(Just-in-Time)
Facilitating and Modeling AC
Literacy Instruction
New Jersey
Entrepreneurship
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Introduction
 Zach Riffell
 2 truths and 1 lie
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 Neil Armstrong gave me a signed copy of
his local newspaper in Wapakoneta,
Ohio.
 Oliver North once used my back to sign a
letter in Pensacola, Florida.
 Jimmy Carter used to eat picnic lunches
with me in Americus, Georgia.
 Which one is the lie?
Why Literacy?
The lines to the left
represent
unemployment
rates.
What groups do
they represent?
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What does this tell
us about collegeand careerreadiness?
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Why Literacy?
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 What is the relationship between
reading ability and educational
achievement?
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Literacy Framework
AC
Literacy Module
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The Literacy Task
Look at the project description.
This is the description of the entire
project.
Notice the third paragraph. This is the
literacy assignment for the project.
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What Task?
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 After researching legal and financial
issues associated with business
ownership and participating in enabling
learning activities intended to assist you
in developing an ownership model into a
game, write a brief in which you discuss
the relative merits of each ownership style
and evaluate which one is best for your
company. Be sure to support your
position with evidence from the texts and
from participation in enabling learning
activities. Be sure to acknowledge
competing views.
The Instructional Ladder
How do we make sure students can
do this?
Turn to Appendix A of the project.
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Preparing for the Task
Reading Process
Transition to Writing
Writing
Preparing for the Task
Do Now—Students individually
brainstorm businesses started in
New Jersey.
As a class, share responses.
 Who owns these businesses?
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Preparing for the Task
What is the benefit of this
seemingly simple event?
Establish relevance
Provides scaffolding for less familiar
students
Provides teacher with some initial
information about student awareness
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Teaching Reading
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1. Activate Prior Knowledge
2. Employ a pre-reading strategy
3. Develop vocabulary acquisition
skills
4. Develop reading skills
5. Reflect on what was read
6. Assess gaps in understanding
7. Find scaffolding materials to close
gaps
The Reading Process
Explore—Ask students to read
selection from the Small Business
Administration on sole
proprietorships.
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The Reading Process
Before reading, what must we do?
Pre-reading
Vocabulary
What does pre-reading allow us to
do?
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Make predictions
Organize our approach
Pre-reading
What do we know about sole
proprietorships?
Scan the article.
What do we think we will learn about
sole proprietorships upon reading this
selection?
Phrase these as questions.
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Notice this essentially parallels the
first two stages of KWL.
Technical Vocabulary
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“Words that don’t have exact
synonyms or [have] different
meanings in other contexts”
(Mudraya, 2006).
“Closely related to the topic and
not likely to be known in general
language with the same meaning”
(Nation, 2001, 2003).
Technical Vocabulary
Personal dictionary/word wall
Includes
Word
Definition/Accurate Description
Picture
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Technical Vocabulary
Battery
the unlawful use of any physical force on
another person, including beating or offensive
touching without the person's consent
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Reading
The questions we generated from
our pre-reading can now serve us
in our reading.
Annotation helps us keep track of
information as we process it:
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Underline confusing pieces
Check items that answer our
questions
Circle vocabulary words
Star anything that seems interesting
Reflection
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 Look at your notes and the project
description.
 How has this reading furthered my
understanding of the technical concept?
 On what technical concepts do I still need
more information?
 How has this reading informed my
solution to the problem presented in the
project?
 What information do I still need in order to
solve the problem?
Reflection
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Notice that our annotations and
answers to these questions are
what we learned from the KWL
chart.
In addition, we also know how we
might apply what we have learned:
KWLA
And what we still need to learn:
KWLAL
Assessing and Scaffolding
Look at your students’ responses
to the questions.
What will they tell you?
What can we do with this
information.
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Teaching Reading
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1. Activate Prior Knowledge
2. Employ a pre-reading strategy
3. Develop vocabulary acquisition
skills
4. Develop reading skills
5. Reflect on what was read
6. Assess gaps in understanding
7. Find scaffolding materials to close
gaps
Literacy includes Writing
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 After researching legal and financial
issues associated with business
ownership and participating in enabling
learning activities intended to assist you
in developing an ownership model into a
game, write a brief in which you discuss
the relative merits of each ownership style
and evaluate which one is best for your
company. Be sure to support your
position with evidence from the texts and
from participation in enabling learning
activities. Be sure to acknowledge
competing views.
Teaching Writing
1.
2.
3.
4.
5.
6.
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Activate “new” knowledge
Plan a response
Draft a response
Revise the response
Edit the response
Deliver the response
Transition to Writing
Key Question of the Day: How will
you apply the tools and knowledge
learned the past two weeks to
better understand the project
statement?
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Assessment
What is holistic grading?
“Holistic scoring is a method by
which trained readers evaluate a piece
of writing for its overall quality…In
this type of scoring, readers are
trained not to become overly
concerned with any one aspect of
writing” (FLDOE).
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Assessment
What is analytic grading?
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“Rather than simply balancing
strengths and weaknesses on key
criteria to reach an overall score for
the effectiveness of a piece of writing,
analytic scoring calls for teachers to
provide feedback on each of the noted
criteria for the writing assignment”
(CSU)
Assessment
 Look at the rubric for assessing the
final paper (it is found in your
notebook).
 There are 7 categories to be scored:
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 Focus
 Controlling Idea
 Reading/Research
 Development
 Organization
 Conventions
 Content Understanding
Assessment
 In your workgroups, define one
criterion.
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 Use the rubric to determine what the
word means.
 Do not worry about differentiating among
the levels of achievement (e.g. What
makes a 1 a 1 or a 4 or a 4).
 Make sure your definition is in “studentfriendly” language.
 Create a graphic representation of your
term as well.
Assessment
 Let’s practice using the rubric.
 First, look at the sample project
description to determine what students
are being asked to do.
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 “After researching standard operating
procedures on emergency preparedness and
participating in enabling learning activities
intended to assist you in assessing the
needs of a community in times of disaster,
write a disaster relief handbook in which you
relate how hospitals and regional health
centers can mitigate blood-supply shortages
during emergencies.”
Assessment
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 Now that we know what we are
looking for, let’s read the sample
paper.
 Read the paper and pay attention to
the various elements as you read,
noting particular strengths and
weaknesses as you read.
 Do not worry about assigning a score
as you go. The scoring process
happens as reflection once we finish
reading.
Focus
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 The writer attempts to establish a response
that addresses the prompt, but the support is
uneven.
 “The purpose of this manual is for any
disaster, an event that can drastically affect
the person’s life or chance of livelihood.”
 “A disaster can be defined…where there is
too much blood available.”
 “people involved can communicate by email,
phone…” and “The blood can be transported
by many means of transportation.”
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Controlling Idea
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 The writer introduces a central idea
for the writing but introduces ideas
that are not explicitly linked to either
the focus or the controlling idea.
 “Companies can set up a 1-800
number for their employees to receive
and give information.”
 “Usually, the storage is for short term
where the refrigeration process is
used and the blood should not
freeze.”
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Reading/Research
The writer has a tendency to
introduce ideas without providing
specifications.
No citations are used at all.
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Development
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 The introduces ideas with few details
or attempts to establish relevancy.
 “Also the environment of the
hospitals needs to be quiet and
organized; ready to respond quickly
and surely.”
 “The first step in managing
preparations is gathering…and any
other equipment that is necessary.”
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Organization
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The paper is generally easy to
follow and makes excellent use of
some authentic text features.
Additional text elements typical of
handbooks might make the
information more manageable.
More careful review of authentic
writing examples might improve
this further.
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Conventions
 While the paper is generally easy to
read, several cumbersome
constructions and improper
punctuation occasionally derail the
reader.
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 “; if federal assistance is needed.”
 “where the local community would be
responsible for its decision or it could
escalate”
 “it is likely…definitely slowing down”
 “like for example”
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Content Understanding
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The writer demonstrates a basic
understanding of the material as a
whole even if the paper is not
exemplary. Material from several
facets of the disaster response are
included here.
What is left unsaid is what hurts the
writer the most here.
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Reflection
Why is analytic grading so
important in helping students
master writing in the career and
technical areas associated with
Advanced Career (AC)?
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Closing
If you have any questions, please
contact me.
zach.riffell@sreb.org
404-875-9211 ext. 239
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