Authentic Literacy in CTE:HELPING ALL STUDENTS LEARN

Lyle CourtnageMONTANA UNVIVERSITY SYSTEM

Don MichalskyOFFICE OF PUBLIC INTRUCTION

Landon StubbsCM RUSSELL HIGH SCHOOL

Welcome!Before we begin…

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Name School CTE Area Have you used literacy strategies before?

Introductions

What are your students’ literacy challenges in the classroom and in school?

Think-Pair-ShareComprehensionIndividual and Cooperative

learning

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Job Site SafetyProfitable?

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However, the importance of safety as a cost controlling measure is often overlooked by owners and contractors. As a means of reducing the risks associated with construction, safety can significantly impact the overall cost. A dedicated commitment to safety by both the owner and contractor helps ensure project success and can impact the bottom-line considerably

1. The teacher introduces a problem or topic.2. Students write down their

thoughts/response for a specified amount of time.

3. Students should share their thoughts with a partner.

4. The partners should work together to reach consensus.

5. The partners then share their thoughts with the rest of the class.

Think-Pair-Share

Roudup Ready CropsRisk Free Weed Removal?

Roundup Ready Crops (RR Crops) are genetically engineered crops that have had their DNA altered to allow them to withstand the herbicide glyphosate  (the active ingredient of Monsanto's herbicide Roundup). They are also known as "glyphosate tolerant crops." RR crops deregulated in the U.S. include:  corn, soybeans, canola, cotton, sugarbeets, and alfalfa. When planting Glyphosate Tolerant crops, a farmer can spray the entire crop with glyphosate, killing only the weeds and leaving the crop alive.

However, one concern with the heavy use of glyphosate on RR crops is that it will lead to the development of glyphosate resistant weeds (sometimes referred to as "superweeds").[1] One variety of RR Corn, NK603, was linked to tumors in rats by a 2012 study One of the arguments in favor of using RR crops is the claim that Roundup is an extremely safe, environmentally friendly herbicide. For example, Dr. Michael D. Owen testified before Congress, saying: "Because it binds to the soil rapidly, is biodegraded by soil bacteria, and has a very low toxicity to mammals, birds, and fish, glyphosate kills most plants without substantial adverse environmental effects

Stump the Teacher• Both students and teacher silently read a portion of text.• Students should develop two questions to ask the teacher based on the content of the text.•Questions like “How many times was the word ‘and’ used?” do not count.

• The teacher closes the book, and the students have the opportunity to ask these questions

•Depending on what format you use, repeat the process with either the teacher asking the student or one group quizzing the other group.

The Three Micro-Periods of Reading

A Framework

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The scaffold on which we build

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Micro-Periods of Reading

Helps students to connect their knowledge to the text

Encourages retention of new knowledge Improves understanding For MAX:

◦ Motivation (Before)◦ Acquisition (During)◦ Extension (After)

Before - During – After (BDA)

Teach literacy skills in conjunction with content

The reading should be presented as a solution to a problem

Not “just another assignment” Set a purpose to the reading so the student knows

what to look for Create new approaches and strategies to cultivate

learning AND increase motivation: Before During After

Introduction to MAX Teaching

Set purposes for reading Activate relevant background knowledge Generate questions Identify problems to be solved Identify probable text structure Select strategies to use while reading

Before Reading

Goals◦ Helping students strive for success◦ Reducing anxiety over possible failure

Aspects◦ Writing to think and commit to ideas◦ Cooperative discussion to:

Determine prior knowledge Build on prior knowledge

◦ Focusing on learning a skill Teacher models the skill

◦ Students set a concrete purpose for reading

Motivation

Ask questions Reread Check context Monitor comprehension Organize information Make invisible thinking visible Implement strategies Check and modify predictions

During Reading

Goals◦ Intellectually safe opportunity to interact with text◦ Individual practice with a learning skill

Each student acquires…1. New content by probing the text2. Reading skills through practice and practical applications

Strategy-oriented Motivated Purposeful Metacognitive Engaged in making meaning with text

Acquisition

Ask questions Confirm or alter predictions Identify important information Evaluate solutions Evaluate comprehension in terms of

purposes for reading Summarize information Discuss ideas

After Reading

Goals:◦ Higher order thinking◦ Repetition of important concepts and vocabulary

Aspects◦ Cooperative discussion and/or debate to

collectively construct meaning – analysis, synthesis, evaluation, application

◦ Low-threat immediate feedback◦ Writing to reorganize information◦ Reflection on use of the reading skill introduced in

Motivation

eXtension

What types of text do you have students read?

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How do we ask students to read in CTE?

What information’s important?

If opportunities for reading are not an integral part◦ Provide opportunities to explore concepts through

reading a variety of texts and utilize MAX strategies

If reading assignments are currently used regularly◦ Utilize the MAX Format and strategies◦ Only substantial change is increased peer and

class discussion

Implementation

Whenever you use text/reading 5-8 times per week per class is TOO MUCH.

◦ More likely, 2-3 strategies per week per class◦ Occasionally, one strategy per week per class

When and How Many?

1. Comfortable with framework and strategies

2. 5+ lessons produced and ready to teach (in full week of PD)

3. Build community of practice

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Targets: By the end of the workshop…when doing full professional development

1. Introduce strategy(s)2. Use/model strategy3. Create/Modify lesson with strategy in use4. Share lesson with peer teachers

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Jump Start Format

Questions???

Literacy StrategiesStart your engines

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Anticipation Guide Think-Pair-Share (BD or A) G.I.S.T. Stump the Teacher (DA) Focused Free Writes (BD or A)

Strategies we will learn

G.I.S.T.Summarization of complex materialReading CriticallyParaphrasing

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Anticipation Guide

1. Discuss skills of summarization2. Assign reading segment to be

summarized.3. Students read silently4. Groups work to summarize5. Repeat steps 3 -5 for another segment6. Students share on board or large

paper7. Students reflect on each other’s work

G.I.S.T

Stump the TeacherAsk questions

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1. Both students and teacher silently read a portion of text.

2. Students should develop two questions. Questions like “How many times was the word

‘and’ used?” do not count.

Stump the Teacher

3. The teacher closes the book.4. Students ask their questions.5. Depending on what format you use:

• Repeat with the teacher asking the student, OR

• Repeat with one group quizzing the other group.

Stump the Teacher

Focused Free-Writes / Journaling

Organize informationSummarizeRevisit

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1. Provide a topic or question for students to reflect on.

2. Give students a chosen amount of time. Ignore this step if it is a homework

assignment. Optionally, add in a length requirement.

Focused Free-Writes

3. Have students follow those guidelines and individually and silently reflect on the question or topic.

4. After the time period, you can:• Have the journal entries for the teacher’s eyes

only, OR• Have students break into small groups and

share what they have written with each other.

Focused Free-Writes

How do you think this will work in your classroom?

How has this workshop changed or reinforced the way you think about literacy in your CTE classroom?

How do you plan to change the way you use literacy in your classroom?

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Reflection Time

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“The House”An Exercise in Perception

THANK YOU!!!