(Just-in-Time) Facilitating and Modeling AC Literacy Instruction

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SouthernRegionalEducationBoard

(Just-in-Time)Facilitating and Modeling AC

Literacy Instruction

New JerseyEntrepreneurship

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Introduction

Zach Riffell2 truths and 1 lie

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?

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Why Literacy?

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The lines to the left represent unemployment rates.

What groups do they represent?

What does this tell us about college- and career-readiness?

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Why Literacy?

What is the relationship between reading ability and educational achievement?

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Literacy Framework

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ACLiteracy 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?

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.

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The Instructional Ladder

How do we make sure students can do this?

Turn to Appendix A of the project.• Preparing for the Task• Reading Process• Transition to Writing• Writing

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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 relevanceProvides scaffolding for less familiar

studentsProvides teacher with some initial

information about student awareness

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Teaching Reading

1. Activate Prior Knowledge2. Employ a pre-reading strategy3. Develop vocabulary acquisition skills4. Develop reading skills 5. Reflect on what was read6. Assess gaps in understanding7. Find scaffolding materials to close

gaps

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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-readingVocabulary

What does pre-reading allow us to do?Make predictionsOrganize our approach

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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.Notice this essentially parallels the

first two stages of KWL.

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Technical Vocabulary

“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).

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Personal dictionary/word wallIncludes

WordDefinition/Accurate DescriptionPicture

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Batterythe 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:Underline confusing piecesCheck items that answer our

questionsCircle vocabulary wordsStar anything that seems interesting

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Reflection

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?

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Reflection

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

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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

1. Activate Prior Knowledge2. Employ a pre-reading strategy3. Develop vocabulary acquisition skills4. Develop reading skills 5. Reflect on what was read6. Assess gaps in understanding7. Find scaffolding materials to close

gaps

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Literacy includes Writing

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.

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Teaching Writing

1. Activate “new” knowledge2. Plan a response3. Draft a response4. Revise the response5. Edit the response6. Deliver the response

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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?“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)

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Assessment

Look at the rubric for assessing the final paper (it is found in your notebook).

There are 7 categories to be scored:FocusControlling IdeaReading/ResearchDevelopmentOrganizationConventionsContent Understanding

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Assessment

In your workgroups, define one criterion.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 “student-friendly” language.

Create a graphic representation of your term as well.

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Assessment

Let’s practice using the rubric. First, look at the sample project description to

determine what students are being asked to do.“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.”

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Assessment

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.

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Focus

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

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

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

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.“; 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

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 [email protected] ext. 239

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(Just-in-Time) Facilitating and Modeling AC Literacy Instruction