1. Literacy Coach Training Day 2 August 20, 2013

2. Our Outcomes Understand and analyze how our own unique styles contribute to our work as secondary literacy coaches. Complete and analyze a Myers-Briggs Profile. Provide content area teachers with professional development related to general metacognitive reading strategies.

3. Why are We Doing This? Microcosm of team work when we go out to our schools. Literacy Coaches reflect the microcosm of school teams. The knowledge of ourselves will be useful as we continue working together as a team.

4. What is MBTI ® Developed by mother and daughter – Katherine Briggs and Isabel Myers Based on Carl Jung’s theory of Psychological Type. Over 50 years of research

5. Your Turn http://www.humanmetrics.com/cgi-win/jtypes2.asp

6. MBTI ® PREFERENCE How do you prefer to be energized What kind of information do you prefer to pay attention to? How do you prefer to process information or make decisions What lifestyle do you prefer EXTRAVERSION INTROVERSION SENSING INTUITION JUDGING PERCEIVING THINKING FEELING

7. E – I PREFERENCE How do you prefer to be energized Extroversion Preference for drawing energy from the outside world of people, activities and things Introversion Preference for drawing energy from one’s internal world of ideas, emotions and impressions

8. S – I PREFERENCE What kind of information do you prefer to pay attention to SENSING (S) Preference for taking in information through the five senses and noticing what is actual INTUITION (N) Preference for taking information through a sixth sense and noting what might be

9. T-F PREFERENCE How do you prefer to make decisions THINKING (T) Preference for making decision by analysing the logical consequences of a choice or action – staying detached FEELING (F) Preference for making decisions by gauging the impact of actions on your personal convictions – being involved

10. J – P PREFERENCE What lifestyle do you prefer JUDGING (J) Preference for living a planned and organized life. PERCEIVING (P) preference for living a spontaneous and flexible life.

11. MBTI ® STEP II Shows the distinctive ways you express your MBTI Step I type Helps clarify unclear preferences Suggests ways to use all parts of your personality Helps you better understand others Jean M. Kummerow and Naomi L. Quenk, Working with MBTI ® Step II Results © 2004 by CPP, Inc. Permission is hereby granted to reproduce this overhead master for workshop use. Duplication for any other use, including resale, is a violation of copyright law. MBTI is a trademark or registered trademark of the Myers-Briggs Type Indicator Trust in the United States and other countries. 1.6

12. Who are we as a team?

13. ELEMENT 1.3 Literacy coaches strengthen their professional teaching knowledge, skills, and strategies. How can research and theory inform our practice? What is highly effective literacy teaching – how can we know? What approach to literacy coaching will be most effective in your context? How will this sit within the broader professional learning and change process at your school?

14. Seminar: What Does Research Tells us About Adolescents and Literacy? “Improving Adolescent Literacy: Effective Classroom and Intervention Practices” http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=8http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=8 “Literacy in the Content Areas” http://edc448uri.wikispaces.com/file/view/Langer.pdf/298947970/Langer.pdf http://edc448uri.wikispaces.com/file/view/Langer.pdf/298947970/Langer.pdf “Results that Matter: 21 st Century Skills and High School Reform” http://edc448uri.wikispaces.com/file/view/21stCentury.pdf/298948380/21stCen tury.pdf http://edc448uri.wikispaces.com/file/view/21stCentury.pdf/298948380/21stCen tury.pdf “State Actions to Improve Adolescent Literacy” http://edc448uri.wikispaces.com/file/view/Adol%20Lit%2009web.pdf/7694386 7/Adol%20Lit%2009web.pdf http://edc448uri.wikispaces.com/file/view/Adol%20Lit%2009web.pdf/7694386 7/Adol%20Lit%2009web.pdf “Confronting the Challenges of Participatory Culture” http://mitpress.mit.edu/books/confronting-challenges-participatory-culture http://mitpress.mit.edu/books/confronting-challenges-participatory-culture

15. What do good readers do? Standard 2, Element 1: Literacy coaches provide content area teachers with professional development related to metacognitive reading strategies

16. Continuing the Conversation What makes you interested in a topic you know little about? How might your reflections inform the way you introduce topics/texts/units? In your past content area classes, what made some text challenging for you? As you listen, compare and contrast your challenges with others in different content areas and consider reasons for these differences. What might make these texts more accessible? What “good reader strategies” do you routinely practice as a learner when you read challenging texts? Give an example of how this helps you actively make sense of what you read. Which strategy could you use more regularly and how/why might that help?

17. M S A What do good readers do? MONITOR AND CLARIFY M D A A SK QUESTIONS V I S I NFER/ PREDICT M AKE CONNECTIONS V ISUALIZE S YNTHESIZE D ETERMINE IMPORTANT IDEAS A NALYZE/CRITIQUE S UMMARIZE M+MDAAVISS

18. How often do you use these strategies while reading (or listening /viewing)? MONITOR: Be aware of mistakes and apply strategies to repair/revise understandings (CLARIFY) Make Connections: Text-to-self, text-to-text, and text-to-world Determine important ideas: Use text clues as evidence Ask Questions: Readers asks ?’s and reads to clarify before, during, and after reading Analyze/Critique: Use text features and structures to reflect on what stands out (overall gist) and how it stands out Visualize (Image): Use imagination and senses to picture, smell, taste, or feel something in the text Infer: Use clues from text & background knowledge Summarize: Identify the main idea and supporting details from the text Synthesize: Tell the big ideas and add original reflection/interpretation

19. Teaching for Comprehension While reading complete the Double Entry Reflection Journal Try to capture the processes you use to make meaning as you read. Be prepared to share your reflections and processes with the group.

20. Standard 2: Element 2 Literacy coaches assist teachers in developing instruction designed to improve students’ abilities to read and understand content area texts and to spur student interest in more complex reading materials

21. Cognitive Apprenticeship http://prezi.com/tyfazss1npdr/cognitive-apprenticeship/

22. Cognitve Apprenticeship Article Use Text Coding to guide your reading

23. Cognitive Apprenticeship in Action https://www.teachingchannel.org/videos/student- annotated-reading-strategy https://www.teachingchannel.org/videos/student- annotated-reading-strategy In what ways do 'thinking notes' require students to track their response to a text and engage in more thoughtful reading?

24. Share an idea that you coded as either “I” (to signify something important you figured out through inferencing, or reading between the lines) or “!” (to signify something that particularly intrigued you) about the concept of cognitive apprenticeship? Briefly explain your thinking for that particular code, using the text to elaborate when needed. Remember to build on each other’s ideas.

25. Cognitive Apprenticeship On page 17, the authors write, “Cognitive apprenticeship is not a relevant model for all aspects of teaching.” and on page 3, they write, “The challenge is to situate the abstract tasks of the school curriculum in contexts that make sense to students. Given these two ideas, what’s worth modeling in your discipline and how can you make the activity relevant and authentic? What connections (if any) do you see between the ideas you read in this article and some of the earlier readings you’ve done?

26. Track Your Thinking With Text Codes Highlight/underline a spot in the text & then code in the margins) R - “This reminds me of…” to signify a connection to background knowledge or experiences V – “I can picture this…” to signify visualizing and creating mental images E – “This makes me feel…” to signify an emotional response to the text Q – “I wonder…” to signify a pondering question that occurred during reading I – “I figured that out…” to signify making an inference such as a prediction or an interpretation not explicitly stated in the text ? – “I don’t understand this...” to signify a segment that is confusing or doesn’t make sense ! – “This is interesting…” to signify something that particularly intrigued you Refer to these codes with a reading partner and discuss areas of commonality and difference. As you add comments to your codes, think about the power of transforming the author’s ideas into your own!

27. Text Coding How did your use of coding what you underlined impact your regular note-taking practices? Did you find the process useful? different? problematic? Would you use additional/different codes? Give a specific example to support your reasoning. How do your reactions compare with others in the group?