Using Literacy Strategies to Teach
Program Area Content Materials in
T & I Programs
North Carolina CTE Summer Conference 2012
Imperial C, Koury Convention Center
Greensboro, NC
July 26, 2012
Southern
Regional
Education
Board
Lois J. Barnes
Lois.barnes@sreb.org
Do Now! Anticipation Guide
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 While everyone enters and gets settled,
individually, read each statement in the
Anticipation Guide found on page 1 in
your handout.
 Decide if you think the statement is true
of false and place a T or F in the Before
column to the left of each statement.
 We will come back to this activity after
the session starts.
Southern Regional
Education Board
 Founded in 1948 to improve economic
development in the south through a focus
on education
 Nonprofit, nonpartisan organization
 Works with leaders and policy-makers in 16
member states

Provide data to legislatures and state boards of education for
decision making
 Focus on improving education pre-K through best practice
 Network states
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The SREB Umbrella
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•
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HSTW
MMGW
TCTW
College and Career
Readiness
• Education Policy
• Legislative Action
• Student Access
Programs
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Regional
Education
Board
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•
•
•
•
Doctoral Scholars
Degree Completion
Education Data
Education Technology
Go Alliance
Nursing Education
School Leadership
Academic Common
Market
www.sreb.org
HSTW/MMGW/TCTW
National Footprint
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HSTW Key Practices




High expectations
Program of study
Academic studies
Career/technical
studies
 Work-based
learning
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 Teachers working
together
 Students actively
engaged
 Guidance and
advisement
 Extra help
 Culture of
continuous
improvement
Anticipation Guide
Southern
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Education
Board
 Individually, read each statement in the
Anticipation Guide found on page 1 in
your handout.
 Decide if you think the statement is true
of false and place a T or F in the Before
column to the left of each statement.
 In small groups, compare your answers.
 Read on your own silently the pages
from Achieve’s May, 2012 publication.
Anticipation Guide
 In small groups again, defend your point
of view about each statement and
support it with evidence from the article.
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 Whole group discussion – What are
likely to be the curricular and
instructional implications of embedding
the Literacy Common Core State
Standards into CTE coursework?
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Cornell Notes
Two Column Notes
Step 1:
Draw a grid with 3 sections
Step 3:
Identify
key
concepts
or
questions
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Step 2:
During lesson,
take notes
here; use
abbreviations
Step 4:
Summarize lesson here
Cornell Notes
Two Column Notes
Using Literacy Strategies to
Teach T&I Content
Main Ideas
No Excuses!
Why Reading
Is Important
Southern
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Board
Summary
Details
T & I Teachers might say. . .
• Teaching reading and writing
is not my job
• I don’t have time
• It’s not part of my curriculum
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Point Gain in the Percentage of CT Students
Meeting the Reading Readiness Goal When
Experiencing CT Instruction with Embedded
Literacy
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Source: SREB. Ready for Tomorrow, 2009.
13
Reading Study Summary
Interquartile Ranges Shown (25% - 75%)
Text Lexile Measure (L)
1600
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1400
1200
1000
800
600
High
School
Literature
College
Literature
College
High
School Textbooks
Textbooks
Military
* Source of National Test Data: MetaMetrics
Personal Entry-Level
Use
Occupations
SAT 1,
ACT,
AP*
Who teaches READING?
Content area literacy instruction must be
viewed as the cornerstone of any
comprehensive movement to build the
kinds of thriving, intellectually vibrant
secondary schools young people
deserve and on which the nation’s
social and economic health will
depend.
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Heller and Greenleaf, 2007
Elementary School Teachers
Traditionally, reading has been
considered the realm of elementary
teachers. For the most part, learning
to read is taught only in grades K-3.
Teachers in grades four and beyond
teach subject matter.
Southern
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O’Connor, TECHNIQUES, February 2010
Occupational Reading Data
Weekly Percentages
Mikulecky, National Adult Literacy Survey (2001)
Job
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Memos Reports Manuals Instructions Diagrams
Mgt.
93%
83%
71%
31%
30%
Prof.
86
63
69
39
41
Tech.
82
68
71
54
49
Sales
70
50
50
28
23
Clerical
85
61
57
31
25
Service
46
28
25
37
12
Farming
37
27
28
24
17
Crafts
61
38
56
34
55
MachOp
47
27
31
25
30
TransOp
54
32
28
25
22
Laborer
41
19
28
20
22
“In 1965, a car mechanic needed to
understand 5,000 pages of service
manuals to fix any automobile on
the road; today he must be able to
decipher 465,000 pages of technical
text, the equivalent of 250 big-city
phone books.”
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Board
Whitman, Shapiro, Taylor, Saltzman and Ausrer 1989
What do the experts say?
“Comprehension of reading material
and the ability to use that material
to create new thoughts and ideas is
the major key to a person’s success
in the global job market.”
Procedural Literacy: Building Blocks of Comprehension.
Columbia-Montour Area Vocational-Technical School, PA, 2007
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T & I Teachers might say. . .
• Teaching reading and writing
is not my job
• I don’t have time
• It’s not part of my curriculum
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I don’t have time
Southern
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•
Which skills/standards will give you the
most “bang for your buck”?
•
Which are most essential to the curricular
area?
•
Which appear most
often on business,
industry, EOC and
competitive tests?
•
Which are the
hardest to teach and
learn?
Do students have time to read?
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Do The Math
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•
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Goal of 25 books
250 words per minute
250-300 words per page (novel)
200 pages per novel/100 pages per
technical book
• 175 school days
equals
less than 30 minutes per day
to reach goal!
Teaching Technical Vocabulary
Research suggests that knowledge of
the specialized word families common
in a particular area . . .is probably best
left to the subject teachers.
A Report on the STETS Workshop by Paul Nation, 2001
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CTE teachers can. . .
1.
2.
3.
4.
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Allow student choice
Connect reading and writing
Read aloud
Recognize alternative literacy
approaches
5. Alternate material for remediation
6. Literacy-rich classrooms
7. Higher expectations
O’Connor, TECHNIQUES, February 2010
Cornell Notes
Two Column Notes
Using Literacy Strategies to
Teach T&I Content
Main Ideas
No Excuses!
Why Reading
Is Important
Why Writing
Is Important
Southern
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Summary
Details
How important is writing?
“About one student in five produces
completely unsatisfactory prose, about
50
percent meet ‘basic’ requirements, and
only one in five can be called
‘proficient’.”
Southern
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Board
National Commission on Writing (NCW)
What does it mean?
Writing Well Saves Money for
Taxpayers
• Most employers consider writing a
“threshold skill” in hiring.
• States spend more than $220 million
on writing training annually.
• American firms spend $3.1 billion
annually to correct employee writing
deficiencies.
Southern
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Writing: A Ticket to Work or a Ticket Out?, National
Commission on Writing, 2004
“Report: State Employees’ Lack of Writing Skills,” USAToday,
7/4/05
Occupational Writing Data
Weekly Percentages
Mikulecky, National Adult Literacy Survey (2001)
Job
Southern
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Board
Memos
Reports
Forms
Managerial
75%
87%
73%
Professional
33
73
43
Technical
35
64
49
Sales
51
56
53
Clerical
58
71
63
Service
23
35
26
Farming
31
25
24
Crafts
34
47
42
Machine Op.
22
32
26
Trans. Op.
40
40
48
Laborer
28
26
28
Three Kinds of Writing in classes
Writing
to learn
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Writing
Authentic
to demonstrate writing
learning
Writing to learn
Examples
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Journals
Learning Logs
Exit/Admit Slips
Inquiry Logs
Mathematics Logs
Note taking
Example - Journaling at Burton
Ramer Tech Center
Construction Technology
Journal Topics
1. Why did you take this class
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and what did you expect to
get out of it?
2. What does MSDS stand for?
For what reasons would a
construction worker use an
MSDS?
NCCER CORE
3. What is PPE and why is it so
important to the worker?
NCCER CORE
4. As a construction worker,
what three
hand tools do you think are
most used and why?
Support your answer.
5. Why is it important to have
building codes and
inspections?
Student SelfCheck
I filled in the blank
with the journal
topic.
I have a topic
sentence.
I wrote at least
three supporting
sentences.
I ended with a
concluding
thought.
My handwriting is
legible.
I read my journal to
find and correct
errors.
Teacher
Comments
Writing
to Demonstrate Learning
Examples of Writing
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Paragraphs
Summaries
Open-response Questions
Lab Reports
Essays
Research Assignments
Authentic Writing
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Memos
Reports
Letters
Proposals
Forms
Requests
Memoirs
Poems
Songs
Short Stories
Directions/Process Papers
Examples of Technical Writing:
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• Action Plans
• Advertisement
• Agenda
• Audit Report
• Book Review
• Brochure
• Budget
• Business Letter
• Business Plan
• Catalog
• Contract
• Critique
• Data Book or Display
• Description
• Diagram, Chart, or
Graph
• Editorial
• Email
• Feasibility Report
• Field Test Report
• Incident Report
• Informational Form
• Informational Poster
• Informative Summary
• Instructions
• Interview Questions
• Itinerary
T & I Teachers might say. . .
• Teaching reading and writing
is not my job
• I don’t have time
• It’s not part of my curriculum
Southern
Regional
Education
Board
Cornell Notes
Two Column Notes
Using Literacy Strategies to
Teach T&I Content
Main Ideas
No Excuses!
Why Reading
Is Important
Why Writing
Is Important
Southern
Regional
Education
Board
CCSS
Summary
Details
“It’s not part of my curriculum”
Common Core Curriculum
Common Core Reading Standards for Literacy
in Science and Technical Subjects K-12
Common Core Writing Standards for Literacy
in History/Social Studies, Science,
and Technical Subjects K-12
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Common Core Standards
Reading Standards for Literacy in
Science and Technical Subjects 9-12
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Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
Range of Reading and
Level of Text Complexity
By the end of grade 12, read and
comprehend science/technical texts in the
grades 11-12 text complexity band
proficiently and independently.
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Text Complexity
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• Vocabulary—the number of domain-specific
words and new general academic terms students
encounter—unknown words
• Sentence structure—how the ideas in a sentence
fit together—complex sentences, passive voice
• Coherence—how words, ideas and sentences
connect to provide meaning—subtle transitions
• Organization—time sequence, cause and effect,
problem and solution, categories
• Background Knowledge—developmental,
experiential, cognitive factor—density of info.
Educational Leadership, March 2012
Common Core Standards
Writing Standards for Literacy in
History/ Social Studies, Science and
Technical Subjects 6-12
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Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge
Range of Writing
Common Core Curriculum
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•
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•
Write arguments (to support claims in an
analysis of substantive topics or texts) focused
on discipline-specific content.
Write informative/explanatory texts (to examine
and convey complex ideas, concepts, and
information clearly and accurately through the
effective selection, organization, and analysis
of content) including the narration of historical
events, scientific procedures/experiments, or
technical processes.
Produce clear and coherent writing in which the
development, organization, and style are
appropriate to task, purpose, and audience.
Common Core Curriculum
•
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Cite specific (strong and thorough) textual
evidence to support (what the text says
explicitly as well as inferences drawn…) analysis
of science and technical texts.
• Use technology, including the Internet, to
produce, publish, and update individual or
shared writing. . .
• Determine the central ideas or conclusions of a
text; summarize complex concepts. . .
paraphrasing them in simpler but still accurate
terms.
• Conduct short as well as more sustained
research projects . . .
Common Core Standards-based Writing
ARGUMENTATION
Number
1
3
8
9
10
Read closely to determine what the text says explicitly and to make logical inferences
from it; cite specific textual evidence when writing or speaking to support conclusions
drawn from the text.
Analyze how and why individuals, events, and ideas develop and interact over the course
of a text.
Delineate and evaluate the argument and specific claims in a text, including the validity of
the reasoning as well as the relevance and sufficiency of the evidence.
Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the authors take.
Read and comprehend complex literary and informational texts independently and
proficiently.
Number
CCR Anchor Standards for Writing
1
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
4
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CCR Anchor Standards for Reading
9
10
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences.
Think-Pair-Share!
Turn and Talk!
Using Literacy Strategies to
Teach T&I Content
Main Ideas
No Excuses!
Why Reading
Is Important
Why Writing
Is Important
Southern
Regional
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Board
CCSS
Summary
Details
Look for SREB’s Six
Key Reading Skills as found in the
Common Core Standards
1.
2.
3.
4.
5.
6.
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Summarizing
Paraphrasing
Categorizing
Inferring
Predicting
Recognizing Academic Vocabulary
Presentation
of Knowledge and Ideas
Standard
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Present information,
findings, and supporting
evidence clearly,
concisely, and logically
such that listeners can
follow the line of
reasoning and the
organization,
development, substance,
and style are appropriate
to purpose, audience and
task.
Literacy
Component
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Read
Write
Listen
Speak
Observe
Big Six Skill
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Summarize
Paraphrase
Categorize
Infer
Predict
Understand
Vocabulary
Instructional Strategy/
Mini-task
Think-Pair-Share, 3-2-1,
Cornell Notes
Reciprocal Teaching
Key Ideas and Details
Standard
Cite strong and thorough
textual evidence to
support analysis of what
the text says explicitly as
well as inferences drawn
from the text
Literacy
Component
•
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•
•
•
Read
Write
Listen
Speak
Observe
Big Six Skill
•
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•
•
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•
Summarize
Paraphrase
Categorize
Infer
Predict
Understand
Vocabulary
Instructional Strategy
Mini-task
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Anticipation Guide, Cornell Notes,
INSERT strategy, Story
Impressions
Reciprocal Teaching:
Mike Rowe’s Testimony to the Senate
Commerce Committee
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Handout p. 4
Reading on pages 5-7
www.mikeroweworks.com
Excerpt from “Amusement Park
Physics”
INSERT Strategy
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Read silently and insert
In the margins of the
Reading:
* = I agree
X = I disagree
! = Wow!
? = I don’t understand (an idea/sentence,
vocabulary word)
Handout page 8
Excerpt from “Amusement Park
Physics”
3,2,1 Strategy
In your small group,
reach consensus on
your 3,2,1 ideas from
the article excerpt.
Handout page 9
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Story Impressions
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• Preparation activity (prereading) +
• During and after reading
strategy, too
• Stimulates interest and creativity
• Taps prior knowledge
• Identifies misconceptions
• Connects to your other
vocabulary strategies
• Practice! See your handout,
page 11
Ideas for Reading
Resources
What are others reading?
Culinary Arts
• A Taste for Writing, Cadbury
• Newspaper in Education
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Handout pages 13-14 for trade journals.
Nursing/Health Occupations
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Cosmetology
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Closure and Commitment
Exit Ticket
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