Authentic Literacy in CTE - Montana University System

Report
Lyle Courtnage
MONTANA UNVIVERSITY SYSTEM
OFFICE
OF
Don Michalsky
PUBLIC INTRUCTION
Landon Stubbs
CM RUSSELL HIGH SCHOOL
Before we begin…
2
Name
 School
 CTE Area
 Have you used
literacy strategies
before?

Comprehension
Individual and Cooperative
learning
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Profitable?
Today’s owners face a variety of
risks when they undertake a
construction project. Not only must
owners be concerned with potential
risks to their employees, tenants,
or property, but they must also be
concerned about the risks that the
contractor bears. Safety is a critical
item on all construction projects for
multiple reasons including
protecting the welfare of
employees, providing a safe work
environment and controlling
construction costs.
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
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5.
The teacher introduces a problem or topic.
Students write down their
thoughts/response for a specified amount
of time.
Students should share their thoughts with a
partner.
The partners should work together to reach
consensus.
The partners then share their thoughts with
the rest of the class.
Risk 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, su
garbeets, 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
• 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.
A Framework
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Micro-Periods of Reading
The scaffold on which we build
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



Helps students to connect their knowledge to
the text
Encourages retention of new knowledge
Improves understanding
For MAX:
◦ Motivation (Before)
◦ Acquisition (During)
◦ Extension (After)


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






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

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








Ask questions
Reread
Check context
Monitor comprehension
Organize information
Make invisible thinking visible
Implement strategies
Check and modify predictions

Goals
◦ Intellectually safe opportunity to interact with text
◦ Individual practice with a learning skill

Each student acquires…
1. New content by probing the text
2. Reading skills through practice and practical applications





Strategy-oriented
Motivated
Purposeful
Metacognitive
Engaged in making meaning with text







Ask questions
Confirm or alter predictions
Identify important information
Evaluate solutions
Evaluate comprehension in terms of purposes
for reading
Summarize information
Discuss ideas

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
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
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


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
1.
2.
3.
Comfortable with
framework and
strategies
5+ lessons produced
and ready to teach (in
full week of PD)
Build community of
practice
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1.
2.
3.
4.
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Introduce strategy(s)
Use/model strategy
Create/Modify lesson with strategy in use
Share lesson with peer teachers
Start 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)
Summarization of complex
material
Reading Critically
Paraphrasing
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1.
2.
3.
4.
5.
6.
7.
Discuss skills of summarization
Assign reading segment to be
summarized.
Students read silently
Groups work to summarize
Repeat steps 3 -5 for another segment
Students share on board or large paper
Students reflect on each other’s work
Ask questions
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1.
2.
Both students and teacher silently read a
portion of text.
Students should develop two questions.
 Questions like “How many times was the word
‘and’ used?” do not count.
3.
4.
5.
The teacher closes the book.
Students ask their questions.
Depending on what format you use:
•
•
Repeat with the teacher asking the student, OR
Repeat with one group quizzing the other
group.
Organize information
Summarize
Revisit
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1.
2.
Provide a topic or question for students to
reflect on.
Give students a chosen amount of time.
 Ignore this step if it is a homework assignment.
 Optionally, add in a length requirement.
3.
4.
Have students follow those guidelines and
individually and silently reflect on the
question or topic.
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.



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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?
An Exercise in Perception
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