Literacy-in-CTELiteracy-in-CTE

Julie AndersonSal CassaroSherry ColeKristin Gunson Jennell Ives Steve ShillingMark Wreath

CTE Literacy Leadership Team

IntegrationIntegration

Where are we now?Where are we now?

7

Why Literacy Now?Why Literacy Now?

Bill Daggett, International Center for Education Leadership

The Oregon K-12 Literacy Framework: A Web Tourhttp://www.ode.state.or.us/search/page/?id=2568http://www.ode.state.or.us/search/page/?id=2568

Writing Goals and Framework

will be added in

2011

Common Core State StandardsCommon Core State Standards

They’re Here!They’re Here!

Literacy Skills Literacy Skills Critical Thinking Critical Thinking

Standards for reading and writing in history/social studies, science, and technical subjects• Complement rather than replace content standards

in those subjects• Responsibility of teachers in those subjects

Alignment with college and career readinessexpectations

Key Advances with CCSSKey Advances with CCSS

This skill includes all of the following:

•Demonstrate the ability to read and understand text.

• Summarize and critically analyze key points of text, events, issues, phenomena or problems, distinguishing factual from non-factual and literal from inferential elements.

• Interpret significant ideas and themes, including those conveyed through figurative language and use of symbols.

• Follow instructions from informational or technical text to perform a task, answer questions, and solve problems

Essential SkillEssential Skill Read and Comprehend a Read and Comprehend a variety of textvariety of text

This skill includes all of the following:

• Adapt writing to different audiences, purposes, and contexts in a variety of formats and media, using appropriate technology.

• Develop organized, well-reasoned, supported, and focused communications.

• Write to explain, summarize, inform, and persuade, including business, professional, technical, and personal communications.

• Use appropriate conventions to write clearly and coherently, including correct use of grammar, punctuation, capitalization, spelling, sentence construction, and formatting.

Essential SkillEssential Skill Write clearly and Write clearly and accuratelyaccurately

Plan to build Literacy-in-CTEPlan to build Literacy-in-CTE

National Research Center for Career and Technical Education (NRCCTE)

Three Year Study using Experimental Design

Ongoing Professional Development to CTE Teachers (>60hrs)

Creation of Learning Communities

Literacy Strategies focusing on higher level thinking

Research Based Strategies: ResultsResearch Based Strategies: Results

Other FindingsOther Findings

Didn’t have student read more, but more effectively

Want support Needed extra prep time Used 4-7 strategies Content dictated strategy Try strategy 3X before

comfortable

Mix of strategies Treat CTE student like

adult learner (check for progress and give choice)

Know literacy is important just don’t like to read or write

PrinciplesPrinciples

Foster and sustain a Community of Practice

Begin with the CTE curricula, not with academics

Approach academics as essential workplace skills

Maximize the academics in CTESupport CTE teachers as “teacher of

academics-in-CTE”; not as academic teachers

Assess progressShare and communicate success

Roll OutRoll Out

Summer ProgramSummer ProgramJuly 11-15, 2011 July 11-15, 2011 Hosted by LaneHosted by Lane

Tentative Other DatesOct. 7-8, 2011Feb 3-4, 2012June 1, 2012

““All of us do not All of us do not have equal have equal talent, but all of talent, but all of us should have us should have an equal an equal opportunity opportunity to to develop our develop our talents.”talents.”

John Fitzgerald Kennedy*Pending funding approval

College and Career Readiness Anchor Standards for ReadingThe grades 6–12 standards on the following pages define what students should understand and be able to do by theend of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number.The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latterproviding additional specificity—that together define the skills and understandings that all students must demonstrate.

Key Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textualevidence when writing or speaking to support conclusions drawn from the text.2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting detailsand ideas.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurativemeanings, and analyze how specific word choices shape meaning or tone.5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text(e.g., a section, chapter, scene, or stanza) relate to each other and the whole.6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, aswell as in words.*8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well asthe relevance and sufficiency of the evidence.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare theapproaches the authors take.

Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and informational texts independently and proficiently.