in- hand’ Anticipation Guides Choral Reading Monitor Under- standing Questioning- talking about ideas Note Taking & summarizing Generating ‘student-based quizzes’ Read Aloud /TIPS Dialectic Journaling Socratic Seminars / Philosophical Chairs Conversation Stems Give one-Get One Inside-Outside Circles