CTE Literacy Support
A Few Housekeeping Issues:
• Please take note of the norm tents on tables
• If you are taking this for one ADE “Semester
Hours” there is a requirement that you be
observed a couple of times before the end of
the year demonstrating literacy integration
lessons!
• The form is in your binders, and is also
available on the CTE website
Getting Acquainted…
Find someone in the room that you do not know to
share information with.
Open your bags of candy and take note of what colors
it contains.
Your task is to share one thing related to the
corresponding color of each M & M. If the bag has
more than one of a color, a response related to that
color must be shared for EACH one.
What do the colors mean?
• Orange: An interesting fact about you that no one else in the
room would already know or be likely to have in common.
• Blue: What you like to do in your spare time.
• Brown: The thing you like best about teaching.
• Yellow: Something you hope to learn in this class
• Red: Something you did over spring break.
• Green: What you like to do in your spare time.
Topic: Arizona’s College and Career Ready Standards
for Reading and Writing
Do: Identify characteristics of a literate individual
Read Explanations and Examples for technical subjects
Identify ways to integrate the standards into CTE
Levels of Thinking: Understanding and Applying
Read: Students Who Are College and Career
Ready in Reading, Writing, Speaking, Listening
and Language
Complete: Investigating the Portrait of a
Literate Individual
After reading, discuss with
a partner how you are
helping students become
more literate in your class
in one or more of these
areas.
12 Word Summary
Use 12 words and only 12 words to
describe a literate person.
Reading and
writing in CTE
classes is not
optional. It is
part of the
standards that
we are tasked to
teach.
AZ College and Career Ready Standards should
create students (and teachers) to produce a
Cognitive Sweat!
CCRS: English language arts and Literacy
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A few reminders…
•
The AZ College and Career Ready Standards should complement
rather than replace content standards in those subjects
•
CTE Teachers are responsible for integrating the AZ College and
Career Ready Standards within their content
•
CTE teachers must continue to teach specific technical standards
What we know now:
• Much of our knowledge base comes from
informational text.
• Informational text makes up a vast majority of
required reading in college/workplace (80%).
• Informational text is harder for students to
comprehend than narrative text.
• CTE classes are full of informational text.
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Writing Needs have Changed
Writing Using Evidence
• Expect students to compose arguments and
opinions, informative/explanatory pieces
• Focus on the use of reason and evidence to
substantiate an argument or claim
• Emphasize ability to conduct research – short
projects and sustained inquiry
• Require students to incorporate technology as they
create, refine, and collaborate on writing
Just another reminder that there are 3 parts
to each coded standard…
Grade Level
This section represents the grade level for
the standard, in this case, grade six
READING Science and Technology
The first section of the code represents
one of the strands, in this case, Reading
STANDARD 9
The third section represents the number for
the standard itself, in this case, standard 2
ELA Explanations and Examples
• Read the Introduction to Reading Standards and highlight
anything that directly refers to technical subjects.
• Write any notes or aha’s in the white space below.
• Underline the purpose of the Explanations and Examples section.
(Hint: 2nd paragraph)
Reading Standards for Literacy in Science
and Technical Subjects
• Choose two Reading Standards.
• In the space under Standards list an example/s of how you are
integrating this standard in your classes (i.e. identify the lesson
topic, unit or assignment).
•
Read the Explanations and Examples annotate or highlight
examples that would be relevant to your content. Reflect on
specific ways you could use this example.
• Be prepared to share some of your examples and annotations.
ELA Explanations and Examples
• Read the Introduction to Writing Standards and highlight
why it is important for our students to be good writers.
• Underline three things college and career ready writers must
consider when they write.
• Circle four skills good writers must have to be college and
career ready.
• Box the text that explains how students can meet the writing
standards.
SHARE YOUR ANSWERS WITH YOUR TABLE GROUP!
Writing Standards for Literacy in Science and
Technical Subjects
• Choose two Writing Standards.
•
In the space under Standards list an example/s, of how
you are or could be integrating this standard in your
classes (i.e. identify the lesson topic, unit or assignment).
• Read the Explanations and Examples annotate or
highlight examples that would be relevant to your
content. Reflect on ways you could use this example or
add another example of your own.
Take some time to share
some of your examples with
your table group or a
partner that teaches the
same thing you teach or a
similar area.
What the Standards do NOT define:
•
•
•
•
•
How teachers should teach
All that can or should be taught
The interventions needed for students well below
grade level
The full range of support for English language
learners and students with special needs
Everything needed to be college and career ready
Break time!
Objective:
Topic: Text Complexity
Do: Determine what comprises text complexity and
quantitatively measure text
Levels of Thinking: Understanding, Applying
Select complex text
Aligned to Program Standards!
Measuring Text Complexity
1. “Qualitative”
= teacher’s professional decisions based
upon the difficulty of the text, text structure, visual
supports, language used, etc.
2. “Quantitative”
= structure and complexity of sentences
and length of words; factors that can be measured by a
computer (including Lexile scores)
2.
“Reader and task” = factors such as student background
and cultural knowledge, the learning purpose (why are we
asking students to read this?), motivation / buy into
relevance of the text, and students’ reading skills
Engaging with sufficient complexity…
• Assign challenging text with the expectation that eventually
students will read it independently and successfully (Anchor
Standard 10)
•
Scaffold (help students) at first, but lessen the degree of support
over time
• Assign text with challenging Lexile levels, but know that these
levels are not the only measure to use
*Note: You can check any text by creating a free account and following the steps to analyze text on the
www.lexile.com website.
The Lexile® measure: a scientific way
to match readers with text
• Uses a common scale for measuring
individual readers and texts
• Lexile scores are determined by the
difficulty of text measured by
sentence and word lengths
• Enables accurate matching of reader
ability with text complexity to
enhance learning
Common Core Lexile Levels
Practice Time!
Put a couple of text files on your desktop from the
MPS CTE Website
Path:
www.mpsaz.org.cte
• More
• Teachers
• Professional Development
• Literacy Support 2015
• Put the sample text file on your
desktop (use the one appropriate
for the grades you teach)
Go to your
computer’s desktop
where you just saved
the file and open it
The file must be “Saved As” Plain Text
Click OK
Setting up a Lexile Account
On your computers go to: https://lexile.com/
If you’ve never done this before,
you will need to register – it’s free.
Once registered, log in…
Scroll down to:
- My Tools
- English Lexile Analyzer
Click on English Language Analyzer
Choose a file
Go back to your computer’s
desktop and select the
PLAIN TEXT file that you
saved earlier and click the
submit button.
The information will
“magically appear” if
you have used the
correct type of file.
Let’s look at this chart again…
Reading Between the Lines – 1190L
Reading Fluency– 1490L
Topic: Teaching Vocabulary
Do:
• Distinguish between the three categories/ tiers that
all words fall into
• Examine an article to choose Tier 2 and Tier 3 words
that would need to be pre-taught
L.O.T.: Analyzing
Vocabulary Support is Crucial!
Words can be categorized in 3 Tiers:
Tier 1 words: Basic vocabulary that rarely require
instruction
Tier 2 words: High frequency / multiple meaning
vocabulary, academic vocabulary
Tier 3 words: Low frequency / domain specific words (your
program’s vocabulary words)
Teachers must carefully read text to choose
which words to pre-teach:
Choose an article to use:
Defining Moments of Every Job Interview (gr 6-8)
Eight Tips for Job Hunting During the Recession (gr 11-CCR)
Add at least one word
that should be pre-taught
and one that could be
figured out from context
clues from the article you
chose for Tier 2 and Tier 3
words.
Bonus points if you can
find a multiple-meaning
word or two!
CTE Programs are PACKED with Tier 3
Vocabulary!
Animal husbandry
Alloy
Bevel
Metallurgy
Salinization
Genetically
modified
Horticulture
Coalescence
Aerodynamic
Amperage
Ferrous
Axle
Crank shaft
Piston
Aftermarket
Zester
Albumen
Devein
Spider
A la carte
Be sure that you preview all text and determine
the best way to approach vocabulary instruction!
Time to…
Topic: Close Reading
Do: Review components of a close read
Level of Thinking: Understanding
What is close reading?
• Thoughtful, critical analysis of a text.
•
•
•
Focuses on significant details or patterns in order to
develop a deep, precise understanding of the text's form,
craft, meanings, etc.
A key requirement of the College and Career Standards for
technical subjects
Directs the reader's attention to the text itself.
Close reading includes:
• Using short passages and excerpts
• Diving right into the text with limited pre-reading activities
• Focusing on the text itself
• Rereading deliberately
• Reading with a pencil
• Noticing things that are confusing
• Discussing the text with others
Think-Pair Share or Turn and Talk or Stop and Chat frequently
Small groups and whole class
• Responding to text-dependent questions
Video Clip of a Close Reading
As you watch this clip of a 10th grade class doing a
close read, see how many of the components from
your handout are included.
Think-Pair-Share or Stop and Chats
• Framework for students to read and then stop at a designated point
to discuss the content with a partner.
• May be used any time two or more (even thirty) students are reading
the same text.
• Encourages close reading by setting up students to read with a
specific purpose in mind and fostering conversations related to that
purpose.
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Let’s try a Stop and Chat
• Read the first paragraph, then stop and chat with your partner.
How do teachers hinder students from understanding
difficult text?
• Read the second paragraph. After reading, stop and chat with your
partner.
•
Discuss the similarities of a close read to a baseball game.
Read the third paragraph, then stop and chat with your partner.
Why (according to the author) don’t students get to the
deeper meaning of text?
What are some ways teachers can help students become
lifelong learners?
Conversations among students
are critical to addressing the
College and Career Ready
Standards.
Build them in as often as you
can.
Scaffolding a Close Read
Some ways to help struggling readings:
• Shared reading
• Interactive read aloud
• Post-it notes
• Think-Aloud
• Think Sheets
• Jigsaws
• Guided Highlighted Reading
Guided Highlighted Reading addresses each
aspect of the complex text definition.
Guided Highlighted Reading
Weber, Nelson, Schofield
Checklist for GHR
(Guided Highlighted Reading)
1. Select text
2.Determine purpose for reading text
3. Number the paragraphs or lines
4.Write prompts
5. Ensure highlighters are available
(one or more than one color)
Guided Highlighted Reading for
three purposes
• Vocabulary
• Writing Tasks
• Text Structure
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1. Selecting the text
Choose:
Text that is complex and challenging enough to engage your students.
Remember that you are training your students to read and respond to
complex text.
Where to find text:
• Textbooks
• Supplementary materials
• Newspapers, magazines or
• Whatever fits with how you want to use it
When: Starting a unit, chapter, or project
2. Determine the Purpose:
Vocabulary, Structure, Writing
In some cases, the same copy of the
text will be used to explore many
purposes.
Use different colored highlighters
for each purpose or combine
underlining and circling text with
highlighting for each successive
purpose.
3.Number paragraphs or lines depending on
the reading assignment.
Writing the prompts (text dependent questions):
…for vocabulary
• If you only have a few potentially troublesome words, they
can be included in summary or craft prompts.
• Tier II academic vocabulary words in a passage are rarely
defined in context and need to be addressed before the
student can do the close reading.
• You can identify the words, find content-appropriate
synonyms or short definitions, and build prompts.
• When students read to respond to mutiple-choice questions,
analyze the questions to determine how you can prompt
students to find the answers in the text.
Some examples for Vocabulary prompts:
• In paragraph #1, find and highlight the word that means
__________________
or
• In paragraph #3, find and highlight the word that fits the
definition of ___________________
• In paragraph #1, find and highlight another name for _____
or
• In paragraph #2, find and highlight the topic of the paragraph.
Writing the prompts
…for summary
• Write a short summary first to help you frame
the prompts easily.
•
Determine what essential points should appear
in the summary
• Write prompts to guide students to highlight the
critical elements.
When students have completed their highlighting and had a
chance to discuss their findings, then they write a summary.
Summary writing prompts might look like these:
• In paragraph #3, find and highlight the author’s
name and credentials.
or
• In paragraph #1, find and highlight the main idea.
or
• In paragraph #2, find and highlight a concept that
supports the author’s argument.
Introducing and Discussing the Text
• Students need a copy of the text either a paper
copy or a computer document.
• Students need to have a highlighter pen/s, or
know how to use the computer highlighter.
• Have the students do a fly-over of the text,
skimming for length of text, text features, topic
of text, etc.
• If the text is new to students, supply the necessary background
knowledge but don’t give away too much.
• When you read the prompts, students are encouraged to reread
the text. At first you will read the prompts fairly slowly; after
multiple practices, you’ll pick up the pace to build reading
fluency.
• You can discuss the responses with students as a class, asking
students to discuss them in small groups, or just provide the
desired responses, depending on the time available.
Writing task prompts should enable
students to…
•
Restate in their own words what the text says explicitly
•
Make logical inferences
• Cite specific textual evidence to support conclusions drawn
from the text
•
Determine central ideas
• Summarize the key supporting details and ideas
Let’s try this with reading a recipe:
Banana Bread Muffins
A Guided Highlighted Reading with a recipe
Banana Bread or Banana Muffins
Move oven rack to low position. Preheat oven to 165-degrees Celsius.
Grease bottom only of bread pan or 12 muffin cups.
In a large bowl,
Mash with a fork:
1 ½ large bananas
Mix in: ½ cup sugar
1 egg
¼ cup buttermilk
¼ cup oil or melted butter
½ teaspoon vanilla
In another bowl:
Mix together: 1 ¼ cups flour, aerated
½ t. soda
½ t. salt
½ cup chopped nuts – if desired
Mix dry ingredients into banana mixture, stirring just until blended.
Evenly divide the above batter into 12 muffin tins. Bake in preheated oven for 15-20 minutes
until center test done when probed with a toothpick.
If baking a bread, pour batter into a loaf pan that has been greased on the bottom only.
Bake for 1 ½ hours until tests done.
Prompts:
1st highlighter
Highlight all of the verbs in the recipe that
tell you what you have to do.
2nd highlighter
Highlight all of the names of the equipment
that you will use. With a pen or pencil list to
the right side all the equipment you need.
3rd highlighter
Highlight each of the ingredients that you
plan to use.
Questions for Discussion:
1. What condition should bananas be when added to this recipe?
2. Why are we making muffins instead of bread for this class?
3. What other fruits can be used instead of bananas in this recipe?
4. Name a few ingredients that could be added with the bananas in
the muffins?
Optional: Have students share what they highlighted to be sure they
have the right parts highlighted before writing a summary.
Writing Task
On the back of the recipe that you’ve
highlighted, summarize the steps to
prepare the recipe in one paragraph.
Your summary should be no more than
6 sentences.
Any questions about this process??????
For next week: Bring some complex text that
relates to your content or technical standards
and read the two articles that we gave you
tonight!