1. You don’t have to be an English teacher to support reading and writing in CTE Linda Affholder

2. Essential Questions: What is the role of Common Core in CTE? How can we support literacy in technical subjects?

3. Use tools of math and literacy (reading/writing) College & Career Readiness Reason, Make informed decisions, Solve problems

4. “You cannot successfully embed Common Core in CTE without redesigning instruction around project and problem-based learning” Gene Bottoms, High Schools that Work

5.  A resource to integrate CCSS into instruction.  Funded through Bill and Melinda Gates Foundation  http://www.literacydesign collaborative.org http://www.literacydesign collaborative.org

6. Task template 13 After Researching After researching ______________________ (informational texts) on ____________________ (content), write a _________________ (report or substitute) that describes _______________________ (content). Support your discussion with evidence from your research.. After researching articles and guides on ingredients in common household products, write a guide for the general public in which you describe in detail how to use common products to solve an everyday household problem. Support your discussion with evidence from your research.

7. Task Template19 Essential question: What makes a marketing message compelling? After reading and analyzing marketing messages, websites, or commercials, write (create) a two column table. In the first column list criteria that describe what makes a marketing message compelling. In the second column, cite examples from your research.

8. Every task requires student to Apply common core literacy in content area Read, and comprehend complex texts Think and analyze Write

9. Every task addresses: Reading standards: 1, 2, 4, 10 Writing standards 4, 5, 9, 10 http://ldc.org/sites/default/files/LDC-Template- Task-Collection-2.0.A.pdf

10. Task template 17 After researching articles on wind power, develop and test a prototype, and write a design brief that describes your prototype and explains your procedures and results. Levels of complexity can be varied for additional challenge. (Demands) What conclusions can you draw? How would you alter your design and why? You choose:  Topic or issue  Text  Product

12. Literacy Design Collaborative Scoring rubric for Information or Explanatory Template Tasks  http://ldc.org/sites/default/files/LDC- Template-Task-Collection-2.0.A.pdf http://ldc.org/sites/default/files/LDC- Template-Task-Collection-2.0.A.pdf

13. Project-based Unit Integrated Literacy Task Instructional Lesson

14. What does recent research tell us about improving reading and writing skills? Six strategies that work for all students

15. Elements of Literacy Integration Choose what they read Accuracy at 90% or higher Authentic and understood in context Write about something personally meaningful Talk with peers about reading and writing Listen to fluent adult read aloud Allington and Gabriel, 2012

16. 1. Plan ◦ Essential question ◦ Task (LDC template) ◦ Resources (Text, video, graphic, etc.) 2. ENGAGE anticipatory set 3. READ ◦ Teacher models reading technical text ◦ Students actively read (prompt) 4. DISCUSS (Bridge) ◦ Speak ◦ Listen 5. WRITE 6. Formative assessment and feedback

17. Engage, Anticipatory Set What keeps a digital learner’s attention?

18. Your company creates graphics and publications. Your team is a finalist to create an infographic or website to help teachers understand digital learners and increase their engagement in the classroom. You will present a proposed design to the selection committee in one week. What do you need to know? How will you begin? Setting purpose

19. Task template 13 After Researching After researching articles and guides on infographics and digital learners, write (develop) an infographic in which you describe the attributes of a digital learner that teachers would need to take into consideration to keep their students engaged in learning. Be prepared to support the content of your infographic with evidence from your research.

20.  Teacher models technical reading  Students actively read in order to respond to a prompt

21.  What’s an infographic?  How do you read an infographic?  How do you know if this is accurate information?  What’s important? What applies? Think-Pair-Share, Infographics Rise of Infographics Published by the Press Association http://visual.ly/rise-infographic http://visual.ly/rise-infographic

22. What is the purpose? To help students make meaning of text Practice Think Aloud with partner 2 minutes each. Underline “new” vocabulary * Star the important facts

23. https://www.thingli nk.com/scene/3809 80929968996354 Infographic example: Augmented Reality

24. https://fluency21.zendesk.com/attac hments/token/51zyn4as3csjoki/?na me=UDG_Perspective.pdf What can you tell in 8 seconds? How do you know? Text features What questions do you want to have answered? Read to answer questions Pre-reading

25.  Skim the article. Select a section that captures your interest. Read that section and underline ideas you want to remember. (5 minutes)  Discuss with your design partner the ideas you believe should be included in your infographic. (5 minutes)

26.  Bridging Conversation prepares students to Write  What ideas/concepts need to be included in the infographic?

27. Sketch the infographic. Outline the key points that will be reflected in the infographic, include evidence from your reading.

28. LDC Informational/Explanatory Assessment Rubric Meets Expectations FocusAddresses all aspects of prompt appropriately and maintains a clear steady focus. Reading/ResearchPresents and applies relevant information with general accuracy and sufficient supporting evidence. Not Yet FocusAttempts to address prompt, but lacks focus or is off-task. Reading/ResearchAttempts to present information relevant to prompt, but lack accuracy or sufficient supporting evidence.

29. 1. Plan ◦ Essential question ◦ Task (LDC template) ◦ Resources (Text, video, graphic, etc.) 2. ENGAGE anticipatory set 3. READ ◦ Teacher models reading technical text ◦ Students actively read (prompt) 4. DISCUSS (Bridge) ◦ Speak ◦ Listen 5. WRITE 6. Formative assessment and feedback

30.  What might you integrate right away in your classes?  What did you find most difficult?  Is there anything that needs clarified?

31. laffholder@bluevalleyk12.org Resource links: http://www.literacydesigncollaborative.org http://www.lsalearning.com http://www.thinglink.com http://Visual.ly http://fluency21.com