1. 1 Content Literacy Practices 2011 Day One

2. Alabama State Department of Education’s Mission Statement To provide the standards, resources, and support needed to ensure all students graduate college and/or career ready

3. OUTCOME: Improve Student Achievement

4. Parameters Everyone is a participant. Silence technology (cell phones, computers, etc.). Minimize side bar conversations. Abstain from electronic conversations. Respect time. Be receptive to learning and others’ opinions. Have fun learning together.

5. “I’m Here”

6. I’m Trying…

7. I’m here… Even when it seems I’m not.

8. Class seems long when you don’t understand.

9. I’m trying to pay attention, But sometimes it’s hard.

10. I heard what she said… But I don’t know what she means.

11. I read like everyone else… But the words don’t always make sense.

12. I feel trapped… Because reading is hard for me.

13. I try and follow the rules… Most of the time.

14. Things that seem easy to others… Don’t seem easy to me.

15. I feel alone… When I don’t understand.

16. I get bored… When my work seems too hard.

17. I get confused… And I don’t know what to do.

18. Things move too fast; I can’t keep up.

19. Just because I struggle doesn’t mean I don’t care. All I need is… Help.

20. Lesson Agenda Outcome: Participants will demonstrate an understanding of the Essential Elements to increase student achievement. Before: Quick Write During: Talk to the Text & Say Something After: 3-2-1

21. Before: Quick Write Complete the following sentence. I know Johnny is learning when…

22. Five Essential Elements

24. During: Talk to the Text & Say Something Silently read each section. Talk to the Text as you read; jot your thoughts in the margin. Say Something - make a comment or state a question to your partner; this is not a discussion.

25. After: 3-2-1 3 things you learned about the Essential Elements 2 questions you have 1 connection you have made

26. Five Essential Elements Plan Outcome-Participants will understand the Essential Elements that increase student achievement. Before: Quick Write Purposes: set a purpose for reading, activate prior knowledge During: Talk to the Text & Say Something Purposes: engage with the text, self-monitor comprehension, integrate new information with prior knowledge After: 3-2-1 Purposes: reflect on the content of the lesson, respond to text through writing, summarize

27. Stretch Break!

28. What Is Strategic Teaching All About?

29. Strategic teaching IS NOT just for reading and language arts classes. Strategic teaching IS best practices designed to increase student achievement in ALL content classes.

30. Strategic Teaching IS NOT just for struggling readers. Strategic Teaching IS for all students regardless of their reading abilities.

31. Strategic Teaching IS NOT something that you do once a week or on every other Thursday. Strategic Teaching IS part of every lesson, every day.

32. Strategic Teaching IS NOT something your principal came up with to torture you. Strategic Teaching IS based on scientific research about adolescent learning.

33. BRAIN RESEARCH AN INCREDIBLE JOURNEY

35. STUDENTS OF THE 21 ST CENTURY Got Brains?

36. Brain Research Agenda Outcomes: Participants will discover characteristics of the adolescent brain. Participants will make connections between the developing brain and adolescent learning. Before: Anticipation Guide During: Jot Notes After: Anticipation Guide

37. Left-Brain/Right-Brain Partners

38. Select two partners sitting at different tables. When prompted, sign up with a left-brain and a right-brain partner. Remember to also write your name on the same side of the brain as your partners. When directed, meet and discuss a given topic.

39. Before: Anticipation Guide Read each statement. Mark in the left-hand column whether you agree or disagree with the statement. When directed, locate your left-brain partner and discuss your predictions. Prepare to share whole group.

40. During: Jot Notes “Jot” notes are based on key points, concepts, or ideas as the text is read. Use single words and/or phrases to keep notes brief and to the point. This may include: brief notes about the important points in the text; sketches of images constructed as the text is read; connections to the text; questions about the text; and first reactions to the text.

41. Brain Research: An Incredible Journey Chunk 1: “We Do”

42. Examples of Jot Notes 7 to 10 percent of brain is pruning away lacks reasoning and judgment hormones are not completely responsible acts childishly physical appearances deceiving Connection: Adolescent students look mature, but act childishly.

43. Chunk 2: “Y’all Do” Read the text. Write jot notes that are short and to the point. Sketching is encouraged. Share notes with a partner. Share notes with the whole group.

44. Chunk 3: “Y’all Do” Read Chunk 3 with a partner. Take jot notes.

45. Chunk 4: “You Do” Read text. Reflect individually. Take jot notes. Meet with your right-brain partner and reflect on your jot notes.

46. After: Anticipation Guide Reread the statements from the beginning of the lesson. Mark new responses in the right-hand “After” column. Justify any corrections made after reading. Write justifications under the appropriate statements.

47. Brain Research Lesson Plan Outcomes: Participants will discover characteristics of the adolescent brain. Participants will make connections between the developing brain and adolescent learning. Before: Anticipation Guide Purposes: activate prior knowledge; establish a purpose for reading; make predictions During: Jot Notes Purposes: organize information; summarize and practice note taking; make connections After: Anticipation Guide Purposes: reflect and correct predictions; integrate new information with prior knowledge

48. Parking Lot Postings Reflect on the learning from the day: Questions Concerns Comments This is the ticket to lunch. The purpose is to let the facilitator see whether or not learning has taken place. The questions, concerns, and comments will be addressed in the morning.

49. LUNCH!!!

50. Problem-solving skills are necessary!

51. Strategic Math Lesson: The Pythagorean Theorem

52. 8th Grade Course of Study Standard 7 Solve problems using the Pythagorean Theorem Apply the Triangle Inequality Theorem Verify Pythagorean Theorem Apply the Pythagorean Theorem to find the missing length of a side of a right triangle Apply the Pythagorean Theorem to determine if a triangle is a right triangle Calculate distances on the coordinate plane using the Pythagorean Theorem. AHSGE Standard VII, Objective 2: Apply the Pythagorean Theorem. 7th Grade standard: Find the Perimeter of polygons and the Area of Triangles and Trapezoids. 9th Grade Algebra standard: Solve problems algebraically that involve area and perimeter of a polygon, area and circumference of a circle, and volume and surface area of right circular cylinders or right rectangular prisms. Applying formulas to solve word problems.

53. Math Strategic Lesson Agenda Daily Outcomes: When you leave class today you will be able to: find missing lengths of sides of right triangles using the Pythagorean Theorem; and determine if a triangle is a right triangle using the converse of the Pythagorean Theorem. COS 7 Before: Anticipation Guide During: Jot Notes with Explicit Instruction After: Anticipation Guide Reflection

54. Before: Anticipation Guide 1. Read each statement. 2.In the left-hand column mark whether you agree or disagree with the statement. 3.Discuss your predictions with a partner.

55. During: Jot Notes Read each chunk when directed. Jot down the important information on your paper. These are your notes, so make them brief and to the point; use single words or short phrases. Just write enough for you to remember what it means. Include a real-life connection or a sketch to help you remember the information if possible.

56. “I Do”: Who was Pythagoras? Pythagoras was a Greek mathematician and philosopher. He is credited with discovering the relationship between the lengths of sides of a right triangle. He found that the relationships had to do with the squares of those lengths: In any right triangle, the sum of the squares of the lengths of the two legs is equal to the square of the length of the hypotenuse.

57. “I Do”: Jot Notes Pythagoras-- Greek mathematician & philosopher; and Credited with finding the relationship between the side lengths of a right triangle. Connection: Sounds like Greek to me!

58. “We Do”: Jot Notes Read the information from the first chunk of text and the Key Concept box (p. 485). Remember when taking jot notes, the types of information recorded may include: brief notes about the important points in the text, sketches of the images that are constructed, connections made to the text, questions about the text, and/or first reactions to the text.

59. Our Jot Notes - “We Do”: p. 485 legs: represented by the variables a and b 2 sides that form the right angle hypotenuse: the side directly across from the right angle; represented by the variable c; the longest side. Right Triangle hypotenuse c leg a leg b Formula: a² + b² = c² OR c²= a² + b² leg b

60. “Y’all Do”: Jot Notes Read the information from the second chunk of text (p. 487) and take Jot Notes with your partner. Remember that when taking jot notes, the types of information may include: brief notes about the important points in the text, sketches of the images that are constructed, connections to the text, questions about the text, and/or first reactions to the text.

61. Teacher Jot Notes: p. 487 Pythagorean Theorem: If a triangle is a right triangle, then c²= a² + b². Converse of the Pythagorean Theorem: If c²= a² + b², then a triangle is a right triangle. To determine if a triangle is a right triangle when given the 3 side lengths, use the Converse of the Pythagorean Theorem.

62. “I Do” Example 1 You are planning to purchase a new digital flat screen television. The TV has a length of 40 inches with a height of 30 inches. What size is the flat screen? Hint: The size of a television is given by the length of the diagonal of its screen.

63. The television’s diagonal is the hypotenuse, c, so the legs are 30” and 40”. Since a² + b² = c², then 30² + 40² = c² (3030) + (4040) = c² 900 + 1600 = c² 2500 = c² √2500 = √c² 50 = c The television has a 50 inch diagonal, so it’s a 50 inch flat screen television.

64. “I Do” Example 2 The mobile phone company is anchoring wires to the top of a 1200 ft high communication tower. The cable for the support wire is 1300 ft long, and the company requires you to use the entire cable. How far from the base of the cell phone tower will it need to be anchored?

65. The cable length is the hypotenuse, 1300 ft., so the legs are 1200 feet and b feet. I know that the formula is: a² + b² = c² 1200² + b² = 1300² (12001200) + b² = (13001300) 1,440,000 + b² = 1,690,000 b² = 1,690,000 – 1,440,000 b² = 250,000 √ b² = √250,000 b = 500 The cable should be attached 500 ft from the base of the tower.

66. “We Do”: Example 3 Solve for the unknown side in the right triangle to the nearest tenth: a = 15 units; b = ? units; c = 25 units.

67. “We Do” 3: a = 15, b = ?, c=25 Begin with the formula: a² + b² = c² 15² + b² = 25² (1515) + b² = (2525) 225 + b² = 625 225 – 225 + b² = 625 – 225 b² = 400 √ b² = √400 b = 20 units

68. “We Do”: Example 4 In a baseball diamond the distance between each of the three bases and home plate is 90 feet and all form right angles. How far does the second baseman have to throw the ball in order to get the runner out before he slides into the home plate? Hint: Sketch it out. Then use the Pythagorean Theorem to solve this problem.

69. “We Do” 4: Baseball Problem Formula: a² + b² = c² The distance from 2nd base to home plate is the hypotenuse, c. So: 90² + 90² = c² (9090) + (9090) = c² 8100 + 8100 = c² 16,200 = c² √16,200 = √c² 127.279 = c (127.3 to the nearest tenth) The second baseman has to throw the ball about 127.3 feet to get it to home plate.

70. “Y’all Do” Solve the following six problems with your partner on the back of the Jot Notes: From the Glencoe Pre-Algebra textbook: pp. 488-490: # 1, 2, 20, 22, 43 – explain your choice and reasoning 46 – answer in a complete sentence Show all of your work.

71. After: Anticipation Guide Reread the statements from the beginning of the lesson. Mark new responses in the right-hand “After” column. Justify any corrections made after reading and working problems. Show all work underneath each statement.

72. Math Strategic Lesson Plan Daily Outcomes: When you leave class today you will be able to find missing lengths of sides of right triangles using the Pythagorean Theorem, and determine if a triangle is a right triangle using the converse of the Pythagorean Theorem. COS 7 Before: Anticipation Guide Purposes: make a prediction; activate prior knowledge; Set a purpose for learning During: Jot Notes with Explicit Instruction Purposes: discuss vocabulary; practice solving problems After: Anticipation Guide Reflection Purposes: reflect on the content of the lesson; assess students’ knowledge; verify predictions

73. Stretch Break!

74. Skillful Readers

75. John John had to get up early to study his words. He was very tired and decided to take a break.

76. John When he opened his eyes again, the first thing he noticed was the clock on the chair. It was an hour later and nearly time for his class.

77. John He picked up his two books and put them in his rucksack. He started pedaling to campus as fast as he could. He ran out of gas, so he hitched a ride.

78. John By the time he arrived at class, the test was over. When John explained his tardiness to Dr. Syljuberget, the professor remarked invectively that the excuse was rather egregious. Adapted from Yuill, N. M., & Oakhill, J.V. (1991). Children’s problems in text comprehension: An experimental investigation. Cambridge, UK: Cambridge University Press.

79. Skillful Readers Predict Question (generate and answer) Monitor Comprehension and Use Fix-Up Strategies Make Connections 79

80. Skillful Readers Infer Draw Conclusions Summarize Visualize 80

81. Skillful Readers Analyze Synthesize Recognize Text Structure Use Graphic Organizers for Thought Processes 81

82. ‘Alesha’ Narrative Read the ‘Alesha’ narrative. Take margin notes as you locate specific examples of Alesha’s literacy skills. With a partner, connect the examples to the skills listed on the graphic organizer. Irvin, J., Meltzer, J. & Dukes, M. (2007). Taking action on adolescent literacy: implementation guide for school leaders. ASCD: Alexandria: VA. 82

83. Skillful Readers Predict Question (generate and answer) Make Connections Infer Draw Conclusions Summarize Visualize Analyze Synthesize Recognize Text Structure Use Graphic Organizers for Thought Processes Monitor Comprehension and Use Fix-Up Strategies 83

84. Putting Theory into Practice The lesson framework for strategic teaching includes: One Outcome Two Instructional Practices Three Parts of the Lesson Four Steps to Explicit Instruction Five Components of Active Literacy

85. Applying Strategies A variety of strategies can be used to support this lesson framework. Strategies should be purposefully chosen to incorporate literacy skills into the content areas. The semantic feature analysis is a tool used to show the connections between literacy strategies and literacy skills.

86. Parking Lot Postings Reflect on the learning from the day: Questions Concerns Comments This is the exit slip for today. The purpose is to let the facilitator see whether or not learning has taken place. The questions, concerns, and comments will be addressed in the morning.