 Health Education A Year of Transition Welcome Back! 1

New Health Educators  Ali Popielaski, Clarksville Middle  DeAndre Ingram, Harpers Choice  Katie Velencia, Mayfield Woods  Jacquie Solomon, Patuxent Valley 2  Name  School  Subject (if you are teaching health outside your content area)  OPTIONAL – Something you love about your job.

Agenda  County Expectations  Health Education UPDATES  Disciplinary Literacy  Close Analytical Reading  Text Complexity  Explanatory Writing  Universal Design for Learning (UDL)  Social and Emotional Health UNIT Plans  MS and HS Split  Closure 3

Outcomes  Be aware of Health Education curriculum, available curriculum resources, and updates related to PARCC Assessments and Universal Design for Learning.  Be aware of Common Core Standards and available resources for Literacy in Technical Subjects.  Explore the instructional shifts necessary to implement the Common Core Literacy Standards with a focus on close reading and text complexity in Health Education.  Explore the newly developed unit plans for Social and Emotional Health. 4

Warm Up  What was learning to read like for you? 5

Health Education UPDATES  Thanks  A Year of Transition  Required Training  After-school Meetings 6

Disciplinary Literacy Disciplinary Literacy is advanced literacy instruction embedded within content-areas. Disciplinary Literacy instruction engages learners with content in ways that mirror what scientists and mathematicians do to inquire and gain understanding in their disciplines. ~Shanahan and Shanahan 2008 What is Disciplinary Literacy? What is Literacy? Literacy is the ability to read, write, listen, speak, think critically, and perform in different ways and for different purposes. ~Wisconsin Common Core State Standards For Literacy 7

Health Literacy The degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions. ~Ratzan & Parker,

Standards For Reading Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 9 Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.

Close Reading Close reading means to develop a deep understanding of what the text says explicitly. To make logical inferences, it is based mostly on the words themselves. Through providing solid, explicit instruction on close reading for specific disciplines, connections are rooted to increase deeper understanding in all disciplines. Students acquire deep understanding applicable to a variety of disciplines and life. Thomasina Piercy Ph.D. 10

Close Reading How to DO Close Reading  Read the text more than once; focus on details.  Analyze what the text says explicitly.  Analyze where the text leaves matters uncertain.  Make inferences drawn directly from the text.  Determine what the text says explicitly. Pay attention to word meaning, determine meaning of unknown words.  Determine text structure – Determine how the text is organized.  Identify the context – Determine the context for the presentation of the text and possible influences on the content. 11

Close Reading 5 Things Every Teacher Should be Doing to Meet the Common Core State Standards. 12

Writing Text-Dependent Questions  Identify the core understandings and key ideas of the text.  Include opening questions to orientate students to the text and provide confidence.  Craft questions based on powerful academic words and text structures connected to the key ideas.  Develop questions that support tough sections of text presenting the greatest difficulty for deep understanding.  Sequence the series of questions to build toward deeper analysis. 13

Text Complexity 14 Qualitative Quantitative Reader and Task

Text Complexity 15 Qualitative Quantitative Reader and Task Levels of meaning or purpose; structure; language conventionality and clarity; knowledge demands

Text Complexity 16 Qualitative Quantitative Reader and Task Word length or frequency; sentence length; text cohesion; typically measured by computer software

Text Complexity 17 Qualitative Quantitative Reader and Task Variables specific to particular readers – motivation, knowledge, experiences, and to specific tasks – purpose and complexity of the task assigned and the questions posed Determined by teachers – using professional judgment, experience and knowledge of students and subject

18 Text Complexity

PEACE 19

BREAK 20

Writing 21 Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization and analysis of content.

Universal Design for Learning (UDL) 22

What is UDL? Universal Design for Learning (UDL) is a framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all. ~ UDL Training Blog, HCPSS 23

You are preparing a formal dinner for a large gathering of friends and family and you decide to serve pork tenderloin to everyone. Once your guests arrive, you remember that you several small children who might not eat pork, an uncle who keeps kosher and several vegetarians. You want to please everyone, so you hurriedly prepare some macaroni and cheese for the children, a salad for the vegetarians and something kosher for your uncle. 24

Now imagine the same scenario, only this time you have taken into account the differences among your guests’ eating habits ahead of time. When they arrive, they all find something that they can eat at your table. 25

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Tools to Help Us The quality of the school experience needs to match what kids are finding outside of school. 28

So, what does this look like in a UNIT PLAN? 29

Curriculum Format Title* Overview* Teacher Background Information (if necessary) Essential Questions* Unit Standards* (with clarification) Assessments Pre Summative Health Education Unit Plan Template 30

Essential Questions  Cause genuine and relevant inquiry into the big ideas of the core content.  Provoke deep thought, lively discussion, sustained inquiry, and new understanding as well as more questions.  Require students to consider alternatives, weigh evidence, support their ideas, and justify their answers.  Stimulate vital ongoing rethinking of big ideas, assumptions, and prior lessons.  Spark meaningful connections with prior learning and personal experiences.  Naturally recur, creating opportunities for transfer to other situations. 31

Curriculum Format Vocabulary/Terminology/Concepts* Interdisciplinary Connections* Additional Resources Essential Objective National Standard Multiple Means of ENGAGEMENT Multiple Means of REPRESENTATION Multiple Means of ACTION and EXPRESSION Resources to Support Universal Design for Learning* 32

Curriculum Exploration 33 Middle and High School Teachers Separate

Closure 34 The 30 Circle Test