1. Twelfth Grade Expository Reading and Writing Course October 23, 2013 Dr. Mary Adler CSU Channel Islands Mary.Adler@csuci.edu 805-437-8486 Dr. Mary Adler October 2013 for ERWC workshops

2. Why are we here today? 1995: CSU focuses on remediation 1996: Trustees set 10% goal 2001: CSU faculty develop CST items 2003: 186,000 pilot the augmented CST 2004-07: Develop, pilot & refine modules 2007-current: Train & implement program 2012: Require pre-enrollment remediation 2012: Develop & pilot new modules, grades 7-11 2013: Roll out Second Edition Dr. Mary Adler October 2013 for ERWC workshops

3. Who benefits from EAP? State Board of Education Universities High School Students and TeachersStudents Aligned to CC Expository & analytical Articulation & Collaboration Dr. Mary Adler October 2013 for ERWC workshops

4. Purpose of the Current Program Identify juniors who need extra academic help Advise these students to take ERWC as seniors Avoid time & money spent in remediation Provide an entry exam exemption to students who are ready as juniors View sample letter to students --Updates for 2014Updates for 2014 Dr. Mary Adler October 2013 for ERWC workshops

5. Review of data http://eap2013.ets.org/ViewReport.asp YEARREADY FOR COLLEGE, CA READY FOR COLLEGE, VENTURA 200916%22% 201021%28% 201123%29% 201223% READY 15% COND 28% READY 16% COND 201323% READY 15% COND 27% READY 16% COND 387,405 students took EAP test items in 2013 (83% of those who took CST) Dr. Mary Adler October 2013 for ERWC workshops

6. Agenda/Goals for this series Day 1, October 23, 2013 – Background & rationale – Adaptations for ELD – Introduction to template & modules, Semester 1 Day 2, October 25, 2013 – Connect concepts to teaching & template – Resources: grammar, writing, web Day 3, March 7, 2014 – Reflect on teaching & analyze student work – Introduction to modules, Semester 2 Dr. Mary Adler October 2013 for ERWC workshops

7. Semester One: Second Edition Introducing Students to the ERWC What's Next? Thinking About Life After High School Rhetoric of the Op-Ed Page Racial Profiling The Value of Life Good Food/Bad Food Into the Wild Dr. Mary Adler October 2013 for ERWC workshops

8. Semester Two: Second Edition Bring a Text You Like to Class Juvenile Justice Language, Gender, and Culture Teachers can opt to teach the novels Brave New World or 1984 Bullying: A Research Project Final Reflection: The ERWC Portfolio Dr. Mary Adler October 2013 for ERWC workshops

9. Modules Now Available for Grades 9-11 Grade 9 Hip Hop Goes Global The Undercover Parent Extreme Sports: What's the Deal? Threatening Stereotypes Grade 10 In Pursuit of Unhappiness River Rights: Whose Water Is It? Leopard Man Age of Responsibility Grade 11 Island Civilization To Clone or Not to Clone Violence in the Media The Last Meow Dr. Mary Adler October 2013 for ERWC workshops

10. Modules Now Available for Grades 7-8 Grade 7 What It Takes to Be Great Tap vs. Bottled Water Helicopter Parents The Impact of Celebrities Grade 8 Social Networking or Antisocial Networking When is Lying Okay? Robots in School The Construction of a College Experience Dr. Mary Adler October 2013 for ERWC workshops

11. The Great Divide…or is it? Considering differences between high school & college Dr. Mary Adler October 2013 for ERWC workshops

12. A textbook survey What are the major differences between the high school and college texts? In what ways do the texts encourage a particular way of teaching the material? As high school teachers, what is important to you that students learn as preparation for college, career, and life? Dr. Mary Adler October 2013 for ERWC workshops

13. Your Observations HS Lit: lots of vocabulary, footnotes; organized thematically; force coherence; prereading information; interactive workbooks; distracting information in the margins; can’t write/draw; less active; guided questions; students “don’t own it”; need to learn techniques for annotating; CDs/extra resources; questions to guide reading; largely fiction Coll: Can annotate; process information; Dr. Mary Adler October 2013 for ERWC workshops

14. ERWC as a Bridge to College/Career Content: Use of multiple high interest, expository texts (linking ideas, organizing concepts); content: rhetoric Strategies: Interpretation, research, explicit modeling; rereading and annotation practices Key transition to college: Postsecondary culture: Expository texts from multiple disciplines Dr. Mary Adler October 2013 for ERWC workshops

15. Time for a break! Dr. Mary Adler October 2013 for ERWC workshops

16. Modifying the modules for English Learners Read the article, “Startling Finds on Teenage Brains,” by Paul Thompson (from the Juvenile Justice module). Discuss at your table: How might you modify the instruction/text for students who are English Learners during prereading, reading, and postreading? Share out Additional suggestions Dr. Mary Adler October 2013 for ERWC workshops

17. Additional Suggestions for ELD adaptation Use module texts but reduce the number Choose more accessible module texts to analyze Modify texts – Vocabulary or structural substitutions – Glossing difficult words Differentiate; certain students read only part Build concepts; use media; avoid minutiae Teach connotative and denotative word meanings Dr. Mary Adler October 2013 for ERWC workshops

18. Learning the Assignment Template You’ll need three sources for this activity: 1. The article, “Startling Finds on Teenage Brains” 2. The assignment template (in your binder) 3. The questions for the assignment template Dr. Mary Adler October 2013 for ERWC workshops

19. In your group, take one piece of the template and apply it to the article. 1.What do you learn about the text as you try walking through the template? 2. What activities come to mind that students could do that would enable them to analyze in this way? 3.What beliefs about learning come through? Dr. Mary Adler October 2013 for ERWC workshops