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Making Thinking Visible: Literacy, CTAE, and CCGPS

Making Thinking Visible: Literacy, CTAE, and CCGPS. Daniel Rock, Education Program Specialist, Georgia Department of Education. Workshop Materials. http://literacyccgps.wikispaces.com/ Click on “Workshop and Presentation Material”. Sentence Starters.

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Making Thinking Visible: Literacy, CTAE, and CCGPS

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  1. Making Thinking Visible: Literacy, CTAE, and CCGPS Daniel Rock, Education Program Specialist, Georgia Department of Education

  2. Workshop Materials http://literacyccgps.wikispaces.com/ Click on “Workshop and Presentation Material”

  3. Sentence Starters Write three sentences. In each sentence use two of the words below until all words are used.

  4. Key Questions • What are the expectations of the Common Core standards for CTAE classes? • What tools are available to help me improve literacy skills?

  5. Learning Targets • I can explain the key shifts of the Common Core GPS. • I can use reciprocal teaching and other strategies to help students access complex text.

  6. Interquartile Ranges Shown (25% - 75%) 1600 1400 Reading Study Summary 1200 Text Lexile Measure (L) 1000 800 600 High School Literature College Textbooks Military High School Textbooks SAT 1, ACT, AP* Personal Use Entry-Level Occupations College Literature * Source of National Test Data: MetaMetrics

  7. …the three big shifts • Building content knowledge through (reading) rich nonfiction • Reading, writing, and speaking grounded in evidence from the text, both literary and informational. • Regular practice with complex text and its academic language.

  8. What is it? Visualizing Predicting Questioning Reciprocal Teaching Students take the role of teacher by learning and teaching these skills. Summarizing Clarifying

  9. Reciprocal Teaching Students rotate through the roles. Teacher explicitly teaches strategies. Students take turns practicing strategies independently and in groups with text or media. Students share and compare responses within small groups. Students collaboratively answer their own questions. Students share best questions and answers with class. Students learn to predict, question, clarify, and summarize independently.

  10. Each member of group has a role

  11. Instructions for Reciprocal Teaching Activity • Assign everyone in your group one of the reciprocal teaching roles. More than one person can have the same role. • Read the first paragraph from Narrative of the Life of Fredrick Douglass and American • Using the bookmark, complete your role: ask a question, make a prediction, summarize…Write your response on a Post-it note and post it on the chart paper in the appropriate box. • Students answer each other’s questions and comment on responses. • Students repeat this process as they complete the assigned reading.

  12. Complete Your Role and Share Responses on Sticky-note/Chart Paper

  13. Where Can I Find More Strategies Like This?  Literacy Wiki: http://literacyccgps.wikispaces.com/ Georgiastandards.org: https://www.georgiastandards.org/CommonCore/Pages/CCGPS_Literacy.aspx

  14. For more information-- • Daniel Rock, drock@doe.k12.ga.us • Gilda Lyon, glyon@doe.k12.ga.us

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