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http://alex.state.al.us/ccrs/
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Participants will gain an understanding of what
reading, writing, and speaking looks like in
practice when using evidence from the text.
Review a lesson plan with CCRS standards.
Participate in a lesson implementing a teaching
strategy.
Discuss Teaching Strategies.
*
Literacy is the “ability to identify, understand,
interpret, create, communicate, compute and use
printed and written materials associated with
varying contexts. Literacy involves a continuum
of learning to enable individuals to achieve their
goals, to develop their knowledge and potential,
and to participate fully in their community and
wider society."
*
*Students entering into the
21st century workforce will
need to be able to read,
write, and communicate effectively more than at
any other time in history. They will need
advanced levels of literacy to perform their jobs,
manage their households, perform duties required
of social surroundings, and conduct their personal
lives.
*
*
*
*
*Relationship?
Visual of Anchor Standards, Content COS Standards, and Grade
Band Literacy Standards
ANCHOR
STANDARDS
LITERACY
STANDARDS
Lesson
Planning
CONTENT
STANDARDS
*
 The ability to read, understand, and
communicate in the language of a technical
field increases.
 Employers demand employees be able to read,
gather, and analyze information from a variety
of sources in order to solve problems and meet
customer needs.
*
 When CTE Teachers make frequent reading and
writing assignments:




Student reading scores improve
Student technical knowledge increases
Students become independent and lifelong
continuous learners
100% of students
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 Challenge #1:
Ping-Pong Reading
 Students read for specific information by

skimming the text
Students read to get it done rather than to
learn
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 Challenge #2:
Mindless Reading

Students read the assigned text, but the
communication and thinking process are absent

Students realize they do not need to read,
because the teacher will tell them everything

Students do not develop independent reading and
learning behaviors
*
 Challenge #3:
Forgetful Reading
 Students do not connect the reading of


assigned text to personal knowledge
Students do not pose questions, predictions,
inferences, or synthesis when reading
Students struggle with class discussions and
tests, because they do not see the
relationship to the reading assignment
*
 CTE Teachers Can Ask Students to:
 Read and research technical material.
 Work on a year long project.(i.e. research a topic
such as making plans for starting a business or
research the history of the career field in terms of
technology, preparation, changing methods, etc.
 Read newspapers, newsletters and journals to find
articles related to what they are studying.
*
 CTE Teachers Can Ask Students to:
 Complete a major project each semester that
includes research, a product or service, and an oral
presentation. (i.e. research paper on emerging
technology and give an oral presentation)
 Note:
The CTE Teacher could assign this project in
conjunction with the English teacher so the student
would receive a grade in both the CTE and English
classes. The grade would be for content in CTE and
mechanics in English.
*
 Be writers themselves.
 Develop written samples they expect from their
students
 Share written samples with students
 Create a writing environment.
 Make writing an integral part of instruction.
*
Work with students to make sure they
understand any difficult terms and assist them
with understanding the words.
 Work with vocabulary prior to reading the
material.
Chunk the text and vocabulary before reading.
*
Have students read related topic material from
a variety of sources.
Have students either share with others or
report out ideas and information about how
their reading relates to the topic.
Provide time for students to write about what
they have read on a topic.
*
http://commoncore.americaachieves.org/equip
*
http://commoncore.americaachieves.org/equip
* So, What do we really expect?
Developing strategies for
embedding/identifying CCRS
literacy standards into program
area content.
Welcome
Handout Checklist
Hazard Communication with MSDS
 Teaching Strategies
 Reflection Sheet

CCRS – Today’s Objectives
Review a lesson plan with CCRS
standards
 Participate in a lesson implementing a
teaching strategy
 Discuss Teaching Strategies

Identify CCRS Literacy Standards
into your program area.
Hazard Communication with MSDS
 A guide to help identify CCRS standards
using one of your current lesson plans.

Hazard Communication with MSDS
Review Lesson Plan
 Title
 Overview/Annotation
 Course
 Content Standard(s)
 Local/National Standards (this section is
more detailed for demonstration
purposes)
Hazard Communication with MSDS
Primary Learning Objective(s)
 Additional Learning Objectives
 Approximate Duration of the Lesson
 Materials and Equipment
 Technology Resources Needed
 Background/Preparation
 Procedures/Activities
 Attachments

Hazard Communication with MSDS
Assessment Strategies
 Extensions
 Remediations

Develop a lesson plan implementing
a teaching strategy with CCRS.
Teaching Strategies Handout page 6
 Table Talk
 Writing utensil and paper

What are characteristics of effective
teaching?
NBCT 5 Core Propositions

Proposition 1: Teachers are committed
to students and their learning.

Each student reads, reflects, and writes a
response.
NBCT 5 Core Propositions

Proposition 2: Teachers know the
subjects they teach and how to teach
those subjects to students.

Each student reads, reflects, and writes a
response.
NBCT 5 Core Propositions

Proposition 3: Teachers are responsible
for managing and monitoring student
learning.

Each student reads, reflects, and writes a
response.
NBCT 5 Core Propositions

Proposition 4: Teachers think
systematically about their practice and l

Each student reads, reflects, and writes a
response.
NBCT 5 Core Propositions

Proposition 5: Teachers are members of
learning communities.

Each student reads, reflects, and writes a
response.
NBCT 5 Core Propositions
Share response with a partner.
 Next, form a small group of 4-6 people.
Write responses on Reflection Sheet
handout.
 At the right of handout, write the number
of the correlating CCRS Literacy
Standard.
 One person from each group shares one
response with the class.

Conclusion
Discuss Teaching Strategies
 Questions?

Contact Info.
 Bryan Upton, NBCT
 bryan_upton@ecboe.org
