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12 th Grade Expository Reading and Writing Course. An LAUSD Senior High School English Proficiency. - PowerPoint PPT Presentation
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Secondary Literacy Branch
12th Grade
Expository Reading and
Writing Course
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Secondary Literacy Branch
An LAUSD Senior High School English ProficiencyEnglish Proficiency Number This School All County High
SchoolsAll California High
Schools
Total Freshmen 80
Exempt from EPT 4 5% 27% 36%
Scored 151 or Above on EPT
12 15% 16% 18%
Demonstrated Proficiency Prior to Enrollment
0 0% 1% 0%
Proficient in English 16 20% 43% 54%
Not Proficient in English
64 80% 57% 46%
The Early Assessment Program (EAP) is a collaborative effort among the State Board of Education (SBE), the California Department of Education (CDE) and the California State University (CSU). The program was established to provide opportunities for students to measure their readiness for college-level English and mathematics in their junior year of high school, and to facilitate opportunities for them to improve their skills during their senior year.
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Secondary Literacy Branch
What is Academic Literacy?
The inseparable skills of critical reading, writing, listening and thinking depend upon students’ ability to postpone judgment and tolerate ambiguity as they honor the dance between passionate assertion and patient inquiry.
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Secondary Literacy Branch
College and university students should be able to engage in the following:
Exhibit curiosity (80%) Experiment with new ideas (79%) See other points of view (77%) Challenge their own beliefs (77%) Engage in intellectual discussions (74%) Ask provocative questions (73%) Generate hypotheses (72%) Exhibit respect for other viewpoints (71%) Read with awareness of self and others (68%)
Broad Intellectual Properties
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Classroom Behaviors that Facilitate Students’ Learning
CSU Faculty members noted that studentsshould be able to do the following:
Ask questions for clarification Be attentive in class Come to class prepared Complete assignments on time Contribute to class discussions
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Secondary Literacy Branch
Why is developing a literate identity important?
Reading teacher and researcher Jeff Wilhelm points out that “many at-risk students are particularly alienated by school until teachers value what they already know…and help them put those skills to work” (2001, p.34)
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Secondary Literacy Branch
Key Principles of ERWC1. The integration of interactive reading and
writing processes;2. A rhetorical approach to texts that fosters
critical thinking;3. Materials and themes that engage student
interest;4. Classroom activities designed to model and
foster successful practices of fluent readers and writers.
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Secondary Literacy Branch
Key Principles of ERWC
5. Research-based methodologies with a consistent relationship between theory and practice.
6. Built-in flexibility to allow teachers to respond to varied students’ needs and instructional contexts.
7. Alignment with California English Language Arts Content Standards.
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Secondary Literacy Branch
What is this module teaching?
Ways of reading Ways of considering language Ways of thinking Ways of writing Academic habits of mind!
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“The greatest enemy of understanding is coverage. As long as you are determined to cover everything, you usually insure that most kids are not going to understand. You’ve got to take enough time to get kids deeply involved in something so they can think about it in lots of different ways and apply it—not just at school, but at home and on the street, and so on.”
-Howard Gardener
How Long Should this Take?
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Why is modeling and sharing your expertise important?
As literacy teachers and researchers Ivey & Baker state, “Good instruction in reading comprehension… requires the expertise of the best reader in the classroom: the teacher” (2004, p.37).
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How do you cultivate a sense of safety and community in the classroom?
Struggling readers and writers are often inclined to hide their confusion, since admitting confusion is often tied to feelings of inadequacy or shame.
Learning should be largely a social, collaborative experience where learners feel empowered to negotiate tasks, articulate and share ideas and respond to others’ reactions to improve thinking and deepen understanding.
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Classroom Configurations “Building Literacy Through Classroom Classroom Discussion” Mary Adler & Eija Rougle
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Secondary Literacy Branch
Classroom Configurations “Building Literacy Through Classroom Classroom Discussion” Mary Adler & Eija Rougle
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The Assignment Template
Reading Rhetorically Connecting Reading to Writing Writing Rhetorically
The Assignment Template may be downloaded at: hhtp://www.calstate.edu/eap/englishcourse/
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Why an Assignment Template?
Provide a consistent format for diverse assignment sequences.
Provide a menu of recommended and theoretically sound pedagogical practices.
Make clear connections to California Language Arts Standards and English Placement Test (EPT) tasks.
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Secondary Literacy Branch
Reading Rhetorically
Prereading– Getting ready to read– Surveying the text– Making Predictions and
asking questions– Introducing key
vocabulary Reading
– First reading– Looking closely at
language
Reading (continued)– Rereading the text
– Analyzing stylistic choices
– Considering the structure of the text
Post-reading Activities– Summarizing and
responding
– Thinking critically
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Secondary Literacy Branch
Rhetorical Reading
“The process of reading is not just the interpretation of a text, but the interpretation of another person’s worldview as presented by a text.”
—Doug Brent
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Secondary Literacy Branch
Connecting Reading to Writing
Writing to Learn– Students have already been annotating,
answering questions, making notes.
Using the Words of Others– “Works Cited” entries– In-text citations
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Secondary Literacy Branch
Writing Rhetorically
Prewriting– Reading the assignment– Getting ready to write – Formulating a working
thesis
Writing– Composing a draft– Organizing the essay– Developing the content
Revising and Editing– Revising the draft– Editing the draft– Reflecting on the writing
Evaluating and Responding
– Grading holistically– Responding to student
writing– Using portfolios
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Secondary Literacy Branch
Rhetorical Writing
The process of writing is an individual’s presentation of an interpretation—a
“world view”—to an audience of readers.
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Rhetorical Writing
Aristotle defines RHETORIC as discovering (and using) the available means of persuasion in a given situation.
Today we use the term to refer to all the techniques a writer or speaker might use to influence readers or listeners and modify their understanding of a subject.
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“Three Ways to Persuade”
ETHOS: the writer’s (or speaker’s) character or image.
LOGOS: logical arguments PATHOS: audience emotions (appeals)
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Sample Assignments
Quick Writes to access prior knowledge Surveys of textual features Predictions about content and context Vocabulary previews and self-assessments Reciprocal reading and teaching activities,
including summarizing, questioning, predicting, and clarifying
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Sample Assignments Responding orally or in writing to critical
response questions Annotating and re-reading texts Highlighting textual features Analyzing stylistics choices Mapping text structures Analyzing logical, emotional, and ethical
appeals Peer response activities
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The Flip Test
Flip through the chapter assigned to your group. Take note of anything that catches your eye. Zero in on something that you think might be
useful, interesting, productive, or provocative in the classroom.
Discuss these items in your group. Prepare to point out one or two of them.
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Kenneth Burke
“Imagine you enter a parlor. You come in late. When you arrive, others have long preceded you, and they are engaged in a heated discussion, a discussion too heated for them to pause and tell you exactly what it is about. In fact, the discussion had already begun long before any of them got there, so that no one present is qualified to retrace for you all the steps that had gone before. You listen for a while, until you decide that you have caught the tenor of the argument; then you put in your oar.”
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Kenneth Burke
“Someone answers; you answer him; another comes to your defense; another aligns himself against you, to either the embarrassment or gratification of your opponent, depending upon the quality of your ally’s assistance. However, the discussion is interminable. The hour grows late, you must depart. And you do depart, with the discussion still vigorously in progress.”