Participants will gain an understanding of what reading, writing, and speaking looks like in practice when using evidence from the text. Review a lesson plan with CCRS standards. Participate in a lesson implementing a teaching strategy. Discuss Teaching Strategies.
Literacy is the “ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts. Literacy involves a continuum of learning to enable individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society."
* Students entering into the 21st century workforce will need to be able to read, write, and communicate effectively more than at any other time in history. They will need advanced levels of literacy to perform their jobs, manage their households, perform duties required of social surroundings, and conduct their personal lives.
Visual of Anchor Standards, Content COS Standards, and Grade Band Literacy Standards ANCHOR STANDARDS LITERACY STANDARDS CONTENT STANDARDS Lesson Planning
The ability to read, understand, and communicate in the language of a technical field increases. Employers demand employees be able to read, gather, and analyze information from a variety of sources in order to solve problems and meet customer needs.
When CTE Teachers make frequent reading and writing assignments: Student reading scores improve Student technical knowledge increases Students become independent and lifelong continuous learners 100% of students
Challenge #1: Ping-Pong Reading Students read for specific information by skimming the text Students read to get it done rather than to learn
Challenge #2: Mindless Reading Students read the assigned text, but the communication and thinking process are absent Students realize they do not need to read, because the teacher will tell them everything Students do not develop independent reading and learning behaviors
Challenge #3: Forgetful Reading Students do not connect the reading of assigned text to personal knowledge Students do not pose questions, predictions, inferences, or synthesis when reading Students struggle with class discussions and tests, because they do not see the relationship to the reading assignment
CTE Teachers Can Ask Students to: Read and research technical material. Work on a year long project.(i.e. research a topic such as making plans for starting a business or research the history of the career field in terms of technology, preparation, changing methods, etc. Read newspapers, newsletters and journals to find articles related to what they are studying.
CTE Teachers Can Ask Students to: Complete a major project each semester that includes research, a product or service, and an oral presentation. (i.e. research paper on emerging technology and give an oral presentation) Note: The CTE Teacher could assign this project in conjunction with the English teacher so the student would receive a grade in both the CTE and English classes. The grade would be for content in CTE and mechanics in English.
Be writers themselves. Develop written samples they expect from their students Share written samples with students Create a writing environment. Make writing an integral part of instruction.
Work with students to make sure they understand any difficult terms and assist them with understanding the words. Work with vocabulary prior to reading the material. Chunk the text and vocabulary before reading.
Have students read related topic material from a variety of sources. Have students either share with others or report out ideas and information about how their reading relates to the topic. Provide time for students to write about what they have read on a topic.
. Welcome Developing strategies for embedding/identifying CCRS literacy standards into program area content. Welcome
Handout Checklist Hazard Communication with MSDS Teaching Strategies Reflection Sheet
CCRS – Today’s Objectives Review a lesson plan with CCRS standards Participate in a lesson implementing a teaching strategy Discuss Teaching Strategies
Identify CCRS Literacy Standards into your program area. Hazard Communication with MSDS A guide to help identify CCRS standards using one of your current lesson plans.
Hazard Communication with MSDS Review Lesson Plan Title Overview/Annotation Course Content Standard(s) Local/National Standards (this section is more detailed for demonstration purposes)
Hazard Communication with MSDS Primary Learning Objective(s) Additional Learning Objectives Approximate Duration of the Lesson Materials and Equipment Technology Resources Needed Background/Preparation Procedures/Activities Attachments
Hazard Communication with MSDS Assessment Strategies Extensions Remediations
Develop a lesson plan implementing a teaching strategy with CCRS. Teaching Strategies Handout page 6 Table Talk Writing utensil and paper What are characteristics of effective teaching?
NBCT 5 Core Propositions Proposition 1: Teachers are committed to students and their learning. Each student reads, reflects, and writes a response.
NBCT 5 Core Propositions Proposition 2: Teachers know the subjects they teach and how to teach those subjects to students. Each student reads, reflects, and writes a response.
NBCT 5 Core Propositions Proposition 3: Teachers are responsible for managing and monitoring student learning. Each student reads, reflects, and writes a response.
NBCT 5 Core Propositions Proposition 4: Teachers think systematically about their practice and l Each student reads, reflects, and writes a response.
NBCT 5 Core Propositions Proposition 5: Teachers are members of learning communities. Each student reads, reflects, and writes a response.
NBCT 5 Core Propositions Share response with a partner. Next, form a small group of 4-6 people. Write responses on Reflection Sheet handout. At the right of handout, write the number of the correlating CCRS Literacy Standard. One person from each group shares one response with the class.