Summer Academic Reading Institute

1. Summer Academic Reading Institute In support of the English Curriculum Alignment Project - Funded by CalPASS and GUHSD

2. Welcome to the Summer Academic Reading Institute! • Cindi Davis Harris - Director, Summer Academic Reading Institute; Assistant ECAP Coordinator; English Instructor, Grossmont College - cindi.harris@gcccd.edu • Cali Linfor - San Diego County Cal-PASS Regional Coordinator; Coordinator ECAP; English Instructor, Grossmont College and SDSU Department of Rhetoric and Writing - clinfor@calpass.org • Jennifer Romanowski - ECAP Mentor Teacher; English Teacher, West Hills High School - jromanowski@guhsd.net • Micah Jendian - Co-Chair, San Diego East County Cal-PASS English PLC; English Instructor, Grossmont College - micah.jendian@gcccd.edu

3. Agenda Day 1 - Identifying ArgumentsMonday, July 11 • Welcome and Agenda Review • Background and Context • College Readiness • Centrality of Argument and Standards • Arguments in Visual Text • Charting a text & partner work with charting • Learning Objective Reflection Homework & Closing

4. What brings us here? • Some Context: • Between 1997 and 2008, 47% of regularly admitted, first-time freshmen needed remediation in English in the California State University System. • The average high school GPA of those admitted to CSU, yet needing remediation in English was 3.16.

5. A Response • In 1998, The CSU articulated these goals • to reduce remediation for regularly admitted freshmen, • to improve student literacy and numeracy skills and • to develop student and parental awareness of college requirements

6. The Early Assessment Program Initiative • Three components of the EAP • College Readiness Information and Testing at 11th Grade (The augmented CST - 15 extra multiple choice questions and an essay) • A 12th grade Expository Reading and Writing Course (ERWC) Curriculum (a-g approved) and professional development • Reading Institutes for Academic Preparation (RIAP)* * eliminated to due budget cuts in 2008

7. Parallel GUHSD Efforts

8. English Curriculum Alignment Project • To achieve a strong curricular alignment between secondary and post-secondary segments with the goal of better preparing students for college and the workplace • Critical reading of expository texts • Rhetorical analysis of argument and text structures • Purposes and contexts of texts • Use of these skills in the research process

9. Summer Academic Institute Objective • To become better readers and teachers of expository texts with the aim of increasing the critical reading skills of our students

10. Institute Focus Questions • What are the critical reading and writing skills that our students need for post-secondary academic success? • What curriculum methodologies, and assessment practices best support the teaching of these skills?

11. SARI Institute Overview • Reading Rhetorically, The Centrality of Argument, & The Standards • Identifying Arguments in Expository Texts • Charting • Identifying Evidence • Idea Mapping Main Claims, Claims, & Evidence • Patterns of Organization • Summarizing • Identifying Genre • Examining Purposes of texts • Tying it all together - Audience, Genre, & Purpose • The Rhetorical Precis

12. Teacher as Learner Professional Development Model

13. Presentation Patterns • Setting Learning Goals • A little theory/concept discussion • Modeling (I do it) • Whole Group (We do it) • Group/Pair work (You do it) • Independent practice • Reflection and sharing • Reviewing the template

14. Parking Lot of Questions • Questions on Classroom Application • General Questions • Please ask questions for clarity • Remind us to address PL questions at the end of the day.

15. Setting Learning Objectives

16. Goal Setting • is the process of establishing the direction for learning; • allows us to be conscious of what we are working toward; • helps successful people realize both short-term and long-term desires. Robert Marzano

17. Instructional Goals • narrow what we focus on • should not be too specific • should be personalized by the learner

18. Setting Your Own Learning Objectives • A section of your manual is devoted to being your learning objective log • For each day of the summer institute and in the two followup days, you will have an opportunity to set learning objectives • For each day of the summer institute, the overall institute, and the followup days, you will have an opportunity to reflect on your own learning objectives in light of the institutes objective.

19. Learning Objective Log for the Summer Institute • Review today’s topics from the agenda • What goals for learning do you have for today? • What questions do you have?

20. Agenda Day 1 - Identifying ArgumentsMonday, July 11 • Welcome and Agenda Review • Background and Context • College Readiness • Centrality of Argument and Standards • Arguments in Visual Text • Charting a text & partner work with charting • Learning Objective Reflection Homework & Closing • What goals for learning do you have for today? • What questions do you have?

21. Learning Objective Reflection • Review your learning objective and questions for today (and for this week) and consider • What was the most important idea or ideas you learned today? • What do you still want to learn or understand? • What learning goals have you met? What new goals have arisen? • What questions have been answered? What new questions have emerged?