Day 2 (Tuesday August 20)

1. Day 2 (Tuesday August 20) 10:45 am - 12:00 pm “Literacy supports and is developed through thinking, expressing and reflecting.” – p.3 of Adolescent Literacy Guide

2. AGENDA MINDS ON: • Learner Profile • Learning Goals • Five Corners – Components of the Adolescent Literacy Guide ACTION: • Concept Attainment/Frayer Model – Components of the Adolescent Literacy Guide CONSOLIDATION: • Frayer Model Presentations • Reflection: Day 2 Morning Blog Question

3. MINDS ON: Learner Profile Using the chart paper and markers at your table, complete the table profile for each person by filling in the spaces of each column

4. MINDS ON: Learner Profile Using the chart paper and markers at your table, complete the table profile for each person by filling in the spaces of each column “Effective literacy development begins with the needs of the learner.” – p.3 of Adolescent Literacy Guide

5. MINDS ON: Learning Goals During today’s breakout group, we are… learning to name, describe, and support understanding the components of adolescent literacy in science & technology.

6. MINDS ON: Five Corners • Choose a corner based on interest (component) or learning preference (based on entry point to concept attainment: tactile, visual, auditory) • Meet with others at your corner and share why chose that corner • If it’s a large group, separate into groups of 2-3 people • Organize your group at one of the tables in the room

7. ACTION: Concept Attainment Concept Attainment is… • a thinking strategy that encourages learners to look for patterns in data sets and to formulate and test hypotheses based on those patterns

8. ACTION: Concept Attainment Example • YES • NO

9. ACTION: Concept Attainment/Frayer Model • Complete your concept attainment activity Note: if you have a • GREEN CHECKMARK = YES example • RED CHECKMARK = NO example Then… • Complete a Frayer Model for your component on a piece of chart paper based on your concept attainment activity. • Be prepared to share with the whole group

10. General Characteristics: Definition: What does it look like for a student? What does it look like for a teacher?

11. CONSOLIDATION: Frayer Model Presentations • Each group will present their Frayer Model and post it around the room • We will return to the Frayer Models after the whole group session from 1-3 pm

12. CONSOLIDATION: Revisit Success Criteria • Any revisions needed at this point?

13. CONSOLIDATION: Reflection Go to the WordPress blog: http://literacycamp2013.wordpress.com/about Reflect on the following questions and complete it under the “Day 2 Morning Reflection Blog”: • How would you rate your comfort level with your component? Explain your choice. Beginner  On My Way  I’m There • How would you support this component in Science & Technology based on your educator role? • Does your learning from this session help to begin answering your inquiry question from yesterday?

14. Day 2 (Tuesday August 20) 3:15-4:45 pm “…each of the subject-areas provides opportunities for literacy development, often in unique and specialized ways.” – p.3 of Adolescent Literacy Guide

15. AGENDA MINDS ON: • Revisit Frayer Models • Think-Pair-Share-Square PlaceMat • Learning Goals and Success Criteria ACTION: • Going Deeper with the Components • Components in Science & Technology • Planning for the Components in Science & Technology CONSOLIDATION: • Reflection: Day 2 Blog Question

16. MINDS ON: Revisit Frayer Models Revisit your Frayer Models from this morning and make any necessary revisions based on new learning from the whole group session  this can be for your group and other groups

17. MINDS ON: Think-Pair-Share-Square PlaceMat • Individually, think about the following questions • What did you learn from today’s plenary? • What do you still need for your learning? • What do you still need to help answer your inquiry question? • Write your thoughts in one square of your PlaceMat • Share your thoughts with an elbow partner and add anything new in another square

18. MINDS ON: Think-Pair-Share-Square PlaceMat • Team up with another pair • Each pair shares their thoughts • Use the other two corners to add any new ideas • Use the centre square to summarize the most important idea that came up in your discussion • Choose someone to share this important idea with the whole group

19. MINDS ON: Learning Goals During Literacy Camp, we are… learning to name, describe, and support understanding the components of adolescent literacy in science & technology. We will: • recognize and value how literacy is different in science & technology • identify and name the needs of the learner (e.g., needs of English Language Learners, subject-specific needs) • determine/select classroom literacy practices that support the individual/identified needs of adolescent literacy development

20. MINDS ON: Revisit Success Criteria • Based on the whole group session and the think-pair-share-square, are any revisions needed at this point?

21. ACTION: Going Deeper with the Components Connections-Points-Questions (CPQ) Protocol • Read through the student and teacher indicators on pp.56 & 57 of the Adolescent Literacy Guide • Individually: • What connections do you make with the indicators? • What are the most important points in the chart? • What are some questions you have after reading the chart? • Have a small group discussion at your table

22. ACTION: Going Deeper with the Components Connections-Points-Questions (CPQ) Protocol • Whole Group discussion questions: • What questions were identified by your group? What solutions or answers were discussed? • How do the indicators support your current work? • How can you use the indicators to further support the work you do?

23. ACTION: Component in Science & Technology PICK THREE while ANALYZING A LESSON PLAN • Individually, read through the lesson plan • Think about which components may be present/emphasized. • Highlight and/or make notes on three key ideas in the lesson plan.

24. ACTION: Component in Science & Technology Share and compare your ideas with your table group: • The first participant identifies most important idea from the lesson plan that corresponds to a component and explains reasons for choosing it • Each person in the group takes a turn commenting on the same idea: why did you choose the same point and/or make connections to the idea • Repeat with each person in the group until everyone has discussed their points

25. ACTION: Planning with the Components Individually or Small Groups  • Based on your role and your inquiry question, how would you incorporate the components? Some examples may include: • Teachers – lesson planning: think about a lesson you have already used or one that you are planning for in September. How can you authentically incorporate one or more of the components in that lesson? • Consultants – how would you begin to facilitate a group of educators around the use of components in science & technology?

26. ACTION: Planning with the Components • Resources to use: Adolescent Literacy Guide, ALERTs, Science Curriculum Document, www.edugains.ca, etc. • Post initial ideas on WordPress

27. CONSOLIDATION: Reflection Go to the WordPress blog: http://literacycamp2013.wordpress.com/ Reflect on the following questions and complete it under the “Day 2 Reflection Blog”: • How would you rate your comfort level with the 5 components? Explain your choice. Beginner  On My Way  I’m There • How would you rate your comfort level with incorporating the 5 components in science & technology? Explain your choice.

28. CONSOLIDATION: Reflection Go to the WordPress blog: http://literacycamp2013.wordpress.com/ • What instructional practices could we use to address the 5 components in science & technology? • Has your inquiry question changed? If so why? If not, has your learning today helped to answer part of your inquiry question?