The “How” of Disciplinary Literacy STRATEGIES TO PROMOTE CONTENT KNOWLEDGE AND UNDERSTANDING IN CTE AND RELATED ART SEPTEMBER 14, 2015T. NIBLETT & L. RECORDS-KINGLMHS

Desired Outcomes  Examine strategies to support literacy implementation  View variety of “texts” for various CTE/Related Arts  Incorporate strategies into lesson plans

Activating Strategy Squared with your thinking New or Different angles Question(s)circling in your mind

“ Name the Standard” Activity Think- Pair- Share Grouping: Find a partner with the same colored dot and the same number as you. Example: Blue 9 pairs with another Blue 9. Think: Read each Literacy Standard in your grade band and “name” the standard with a 1-5 word phrase. Pair: Pairs should reach consensus about the most precise “name” for each standard and record their work on the “Name the Standards”. Share: Form groups of 4, using your colored stickers and exact or closest grand bands. Now discuss your finding and explain any discrepancies.

Food for Thought “Adolescents entering the adult world in the 21 st century will read and write more than at any other time in human history. They will need advanced levels of literacy to perform their jobs, run their households, act as citizens and conduct their personal lives. They will need literacy to cope with the flood of information they will find everywhere they turn. They will need literacy to feed their imaginations so they can create the world of the future. In a complex and sometimes even dangerous world, their ability to read will be crucial. Continual instruction beyond the early grades is needed.” -International Reading Association

Disciplinary Literacy Self Assessment Read each statement and rate the implementation in your lesson planning and instruction. On the back, record a question you have; a concern you have; a success that you’ve had.

EQ: How do I decide when and where to incorporate texts?

Incorporate text(s) into a lesson WhenWhere To introduce a topic/conceptActivating strategy; Learning Activity #1 To reinforce a topic/conceptLearning Activities; Homework; Lesson Task To deepen understanding of a topic/conceptLater Learning Activities To expand on a topic/conceptExtending Thinking Activities or Enrichment

How do I select a text? Choose a text that...  Is an authentic piece of text  Is at grade level, not student performance level  Introduces, supports, reinforces, or extends the topic/content

Chunking Texts Not all of the text is always necessary. Decide which “parts” are most crucial to your purpose. Activity: Numbered Heads and Jig Saw Strategy: Say Something

EQ: How do I decide what strategies to teach my students when using a text?

Strategies Used by Proficient Readers  Making Connections between prior knowledge and the text  Asking questions  Visualizing  Drawing inferences  Determining important ideas  Synthesizing information  Repairing understanding

Before, During, and After Reading BeforeDuringAfter Prior KnowledgeQuestioningReviewing and Summarizing Vocabulary*ConnectingRecommending and Critiquing Text FeaturesClarifyingConnecting and Applying Text StructuresInferencing PredictingCommenting MODELSAY SOMETHINGSUMMARIZING THINK-ALOUDIT SAYS, I SAY, SOKEY WORD SUMMARY

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EQ: How can best practice enhance literacy in my content? 1.Think-Aloud(s) 2.Say Something; It says, I say, So… 3.Key Word Summary

Think-Aloud(s) Share the thinking process with students and model critical reading skills for them.

It Says, I Say, So… This strategy teaches the reader to 1.look closely at the text and pull specific details 2.respond to the text through connecting, summarizing, etc. 3.draw conclusions about the importance, relevance, and implication of that information * I say and So can be adjusted to fit your purpose for reading the text.

Key Word Summary This strategy teaches the reader to identify key words in a text and use those words to formulate a summary.

Key Word Summary Read the article one time. Read the article a second time. Underline key words, words that are important to the main idea of the article. Use your key words to write a summary. “This article is mainly about_______________________. In the text it says____________________________. This tells us that__________________________________.”

Literacy in Action As you view the video, complete the viewing guide independently.

Literacy in Action Shoulder Partners Now, work with a shoulder partner and discuss how literacy was implemented into the teaching and learning. And the implications for you. Now use the Literacy Look For Rubric to evaluate this segment of teaching and learning.

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Literacy in Action As you view the video, complete the viewing guide independently.

Literacy in Action Shoulder Partners Now, work with a shoulder partner and discuss how literacy was implemented into the teaching and learning. And the implications for you. Now use the Literacy Look For Rubric to evaluate this segment of teaching and learning.

Read and Think Like a…….. Three minute table talk: Think about your career area or area of study. Consider the following:  What authentic text would someone encounter “day to day”?  What authentic task would someone complete?

Read and Think Like a Musician Texts: Elementary/Middle: Text Features and Text Structure (Cause and Effect) Middle/High School: Paired Text (high/low) and Synthesizing Task: The Board of Education is considering cutting the music program due to fiscal constraints. Write a letter to Mrs. Wintjen, the president of the Board, arguing the various benefits of music and the need to keep it in the Laurel School District.

Launching Literacy Goal Setting Task: Look back at your Disciplinary Literacy Self-Assessment and based on your ratings and your new knowledge, chose the three Literacy Behaviors on which you will focus. Consider: What actions will you take or strategies will you implement to address the literacy behavior? What supports or resources will you need to improve the literacy behavior? What is your time frame for literacy implementation?