Lyle Courtnage M ONTANA U NVIVERSITY SYSTEM Don Michalsky O FFICE OF P UBLIC I NTRUCTION Landon Stubbs CM R USSELL HIGH SCHOOL

Before we begin… 2

 Name  School  CTE Area  Have you used literacy strategies before?

Comprehension Individual and Cooperative learning 5

Profitable?

Today’s owners face a variety of risks when they undertake a construction project. Not only must owners be concerned with potential risks to their employees, tenants, or property, but they must also be concerned about the risks that the contractor bears. Safety is a critical item on all construction projects for multiple reasons including protecting the welfare of employees, providing a safe work environment and controlling construction costs.

However, the importance of safety as a cost controlling measure is often overlooked by owners and contractors. As a means of reducing the risks associated with construction, safety can significantly impact the overall cost. A dedicated commitment to safety by both the owner and contractor helps ensure project success and can impact the bottom-line considerably

1. The teacher introduces a problem or topic. 2. Students write down their thoughts/response for a specified amount of time. 3. Students should share their thoughts with a partner. 4. The partners should work together to reach consensus. 5. The partners then share their thoughts with the rest of the class.

Risk Free Weed Removal?

Roundup Ready Crops (RR Crops) are genetically engineered crops that have had their DNA altered to allow them to withstand the herbicide glyphosate (the active ingredient of Monsanto's herbicide Roundup). They are also known as "glyphosate tolerant crops." RR crops deregulated in the U.S. include: corn, soybeans, canola, cotton, su garbeets, and alfalfa. When planting Glyphosate Tolerant crops, a farmer can spray the entire crop with glyphosate, killing only the weeds and leaving the crop alive.genetically engineered cropsglyphosateMonsanto Roundupcornsoybeanscanolacottonsu garbeetsalfalfa

However, one concern with the heavy use of glyphosate on RR crops is that it will lead to the development of glyphosate resistant weeds (sometimes referred to as "superweeds"). [1] One variety of RR Corn, NK603, was linked to tumors in rats by a 2012 study One of the arguments in favor of using RR crops is the claim that Roundup is an extremely safe, environmentally friendly herbicide. For example, Dr. Michael D. Owen testified before Congress, saying: "Because it binds to the soil rapidly, is biodegraded by soil bacteria, and has a very low toxicity to mammals, birds, and fish, glyphosate kills most plants without substantial adverse environmental effectsglyphosate resistant weeds [1]NK603Michael D. Owen

Both students and teacher silently read a portion of text. Students should develop two questions to ask the teacher based on the content of the text. Questions like “How many times was the word ‘and’ used?” do not count.

The teacher closes the book, and the students have the opportunity to ask these questions Depending on what format you use, repeat the process with either the teacher asking the student or one group quizzing the other group.

A Framework 15

The scaffold on which we build 16 Micro-Periods of Reading

 Helps students to connect their knowledge to the text  Encourages retention of new knowledge  Improves understanding  For MAX: ◦ Motivation (Before) ◦ Acquisition (During) ◦ Extension (After)

 Teach literacy skills in conjunction with content  The reading should be presented as a solution to a problem  Not “just another assignment”  Set a purpose to the reading so the student knows what to look for  Create new approaches and strategies to cultivate learning AND increase motivation:  Before  During  After

 Set purposes for reading  Activate relevant background knowledge  Generate questions  Identify problems to be solved  Identify probable text structure  Select strategies to use while reading

 Goals ◦ Helping students strive for success ◦ Reducing anxiety over possible failure  Aspects ◦ Writing to think and commit to ideas ◦ Cooperative discussion to:  Determine prior knowledge  Build on prior knowledge ◦ Focusing on learning a skill  Teacher models the skill ◦ Students set a concrete purpose for reading

 Ask questions  Reread  Check context  Monitor comprehension  Organize information  Make invisible thinking visible  Implement strategies  Check and modify predictions

 Goals ◦ Intellectually safe opportunity to interact with text ◦ Individual practice with a learning skill  Each student acquires… 1.New content by probing the text 2.Reading skills through practice and practical applications  Strategy-oriented  Motivated  Purposeful  Metacognitive  Engaged in making meaning with text

 Ask questions  Confirm or alter predictions  Identify important information  Evaluate solutions  Evaluate comprehension in terms of purposes for reading  Summarize information  Discuss ideas

 Goals: ◦ Higher order thinking ◦ Repetition of important concepts and vocabulary  Aspects ◦ Cooperative discussion and/or debate to collectively construct meaning – analysis, synthesis, evaluation, application ◦ Low-threat immediate feedback ◦ Writing to reorganize information ◦ Reflection on use of the reading skill introduced in Motivation

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 If opportunities for reading are not an integral part ◦ Provide opportunities to explore concepts through reading a variety of texts and utilize MAX strategies  If reading assignments are currently used regularly ◦ Utilize the MAX Format and strategies ◦ Only substantial change is increased peer and class discussion

 Whenever you use text/reading  5-8 times per week per class is TOO MUCH. ◦ More likely, 2-3 strategies per week per class ◦ Occasionally, one strategy per week per class

1. Comfortable with framework and strategies lessons produced and ready to teach (in full week of PD) 3. Build community of practice 28

1. Introduce strategy(s) 2. Use/model strategy 3. Create/Modify lesson with strategy in use 4. Share lesson with peer teachers 29

Start your engines 31

 Anticipation Guide  Think-Pair-Share (BD or A)  G.I.S.T.  Stump the Teacher (DA)  Focused Free Writes (BD or A)

Summarization of complex material Reading Critically Paraphrasing 33

1. Discuss skills of summarization 2. Assign reading segment to be summarized. 3. Students read silently 4. Groups work to summarize 5. Repeat steps 3 -5 for another segment 6. Students share on board or large paper 7. Students reflect on each other’s work

Ask questions 36

1. Both students and teacher silently read a portion of text. 2. Students should develop two questions.  Questions like “How many times was the word ‘and’ used?” do not count.

3. The teacher closes the book. 4. Students ask their questions. 5. Depending on what format you use: Repeat with the teacher asking the student, OR Repeat with one group quizzing the other group.

Organize information Summarize Revisit 39

1. Provide a topic or question for students to reflect on. 2. Give students a chosen amount of time.  Ignore this step if it is a homework assignment.  Optionally, add in a length requirement.

3. Have students follow those guidelines and individually and silently reflect on the question or topic. 4. After the time period, you can: Have the journal entries for the teacher’s eyes only, OR Have students break into small groups and share what they have written with each other.

 How do you think this will work in your classroom?  How has this workshop changed or reinforced the way you think about literacy in your CTE classroom?  How do you plan to change the way you use literacy in your classroom? 42

43 “The House” An Exercise in Perception