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CCRS Quarterly Meeting Literacy standards for Career & technical subjects. http://alex.state.al.us/ccrs/. Outcomes. Participants will: Revisit Dimensions I and II of the EQuIP Rubric. Analyze Dimensions III and IV of the EQuIP Rubric. Examine evidence of student learning .
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CCRS Quarterly MeetingLiteracy standards for Career & technical subjects http://alex.state.al.us/ccrs/
Outcomes Participants will: • Revisit Dimensions I and II of the EQuIP Rubric. • Analyze Dimensions III and IV of the EQuIP Rubric. • Examine evidence of student learning. • Identify instructional strategies that will incorporate literacy standards into content instruction. • Use instructional strategies to incorporate literacy standards into a lesson plan. • Prepare to share resources with district LEA team and colleagues.
Alabama Quality Teaching Standards 1.4-Designs instructional activities based on state content standards 2.7-Creates learning activities that optimize each individual’s growth and achievement within a supportive environment 5.3-Participates as a teacher leader and professional learning community member to advance school improvement initiatives
Revisit Dimensions I and II of EQuIP Rubric Take a moment and look back at the first two dimensions we addressed in quarterly meetings I and II. Share insights and any needs for clarification.
Analyze dimension III of the EQuIP Rubric • Fold a sheet of blank paper “hot dog” style. • On the top of one side write instructional supports. • List 5 words/terms you associate with instructional supports. • Share, compare, and list the words you have in common with other group members.
Analyze Dimension III of the EQuIP Rubric • Read Dimension III and mark the text. • Underline words/terms that are in common with those listed by your group, as well as, new words you think are important. • Develop a common definition for instructional supports.
Analyze dimension IV of the EQuIP Rubric • Return to your “hot dog” foldable. • On the top of the other side write assessment. • List 5 words/terms you associate with assessment. • Share, compare, and list the words you have in common with other group members.
Analyze Dimension IV of the EQuIP Rubric • Read Dimension IV and mark the text. • Underline words/terms that are in common with those listed by your group, as well as, new words you think are important. • Develop a common definition for Assessment.
Examine evidence of student learning. Does student work show mastery of (or toward) the standard? • Sort your student work samples into 3 stacks: “met standard”, “partially met standard”, or “did not meet standard”. • Discuss what the risc strategy tells you about the role strategies play in content instruction. • Discuss how strategies, in general, are the vehicle for incorporating literacy standards into content instruction.
Identify instructional strategies that will incorporate literacy standards into content instruction. • Examine the instructional strategies in your packet. • Choose 3-5 strategies to examine thoroughly. • Discuss how the 3-5 chosen strategies support the reading and writing literacy standards.
Lesson Planning & Homework • Use familiar instructional strategies, COS, and CCRS Literacy Standards to develop a lesson plan. • Bring back a set of student work that resulted from the lesson you taught. • Preview-For QM #4, we will put all the pieces together and assess lessons using all four dimensions of the EQuIP rubric.
Prepared Graduate Defined Possesses the ability to apply core academic skills to real-world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life-long learner. Possesses the knowledge and skills needed to enroll and succeed in credit-bearing, first-year courses at a two- or four-year college, trade school, technical school, without the need for remediation.
