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Bell Work

Bell Work. Use a colored marker to write your first name on your nametag. Complete your Ticket In. Be sure to sign your name! Pass your ticket to the front of the room. Note: Your “ticket” will be used to draw for seat prizes!. How Do You Expect Me To Teach Reading and Writing?.

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Bell Work

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  1. Bell Work • Use a colored marker to write your first name on your nametag. • Complete your Ticket In. Be sure to sign your name! • Pass your ticket to the front of the room. • Note: Your “ticket” will be used to draw for seat prizes!

  2. How Do You Expect Me To Teach Reading and Writing? A Tool Box of Literacy Strategies for CTE Teachers

  3. Agenda for the Day • 8:30 - 10:00 What is Literacy? • 10:00 – 10:15 Break • 10:15 – 11:45 Reading in CTE Classes • 11:45 – 12:45 Lunch • 12:44 – 2:00 Writing in CTE Classes • 2:00 – 2:15 Break • 2:15 – 3:30 Review, Closure, and Evaluation

  4. Feedback Cards I Got It!

  5. Concept Ladder(Teacher Handbook, Page 4) • Why are you here? • What do you hope to learn? • How will you use it? • Where will you use it? • When will you use it? • I will consider this a worthwhile workshop if

  6. TECHNIQUESDecember 2008 “A Vision for High Schools: Joining Academic and Technical Studies to Promote More Powerful Learning” “For the first time, federal law requiresthat CTE courses include essential academic skills.”

  7. Carl D. Perkins CTE Act(Teacher Handbook, page 5) NC CTE Performance Indicators 1. By 2008-2009, 35.2% of CTE concentrators who left secondary education in the reporting year will have met the proficient or advanced level on the statewide high school reading/language arts NCLB assessment.

  8. Objectives At the end of today’s workshop you will be able to: • Identify strategies that will help students become better readers and writers in CTE classes. • Prepare and model literacy strategies to use in your CTE classroom.

  9. What Is “Literacy”? • Webster defines “literate” as able to read or write; educated. • Vicki Smith defined “literacy” as purposeful reading, writing, speaking, listening, or viewing.

  10. What is Purposeful Reading?

  11. Why Is Literacy Important In Career and Technical Education? To be literate in CTE classes, students must learn how to use language processes to explore and construct meaning with texts. When students put language to work for them in CTE classes, it helps them to discover, organize, retrieve, and elaborate on what they are learning.

  12. Whose Job Is It? • To what extent must every CTE teacher be a reading teacher? • Is literacy instruction just an “add-on” to the teaching of other skills and content? • Are CTE teachers comfortable incorporating literacy skills into their curriculum? • Are they prepared to do it? • To what extent are they doing it already?

  13. TECHNIQUES February 2009 “From No to Yes! A CTE Teacher’s Journey into Literacy Instruction” “I readily admit I thought literacy was the high school’s job. I already had enough to do. If I had to teach kids to read, then the high school needed to teach them how an engine works. Fair is fair, right?” Peter Gagnon

  14. Do I Really Have to Teach Reading? “I don’t know if teachers can work any harder than they’re already working, so we’ve got to find ways to make students carry more of the thinking load in our classrooms. As I walk out of school with my colleagues at the end of each day, we’re all tired. We’re carrying heavy bags of books and papers, and our shoulders are slumped. Meanwhile, our students bound past us to the parking lot, running and jumping down the steps two at a time, full of energy. I once heard someone say, “School should not be a place where young people go to watch old people work.” We’ve got to figure out how to work smarter, because what we’re being asked to do is really a challenge. CrisTovani

  15. The Panty Hose Theory of Education

  16. CTE Teacher Tool Box of Literacy Strategies

  17. Bell Work Ticket In Fast Write • On your “Ticket In”, jot down one reason you believe CTE teachers should incorporate literacy strategies into their lesson plans. _______________________________________________________________________ Reference: Bell Work: p. 29 Fast Write: p. 44 Ticket In: p. 71

  18. Concept Ladder(Teacher Handbook, Page 4) • Why are you here? • What do you hope to learn? • How will you use it? • Where will you use it? • When will you use it? • I will consider this a worthwhile workshop if . . . ____________________________________________________ Reference: Anticipation Guide: p. 27 Concept Ladder: p. 38

  19. Reading Bookmarks __________________________________Reference: Bookmarks: p. 31

  20. Analogy Statements Life is like _______________ because ___________________ _________________________________________________________ Reference: Analogy Statements: p. 26

  21. The Challenges of Reading and Writing in the CTE Classroom (p. 6-7) • Activity 1: Tool: GIST (p. 52) • Activity 2: Tool: Paraphrase (p. 61) • Activity 3: Tool: Read-Pair-Share (p. 60) • Activity 4: Tool: Write-Pair-Share (p. 60)

  22. Foldablesp. 47-49

  23. Break

  24. Time for Seat Prizes!

  25. Reading in CTE Classes A Tool Box of Literacy Strategies for CTE Teachers

  26. Reading in CTE Classes: 3 Important Questions (p. 8-9) 3-2-1 Response 3. Why are some of our students struggling with reading? 2. Why can’t some of our students read? 1. Do the CTE textbooks contribute to the problem? ___________________________________________________ Reference: 3-2-1 Response: p. 72

  27. Textbooks “Like it or not, textbooks are here to stay. Even as technology changes the nature of nonfiction reading into a multi-sensory, multi-text experience, the textbook—that single, hardbound, seemingly complete container of a year’s worth of content—remains a constant. Even if we choose to reject textbooks completely—cast them aside as biased, poorly written, or de-motivating—it turns out that we would be doing our students a disservice in preparing them for college, where the first-year student is asked to read, on average, 80 pages per class per week, with most of the load coming from textbooks.” Chris Tovani

  28. Reading in CTE Classes: What Can We Do? (P. 10-11) • Schools can . . . • Teachers can . . . • Students can . . . _____________________________________ Reference: Cornell Note Taking: p. 40

  29. Read Aloud • Reading is easy! Comprehension is not! __________________________________________ Reference and Review: Read Aloud: p. 65

  30. Context Clues Turn to page 13. Use “context clues” to read and understand “Di Tri Berrese”. _________________________________ Reference: Cloze Procedure: p. 34

  31. Thumb Thongs 2 Thing

  32. Miss Adams

  33. Mrs. Jones

  34. Time for Seat Prizes!

  35. BDA Reading Framework • Before Reading Activity • During Reading Activity • After Reading Activity ______________________________________ Reference: BDA Reading Framework: p. 28

  36. I Wonder ? ? ?Reference: p. 54

  37. KWL • K = What you know • W = What you want to know • L = What you learned ____________________________________ Reference: KWL: p. 56

  38. Say Something! • Encourages students to talk as a way to process course information. • Research shows that student comprehension improves by 50% when they are asked to read or listen and purposefully talk about what they’ve read or heard. _______________________________________________ Reference: Say Something: p. 68

  39. Say Something: Save $ on food • Learn to Cook • Take Fewer Trips to the Grocery Store • Break Your Restaurant Routine • Bring Your Lunch to Work • Grocery Shop with Focus • Buy Generic • Make Your Own Latte • Use Coupons • Time Your Meal • Mind the Unit Price

  40. Think Aloud • Explicit modeling in which teachers share with students the Cognitive process and thinking they go through as they read. ___________________________________________ Reference: Think Aloud: p. 70

  41. Read and Represent • The student will read and represent what they have read by paraphrasing or representing with a picture, poem, or other medium. See list on page 66. ___________________________________________ Reference: Read and Represent: p. 66

  42. Gallery Walk • Students look at the work of other students with an assigned task to complete as they “walk through the gallery”. ___________________________________________ Reference: Gallery Walk: p. 51

  43. Break

  44. Time for Seat Prizes!

  45. Writing in CTE Classes:(List-Group-label p. 58)3 Types of Writing for Every Classroom (p. 15) • Writing to learn • Writing to demonstrate learning • Authentic writing

  46. Writing in CTE Classes:What Can Teachers Do? (Marking the Text: page 16) • Read page 16. • Mark the key words in the text using: • Red pen • Highlighter • Sticky notes • Page Markers ________________________________________________ Reference: Marking the Text: p. 59

  47. Alphaboxes: (p. 22)

  48. Journal Writing Prompt: Pick one strategy we have used this morning and describe how you might use it in your classroom. ____________________________________________ Reference: Journal Writing: p. 55

  49. Learning Logs Reflections: Which of the activities we have discussed this morning do you like most? Why? ___________________________________________ Reference: Learning Logs: p. 57

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