Http://alex.state.al.us/ccrs/. Participants will gain an understanding of what reading, writing,...
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Http://alex.state.al.us/ccrs/. Participants will gain an understanding of what reading, writing, and speaking looks like in practice when using evidence
Participants will gain an understanding of what reading,
writing, and speaking looks like in practice when using evidence
from the text. Review a lesson plan with CCRS standards.
Participate in a lesson implementing a teaching strategy. Discuss
Teaching Strategies.
Slide 3
Literacy is the ability to identify, understand, interpret,
create, communicate, compute and use printed and written materials
associated with varying contexts. Literacy involves a continuum of
learning to enable individuals to achieve their goals, to develop
their knowledge and potential, and to participate fully in their
community and wider society."
Slide 4
* Students entering into the 21st century workforce will need
to be able to read, write, and communicate effectively more than at
any other time in history. They will need advanced levels of
literacy to perform their jobs, manage their households, perform
duties required of social surroundings, and conduct their personal
lives.
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Visual of Anchor Standards, Content COS Standards, and Grade
Band Literacy Standards ANCHOR STANDARDS LITERACY STANDARDS CONTENT
STANDARDS Lesson Planning
Slide 10
The ability to read, understand, and communicate in the
language of a technical field increases. Employers demand employees
be able to read, gather, and analyze information from a variety of
sources in order to solve problems and meet customer needs.
Slide 11
When CTE Teachers make frequent reading and writing
assignments: Student reading scores improve Student technical
knowledge increases Students become independent and lifelong
continuous learners 100% of students
Slide 12
Challenge #1: Ping-Pong Reading Students read for specific
information by skimming the text Students read to get it done
rather than to learn
Slide 13
Challenge #2: Mindless Reading Students read the assigned text,
but the communication and thinking process are absent Students
realize they do not need to read, because the teacher will tell
them everything Students do not develop independent reading and
learning behaviors
Slide 14
Challenge #3: Forgetful Reading Students do not connect the
reading of assigned text to personal knowledge Students do not pose
questions, predictions, inferences, or synthesis when reading
Students struggle with class discussions and tests, because they do
not see the relationship to the reading assignment
Slide 15
CTE Teachers Can Ask Students to: Read and research technical
material. Work on a year long project.(i.e. research a topic such
as making plans for starting a business or research the history of
the career field in terms of technology, preparation, changing
methods, etc. Read newspapers, newsletters and journals to find
articles related to what they are studying.
Slide 16
CTE Teachers Can Ask Students to: Complete a major project each
semester that includes research, a product or service, and an oral
presentation. (i.e. research paper on emerging technology and give
an oral presentation) Note: The CTE Teacher could assign this
project in conjunction with the English teacher so the student
would receive a grade in both the CTE and English classes. The
grade would be for content in CTE and mechanics in English.
Slide 17
Be writers themselves. Develop written samples they expect from
their students Share written samples with students Create a writing
environment. Make writing an integral part of instruction.
Slide 18
Work with students to make sure they understand any difficult
terms and assist them with understanding the words. Work with
vocabulary prior to reading the material. Chunk the text and
vocabulary before reading.
Slide 19
Have students read related topic material from a variety of
sources. Have students either share with others or report out ideas
and information about how their reading relates to the topic.
Provide time for students to write about what they have read on a
topic.
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* So, What do we really expect?
Slide 23
. Welcome Developing strategies for embedding/identifying CCRS
literacy standards into program area content. Welcome
Slide 24
Handout Checklist Hazard Communication with MSDS Teaching
Strategies Reflection Sheet
Slide 25
CCRS Todays Objectives Review a lesson plan with CCRS standards
Participate in a lesson implementing a teaching strategy Discuss
Teaching Strategies
Slide 26
Identify CCRS Literacy Standards into your program area. Hazard
Communication with MSDS A guide to help identify CCRS standards
using one of your current lesson plans.
Slide 27
Hazard Communication with MSDS Review Lesson Plan Title
Overview/Annotation Course Content Standard(s) Local/National
Standards (this section is more detailed for demonstration
purposes)
Slide 28
Hazard Communication with MSDS Primary Learning Objective(s)
Additional Learning Objectives Approximate Duration of the Lesson
Materials and Equipment Technology Resources Needed
Background/Preparation Procedures/Activities Attachments
Slide 29
Hazard Communication with MSDS Assessment Strategies Extensions
Remediations
Slide 30
Develop a lesson plan implementing a teaching strategy with
CCRS. Teaching Strategies Handout page 6 Table Talk Writing utensil
and paper What are characteristics of effective teaching?
Slide 31
NBCT 5 Core Propositions Proposition 1: Teachers are committed
to students and their learning. Each student reads, reflects, and
writes a response.
Slide 32
NBCT 5 Core Propositions Proposition 2: Teachers know the
subjects they teach and how to teach those subjects to students.
Each student reads, reflects, and writes a response.
Slide 33
NBCT 5 Core Propositions Proposition 3: Teachers are
responsible for managing and monitoring student learning. Each
student reads, reflects, and writes a response.
Slide 34
NBCT 5 Core Propositions Proposition 4: Teachers think
systematically about their practice and l Each student reads,
reflects, and writes a response.
Slide 35
NBCT 5 Core Propositions Proposition 5: Teachers are members of
learning communities. Each student reads, reflects, and writes a
response.
Slide 36
NBCT 5 Core Propositions Share response with a partner. Next,
form a small group of 4-6 people. Write responses on Reflection
Sheet handout. At the right of handout, write the number of the
correlating CCRS Literacy Standard. One person from each group
shares one response with the class.