Literacy Design Collaborativefor Career-Technical Centers

Hallie Hundemer-Booth

Halliehundemerbooth@gmail.com

Which one are you?

Halliehbooth.com

Hallie Hundemer -

Booth

Please remember. . .• Send requests for PowerPoint/Planner to

halliehundemerbooth@gmail.com• Silence cell phones (exit room to answer)• Consider agenda an approximation• Take breaks as necessary• Raised hand means conversation ends

Selection Criteria

Choose a team of CT teachers who are Open minded Successful at reaching a diverse range of

students Proficient with their content Capable of getting other

teachers to follow them

Workshop Goals

• Examine the Common Core State Standards for Literacy in Technical Subjects

• Introduce the Literacy Design Collaborative (LDC)

• Develop an LDC Module to teach this semester

What is literacy?• Literacy encompasses reading, writing, listening, speaking and

observing—the tools of language.• Learning is language based, and all teachers have a responsibility to help students learn.• Students need literacy-rich experiences across the curriculum that enhance their learning and thinking.

Creating Literacy-Rich Schools for Adolescents, Ivey & Fisher

ReadingWriting SpeakingListening

Observing

How is technical reading different from academic reading?

• Closely aligned with how trades people use texts • Combines books, Internet, trade articles, pictures

and illustrations, schematics, diagrams, conversations with professionals

• Looks for certain things: “pull ideas,” solve problems, accomplish goals, gain specific information

• Is not done in linear, sequential manner

Darvin, Jacqueline. “On Reading Recipes and Racing Forms,” Journal of Adolescent and Adult Literacy, September 2006.

Planner, Page 3

What about reading in CT?

• Does not require reading the whole thing• Is not done quickly• Moves back and forth between texts and hands-on

work• Teaches structure and language of specific kinds of

texts: recipes, schematics, diagrams• Teaches students how to use texts in shops and work

areas as they are using them

Darvin, Jacqueline. “On Reading Recipes and Racing Forms,” Journal of Adolescent and Adult Literacy, September 2006.

What about reading in CT?

• Allows for student choice in reading materials• Provides opportunity for authentic interaction with

text• Uses texts that are current and engaging• Is real literacy!

Darvin, Jacqueline. “On Reading Recipes and Racing Forms,” Journal of Adolescent and Adult Literacy, September 2006.

What do we read in class

_______________________________________Create a list of any reading you do in your classroom currently – place each type of reading on a separate piece of post it to be placed on the larger post it note pads

Occupational Reading Data Weekly Percentages

Mikulecky, National Adult Literacy Survey (2001)

Job Memos Reports Manuals Instructions Diagrams

Mgt. 93% 83% 71% 31% 30%Prof. 86 63 69 39 41Tech. 82 68 71 54 49Sales 70 50 50 28 23Clerical 85 61 57 31 25Service 46 28 25 37 12Farming 37 27 28 24 17Crafts 61 38 56 34 55MachOp 47 27 31 25 30TransOp 54 32 28 25 22Laborer 41 19 28 20 22

Reading Study Summary

600

800

1000

1400

1600

1200

Text

Lex

ile

Mea

sure

(L

)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics, February 2012

Interquartile Ranges Shown (25% - 75%)

What writing do you do in your classroom

• On your post it notes list what type of writing you do in your class.

• Place them on the poster according to your subject area

• What connections between the readings and the writing assignments can you make

• Discussion

Make changes, revisions

Use your feedback to revise your Task.

Write the revised Task on page 15 of your planner.

How important is writing?

“About one student in five produces completely unsatisfactory prose, about 50

percent meet ‘basic’ requirements, andonly one in five can be called ‘proficient’.”

National Commission on Writing (NCW), 2009

The nation’s private companies now spend an estimated $3.1 billion per year—and state governments spend an additional

$200 million--teaching their employees to write.

National Commission on Writing (2004, 2005) National Governors Association

Three Kinds of Writing

NotesJournals

Leaning Logs

ParagraphsSummaries

EssaysResearch

assignments

MemosReportsLetters

ProposalsRequests

Forms

Writing to Learn Writing to Demonstrate

Learning

Authentic Writing

Occupational Writing Data Weekly Percentages

Job 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

Examples of Technical Writing:

• 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

Examples of Technical Writing:• Job Application• Job Description• Lesson Plan• Letter of Inquiry• Letter of Recommendation• Magazine/Newspaper Article• Marketing Plan• Memo• Meeting Minutes• Newsletter• Observation Report• Performance Evaluations• Persuasive Proposal• Position Paper

• Product Comparison• Proposal• Questionnaire • Research Report• Résumé/Portfolio• Scientific Paper/Report• Survey• Test• Transcription• Training Manual• Travel Guide• Web Page• Work Order

Common Core State Standards• How much do you know about the

Common Core State Standards? • On a scale of 1-5 with 1 being

no familiarity and 5 being thoroughly knowledgeable, where are you in relation to the CCSS?

• What is your biggest concern about the CCSS?

http://www.thestate.com/2013/06/16/2820427/fight-against-common-core-flares.html

ELA/Literacy: 3 shifts

1. Building knowledge through content-rich nonfiction

2. Reading, writing, and speaking grounded in evidence from text, both literary and informational

3. Regular practice with complex text and its academic language

Non-Examples and Examples

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•In the article “Global Warming” why do you think they used the picture of the polar bear?

•Why is global warming a problem?

•The article “Global Warming” they discuss greenhouse gases. What are greenhouse gases?

After reading the article “Global Warming” explain how the polar bear picture is representation of the concept of global warming?

What changes in the Earth’s ecosystem are directly effected by global warming and how do these changes interact with each other to alter the overall ecosystem?

How does human activity effect greenhouse gases and in turn effect overall global warming?

Not Text-Dependent Text-Dependent

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James Watson used time away from his laboratory and a set of models similar to preschool toys to help him solve the puzzle of DNA. In an essay discuss how play and relaxation help promote clear thinking and problem solving.

Example?

Determining Text Complexity

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Which text is more complex?• Centripetal force and centrifugal force, action-reaction

force pair associated with circular motion. According to Newton's first law of motion, a moving body travels along a straight path with constant speed (i.e., has constant velocity) unless it is acted on by an outside force. For circular motion to occur there must be a constant force acting on a body, pushing it toward the center of the circular path. This force is the centripetal (center-seeking) force. For a planet orbiting the sun, the force is gravitational; for an object twirled on a string, the force is mechanical; for an electron orbiting an atom, it is electrical. The magnitude F of the centripetal force is equal to the mass m of the body times its velocity squared v 2 divided by the radius r of its path: F=mv2/r. According to Newton's third law of motion, for every action there is an equal and opposite reaction. The centripetal force, the action, is balanced by a reaction force, the centrifugal (center-fleeing) force. The two forces are equal in magnitude and opposite in direction. The centrifugal force does not act on the body in motion; the only force acting on the body in motion is the centripetal force. The centrifugal force acts on the source of the centripetal force to displace it radially from the center of the path. Thus, in twirling a mass on a string, the centripetal force transmitted by the string pulls in on the mass to keep it in its circular path, while the centrifugal force transmitted by the string pulls outward on its point of attachment at the center of the path.

•HAVE you ever let the words “centrifugal force” escape from your lips? Shame on you: you might as well have called it the “hocus-pocus force”. You are in good company, though. Scientists, engineers and, we confess, even New Scientist, sometimes let the c-word slip.

Why can't we help ourselves? It's all down to our subjective experience getting on top of our scientific judgment. Drive round a curve too fast and you feel as if you're being flung outwards. Turn right sharply, and your sunglasses slide off to the left along the dashboard. And if you enjoy fairground rides you will know that on the “sticky wall” you end up pinned against the inside of a vertical spinning drum as the floor drops away.

So, intuition aside, what's really going on? It's all down to Isaac Newton's laws of motion. Stationary objects, Newton pointed out, stay put, and moving objects travel forever with the same velocity unless some force acts on them.

As you round a bend, you may feel you are being flung outwards but in reality you are just trying to go straight on. Indeed, if you were pushed out of the car, gangster-movie style, while Newton hovered overhead in a police helicopter, he would see you continue in a straight line until you hit the ground.

What we should be talking about here is centripetal rather than centrifugal force. This name comes from the Latin words meaning “centre” and “seeking”. The centripetal force is what makes objects move in a circle. Our notional car, planes looping-the-loop, even planets moving around the Sun — they would all simply fly of at a tangent were it not for the force's inward pull.

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Text 1 Text 2

What are the Qualitative Features of Complex Text?

• Subtle and/or frequent transitions

• Multiple and/or subtle themes and purposes

• Density of information

• Unfamiliar settings, topics or events

• Lack of repetition, overlap or similarity in words and sentences

• Complex sentences

• Uncommon vocabulary

• Lack of words, sentences or paragraphs that review or pull things together for the student

• Longer paragraphs

• Any text structure which is less narrative and/or mixes structures

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SMELL TEST - John McManus

• S stands for Source. Who is providing the information?M is for Motivation. Why are they telling me this?E represents Evidence. What evidence is provided for generalizations?L is for Logic. Do the facts logically compel the conclusions?L is for Left out. What’s missing that might change our interpretation of the information?

SMELL the Articles

Critical Consumer Test:

• Complete the SMELL test for the following articles and be ready to share out your feelings on which you would use in your class and why.

http://climate.nasa.gov/news/1091/http://en.wikipedia.org/wiki/Global_warming

Essential Question . . .

• Is the essence of what students will examine and learn in the course of their study

• Engages students in real-life problem solving• Requires a high level of thinking to arrive at answers

that cannot be found; they must be invented• Helps make connections among disciplines.

Constructing Essential Questions

• Identify Enduring Understandings: What are the big ideas they will still need to understand in 30 years?

• Write a question that provides a frame and focus for research.

• Make the question clear and concise, short and sweet.

• Be sure that argumentative questions do not insinuate an answer or have a single right

answer.

Goals of LDC

• To engage students in reading, comprehending, analyzing, interpreting, and responding to complex texts

• To align assignments to the College and Career Readiness Standards within the CCSS and to promote collaboration

• To help teachers personalize learning so that every student can master the CCSS

• To ensure that all students can be college and career ready

What are the LDC tools? • The bank of reading/writing tasks• The module template

• Tasks• Skills • Instruction• Results

• Scoring rubrics • Local and national collaboration • Access to a community of educators with LDC modules

aligned to course content and to CCSS

LDC Framework 10-17-11

What to do next…

• Think of a topic that you can teach like the back of your hand.

• Determine what your over arching idea of that unit would be.

• Determine what you want the students to understand/answer/do.

• Write your essential question

Make changes, revisions

Use your feedback to revise your Task.

Write the revised Task on page 15 of your planner.

The LadderIf you were climbing a ladder, you wouldn’t want to miss a rung.

This is also true in teaching students how to create a final product.

Product

What Skills?SKILL DEFINITIONSKILLS CLUSTER 1: PREPARING FOR THE TASK 1. Task engagement

Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.

2. Task analysis Ability to understand and explain the task’s prompt and rubric.

SKILLS CLUSTER 2: READING PROCESS1. Text selection

Ability to identify appropriate texts.

2. Active reading

Ability to identify the central point and main supporting elements of a text.

3. Essential vocabulary

Ability to identify and master terms essential to understanding a text.

4. Academic integrity

Ability to use and credit sources appropriately.

5. Note-taking Ability to select important facts and passages for use in one’s own writing.

SKILLS CLUSTER 3: TRANSITION TO WRITING1. Bridging Ability to begin linking reading results to writing task.SKILLS CLUSTER 4: WRITING PROCESS1. Claim Ability to establish a claim and consolidate information relevant to

task.2. Planning Ability to develop a line of thought and text structure appropriate to

an informational/explanatory task.

Instructional LadderComplete the instructional

ladder for your task/prompt

on page 16.

Refer to the sample

on page 17 for help.

The Big Six SkillsBig Six

Summarize

Paraphrase

Categorize

Infer

Predict

Recognize Vocabulary

How do we know the Big Six Skills are important?

• Direct links to most items on ASSET and COMPASS reading placement tests.

• Linked to all content areas• Linked to careers• Included in ACT• Consistently in state standards• Recognized by postsecondary faculty for importance