1. Gear-up: Content Literacy Jackson Independent/Breathitt Co Schools October 1, 2012 Diane.johnson@uky.edu

2. Session Goals Review reading and writing strategies (to date) Share/finalize Reading for Meaning lesson(s) Determine how you will help your students understand Standard 1, argumentative writing Experience a mini-template task Determine topic for argumentative module to be taught in Nov/Dec

3. Memory Box Review Strategy We practiced about 16 different reading and writing strategies in our first two meetings. Brainstorm a list of the strategies you have used to help students access text or to make notes since we have met. Share with a partner. Do they have any on their list that you have tried but forgot? If so, add to your list. Discuss successes and lessons learned from using the strategies.

4. Reading for Meaning Good reading is active reading. Comprehension involves a repertoire of skills, or reading and thinking strategies. Comprehension skills can be taught successfully to nearly all readers, including young and emerging readers. A wide body of research shows that teaching students comprehension skills has “a significant and lasting effect on students’ understanding” (Keene, 2010, p. 70).

5. The Four Principles of Reading for Meaning Principle One: Before you get reading, get ready Good readers… Call up relevant background knowledge Make predictions Establish their purpose for reading

6. Principle Two: Read like you mean it Good readers… Are actively engaging their mind Separate relevant information from irrelevant information Make notes and check their comprehension while reading The Four Principles of Reading for Meaning

7. Principle Three: Just because you’re done reading doesn’t mean your done reading Good readers… Look back at the text Revisit predictions Discuss evidence Reflect on how the text has influenced their understanding The Four Principles of Reading for Meaning

8. Principle Four: Put Reading to Use The most powerful form of reading is applied reading – reading that leads to a product in which students synthesize what they have learned. The Four Principles of Reading for Meaning

9. Reading for Meaning Move to the designated table that best describes where you are with your RfM assignment: – A – Have not started a draft – B – Have started a draft, but it is not complete – C – Finished my RfM lesson(s) but have not taught it yet – D – Finished my RfM lesson(s) and have taught it

10. Table A – start draft, identify text, draft statements Table B – continue to work on lesson(s) Table C – partner with someone at table, exchange RfM lesson, provide feedback on text, statements, and application writing. Table D – share lessons learned, what worked well, what changes need to be made; be prepared to share with the whole group. Reading for Meaning

11. Using RfM lessons will help students meet the CCSS content literacy standards, because …

12. Guiding Question How can the content literacy standards also help students learn my content?

13. What is argumentative writing? Review writing standard 1 – argumentative writing. Summarize the expectations. Identify texts that you have read recently or use in your classroom that are examples of this type of writing. Review Appendix A on argumentative writing and the KY Literacy Newsletter on this topic. Design an icon that represents argumentative writing as defined by the CCSS.

14. Work with a grade alike or subject alike partner to determine how you will help your students distinguish argumentative writing from persuasive, informational, or narrative writing. Be prepared to share. What is argumentative writing?

15. Mini-experience with a Template Task Should

16. 16 LDC: First Instructional Ladder Developing a LDC Module

17. Examine the Argumentative Template Tasks Focus on the Essential Question Template Tasks Identify a topic you will be teaching in Nov/Dec that can be developed into an argumentative task (see examples in packet)

18. Preparation for Next Meeting October 29 th Identify topic Identify several readings, videos, materials you may use in your module Draft your essential question for your task.