Navigating Literacy in health

1. Navigating Literacy in health Write name on back of ticket and place in black and white bin. Marikaye Travis School Instructional Specialist

3. Learning Targetsfor literacy and rigor TODAY WE WILL LEARN how . . . • to use accountable talk to increase metacognition AND • to create a connection among reading, writing,speaking & listening in our content lessons . . . BECAUSE we want to provide students with the tools necessary to think critically, listen attentively, work collaboratively, and apply information learned.

4. Literacy or Anchor Standards What are the Anchor Standards?? Handout • 10 anchor standards • Same ultimate goal for K-12 (continuum) How do I read the Anchor Standards?? CCR= College & Career Readiness RI = Reading Informational 1 = Anchor Standard #1

7. How is this relevant to me as a health educator? College and Career Readiness Anchor Standards: 8th = 55% of reading & writing should be grounded in informational text We can reach the 55% if we all introduce small chunks of informational text in our units. 12th = 70% of reading & writing should be informational

8. So what does Literacy in Health look like? The “HOW” Necessary Routines for Increasing Rigor • Asking deeper questions • Reading same text multiple times for different purposes • Synthesizing multiple pieces of media/text for insight into different perspectives • Discussing texts • Writing about the texts Journal of Adolescent Literacy

9. We start with metacognition! Metacognition is: “eavesdropping on someone’s thinking” “thinking about your thinking” In metacognition = In rigor

10. In other words . . . Rigor resides in the energy and attention given to the text, not in the text itself. Rigor is STUDENTS thinking and doing the work. -Kylene Beers Notice & Note

11. A look inside a Lesson: Taking Sides: Should energy drinks be banned?

12. The instructional framework

13. Opening/ACTIVATOR Purpose for viewing: To what audience is Red Bull marketing? What type of messages were being sent to the audience about the product? Predict what the FDA would say about this cartoon clip? Show me your answer!

14. Opening/ACTIVATOR What do you know about these topics? • List energy drinks currently on the market • List benefits of consuming energy drinks • List potential health problems caused by ingesting too much caffeine • What do you know about the FDA? Collaboration + quick formative assessment

15. What’s important??!!!!

16. Mini lesson/work session:How do we teach using complex text??? This thing called Close Reading Call for close, attentive, and purposeful reading of disciplinary texts to *gain key ideas and details, *understand the writing craft and structure, and *critically evaluate knowledge, claims, and evidence. Help students to slow down and *notice *track their thinking

17. THINKING NOTESMetacognitive markers ( M & M’s) E Text evidence ?? Something is unclear or confusing ? Raises a Question--possible discussion point for class ! Omg! Great piece of writing, quote, or idea! Words I don’t know Tool for students to slow down and “notice” what is in the text!

18. Students annotate text Purpose written Numbered paragraphs Underlined and noted “E” for evidence that supported purpose Wrote comments in margins to help her make connections Circled unknown words

19. Purpose: Should energy drinks be banned? MINI LESSON: Close read text from Taking Sides

21. They read it . . . but do they get it? What is this saying? ??!!!???

22. But wait . . . Are students armed with the information necessary to be successful thinkers and readers? Do they know how to navigate the text?

23. What is invisibleTO STUDENTS? • Text structure (layout, sequence of parts) • Organizational patterns • Graphics, charts, captions, diagrams • Title, subtitles, bold words, headings Pause and Ponder: What would your students need to notice in order to successfully navigate through this text?

24. But wait . . . Do students know their purpose for reading? Looking through a different lens.

25. Metacognition is . . .Driven by speaking & listening

26. CCR Speaking & Listening Walking the Standards STRAND Category 1 Comprehension and Collaboration • CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. • CCSS.ELA-Literacy.SL.8.2Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. • CCSS.ELA-Literacy.SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. Presentation of Knowledge and Ideas • CCSS.ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. • CCSS.ELA-Literacy.SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. • CCSS.ELA-Literacy.SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations. Category 2

27. We retain: • 20% of what we hear • 40% of what we see and hear • 80% of what we see, hear, and do! • Malcolm Knowles research

28. Work Session:Students Talk and brainstorm arguments • Face partners – before reading text • Brainstorm four good reasons energy drinks should NOT be banned. • Next, list specific examples that show why your reason is legitimate. (increases rigor)

29. Teacher models expectations In your packet

30. MINI LESSON/WORK SESSION:Caffeine Jitters: Energy Drink Panic An opposing viewpoint: Students briefly talk about their thinking with FACE PARTNER Purpose Based on the information provided in this text, should energy drinks be banned? Use relevant text evidence from this article or the first article to support your claim.

31. Work Session:brain storm arguments • Shoulder partners – after reading text • Brainstorm four good reasons why students energy drinks should NOT be banned. • Next, list specific examples that show why your reason is legitimate (increases rigor).

32. Teacher models expectations

33. Find your shoulder partner • Locate your shoulder partner and stand next to him/her • Partner on right is #1 and Partner on left is #2 • Teacher confirms all are paired • Partner #1 – argue banning of energy drinks (1 min.) • Partner #2 – argue consuming energy drinks (1 min.)

34. Monitoring the work sessionWhat is the teacher’s role? • Look for patterns of confusion and getting “off track” (interrupt work session to get everyone on “same page” when necessary) • Respond briefly to student annotations as you walk the room • Note when they are writing fantastic questions • Ask a question to further develop thinking • Ask students to clarify what they mean • Explain unknown vocabulary (to whole class) only when absolutely necessary for comprehension of the text

35. Accountable Talk Prompts Handout • -This connects to…. • -Another content this reminds me of is ….. • -I can relate to this because…. • -The author included this to…. • -This section was included to… • -Another way to say this is… • -I agree with this completely because… • -So far I’ve learned… • -This made me think of… • -That didn’t make sense… • -I think _____will happen next. • -I reread that part because… • -I was confused by… • -I think the most important part was… • -That is interesting because… • -I wonder why… • -I just thought of…

36. Handout

37. TakeAStand “Safety becomes a concern when students consume energy drinks.” ANOTHER Speaking & listening activity

38. Teach s Accountable Talk leads to . . . WRITING

39. WORK SESSION:Caffeine Jitters: Energy Drink Panic An opposing viewpoint: Students briefly talk about their thinking with FACE PARTNER Purpose Based on the information provided in this text, should energy drinks be banned? Use relevant text evidence from this article or the first article to support your claim. Include at least one opposing argument in your response.

40. Return to the Activator and Collaborative discussions • Review brainstorming posters • Review conversation notes from Take a Stand or Arguing Both Sides with Face/Shoulder Partners • The speaking & listening strategies give students the opportunity to see/hear different perspectives and build on ideas.

41. Constructed Response: The author of the article presented one side of a debate over the consumption of energy drinks. Looking at the article on monster beverages, the Bloomberg News made a valid point. In Paragraph 3,in support of banning energy drinks, this particular news group shared statistics of “37 reports involving Monster energy drinks, including six fatalities, since 2004.”The other side,however, would argue the article also mentioned inParagraph 3that the FDA also received thousands of such reports about aspirin each year and hundreds about coffee. Thus, making the argument that energy drinks alone are not necessarily the cause of death. Therefore, it could be argued the individual consuming the product is ultimately responsible to know their health status, read the product label, and use reasonable judgment about the volume being consumed at one time or in one day. After all, moderation is simply the key. Your observations?

42. Closing/Formative assessment: Green– What they learned Yellow–Questions they have or a new perspective Red – What stopped their learning The Spotlight Assessment

43. CLOSING: MVP Most Valuable Point Time: 1-2 min. Students must support with “why” Time: 1-2 min. Students write down everything they can remember about the topic/text in a box draw on paper. Memory Box Resource: The Core Six Essential Strategies, Silver, Dewing, Perini

44. Closing • Beach ball toss

45. Strategies fornavigating literacy • Close reading • Modeling thinking aloud and annotating • Carousel brainstorming/graffiti activity • Accountable talk • Take a Stand • Turn and Talk/Shoulder & Face Partners • Grouping using playing cards • Anchor Chart - Modeling writing expectations • MVP/Memory Box • Beach Ball Toss • Stoplight Assessment

46. RESEARCH and Book Recommendations • For literacy • I Read It, But I Don’t Get It – CrisTovani • Comprehension strategies for adolescent readers • Do I Really Have To Teach Reading? - CrisTovani • Simple reading strategies for all content areas • So What Do They Really Know? – CrisTovani • Assessment to inform teaching and learning • Notice & Note: Strategies for Close Reading – Kylene Beers/Robert Probst • Simple strategies and ideas for using literacy to increase rigor in all content areas • For Understanding Common Core Standards • Understanding Common Core Standards – John Kendall • In depth descriptions of the Common Core Standards (for those who need more explanation of the standards) • For strategies that respond to the demands of the Common Core • The Core Six – Silver, Dewing, Perini • Essential strategies for when you have a grasp of the Common Core Standards and you are eager to do something with them Marikaye Travis School Instructional Specialist

47. The fireworks begin today. Each diploma is a lighted match. Each one of you is a fuse. - Edward Koch