Using Literacy Strategies to Teach Program Area Content Materials in T & I Programs

1. Using Literacy Strategies to Teach Program Area Content Materials in T & I Programs North Carolina CTE Summer Conference 2012 Imperial C, Koury Convention Center Greensboro, NC July 26, 2012 Lois J. Barnes Lois.barnes@sreb.org

2. Do Now! Anticipation Guide • While everyone enters and gets settled, individually, read each statement in the Anticipation Guide found on page 1 in your handout. • Decide if you think the statement is true of false and place a T or F in the Before column to the left of each statement. • We will come back to this activity after the session starts.

3. Southern Regional Education Board • Founded in 1948 to improve economic development in the south through a focus on education • Nonprofit, nonpartisan organization • Works with leaders and policy-makers in 16 member states • Provide data to legislatures and state boards of education for decision making • Focus on improving education pre-K through best practice • Network states

4. The SREB Umbrella • HSTW • MMGW • TCTW • College and Career • Readiness • Education Policy • Legislative Action • Student Access • Programs • Doctoral Scholars • Degree Completion • Education Data • Education Technology • Go Alliance • Nursing Education • School Leadership • Academic Common • Market www.sreb.org

5. HSTW/MMGW/TCTW National Footprint

6. HSTW Key Practices • High expectations • Program of study • Academic studies • Career/technical studies • Work-based learning • Teachers working together • Students actively engaged • Guidance and advisement • Extra help • Culture of continuous improvement

7. Anticipation Guide • Individually, read each statement in the Anticipation Guide found on page 1 in your handout. • Decide if you think the statement is true of false and place a T or F in the Before column to the left of each statement. • In small groups, compare your answers. • Read on your own silently the pages from Achieve’s May, 2012 publication.

8. Anticipation Guide • In small groups again, defend your point of view about each statement and support it with evidence from the article. • Whole group discussion – What are likely to be the curricular and instructional implications of embedding the Literacy Common Core State Standards into CTE coursework?

9. http://www.achieve.org/CCSS-CTE-BridgingtheDivide

10. Cornell NotesTwo Column Notes Step 1:Draw a grid with 3 sections Step 3:Identifykeyconceptsor questions Step 2:During lesson, take notes here; useabbreviations Step 4:Summarize lesson here

11. Cornell NotesTwo Column Notes Using Literacy Strategies to Teach T&I Content Main Ideas No Excuses! Why Reading Is Important Details Summary

12. T & I Teachers might say. . . • Teaching reading and writing is not my job • I don’t have time • It’s not part of my curriculum

13. Point Gain in the Percentage of CT Students Meeting the Reading Readiness Goal When Experiencing CT Instruction with Embedded Literacy Source: SREB. Ready for Tomorrow, 2009.

14. 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 Personal Use Entry-Level Occupations SAT 1, ACT, AP* College Literature * Source of National Test Data: MetaMetrics

15. Who teaches READING? Content area literacy instruction must be viewed as the cornerstone of any comprehensive movement to build the kinds of thriving, intellectually vibrant secondary schools young people deserve and on which the nation’s social and economic health will depend. Heller and Greenleaf, 2007

16. Elementary School Teachers Traditionally, reading has been considered the realm of elementary teachers. For the most part, learning to read is taught only in grades K-3. Teachers in grades four and beyond teach subject matter. O’Connor, TECHNIQUES, February 2010

17. Occupational Reading Data Weekly PercentagesMikulecky, National Adult Literacy Survey (2001)

18. “In 1965, a car mechanic needed to understand 5,000 pages of service manuals to fix any automobile on the road; today he must be able to decipher 465,000 pages of technical text, the equivalent of 250 big-city phone books.” Whitman, Shapiro, Taylor, Saltzman and Ausrer 1989

19. What do the experts say? “Comprehension of reading material and the ability to use that material to create new thoughts and ideas is the major key to a person’s success in the global job market.” Procedural Literacy: Building Blocks of Comprehension. Columbia-Montour Area Vocational-Technical School, PA, 2007

20. T & I Teachers might say. . . • Teaching reading and writing is not my job • I don’t have time • It’s not part of my curriculum

21. I don’t have time • Which skills/standards will give you the most “bang for your buck”? • Which are most essential to the curricular area? • Which appear most often on business, industry, EOC and competitive tests? • Which are the hardest to teach and learn?

22. Do students have time to read?

23. Do The Math • Goal of 25 books • 250 words per minute • 250-300 words per page (novel) • 200 pages per novel/100 pages per technical book • 175 school days equals less than 30 minutes per day to reach goal!

24. Teaching Technical Vocabulary Research suggests that knowledge of the specialized word families common in a particular area . . .is probably best left to the subject teachers. A Report on the STETS Workshop by Paul Nation, 2001

25. CTE teachers can. . . Allow student choice Connect reading and writing Read aloud Recognize alternative literacy approaches Alternate material for remediation Literacy-rich classrooms Higher expectations O’Connor, TECHNIQUES, February 2010

26. Cornell NotesTwo Column Notes Using Literacy Strategies to Teach T&I Content Main Ideas No Excuses! Why Reading Is Important Why Writing Is Important Details Summary

27. How important is writing? “About one student in five produces completely unsatisfactory prose, about 50 percent meet ‘basic’ requirements, and only one in five can be called ‘proficient’.” National Commission on Writing (NCW)

28. What does it mean? Writing Well Saves Money for Taxpayers • Most employers consider writing a “threshold skill” in hiring. • States spend more than $220 million on writing training annually. • American firms spend $3.1 billion annually to correct employee writing deficiencies. Writing: A Ticket to Work or a Ticket Out?, National Commission on Writing, 2004 “Report: State Employees’ Lack of Writing Skills,” USAToday, 7/4/05

29. Occupational Writing Data Weekly PercentagesMikulecky, National Adult Literacy Survey (2001)

30. Three Kinds of Writing in classes Writing Writing Authentic to learn to demonstrate writing learning

31. Writing to learnExamples • Journals • Learning Logs • Exit/Admit Slips • Inquiry Logs • Mathematics Logs • Note taking

32. Example - Journaling at Burton Ramer Tech Center Construction Technology Journal Topics 1. Why did you take this class and what did you expect to get out of it? 2. What does MSDS stand for? For what reasons would a construction worker use an MSDS? NCCER CORE 3. What is PPE and why is it so important to the worker? NCCER CORE 4. As a construction worker, what three hand tools do you think are most used and why? Support your answer. 5. Why is it important to have building codes and inspections?

33. Writing to Demonstrate LearningExamples of Writing • Paragraphs • Summaries • Open-response Questions • Lab Reports • Essays • Research Assignments

34. Authentic Writing • Memos • Reports • Letters • Proposals • Forms • Requests • Memoirs • Poems • Songs • Short Stories • Directions/Process Papers

35. Examples of Technical Writing: • Action Plans • Advertisement • Agenda • Audit Report • Book Review • Brochure • Budget • Business Letter • Business Plan • Catalog • Contract • Critique • Data Book or Display • Description • Diagram, Chart, or Graph • Editorial • Email • Feasibility Report • Field Test Report • Incident Report • Informational Form • Informational Poster • Informative Summary • Instructions • Interview Questions • Itinerary

36. T & I Teachers might say. . . • Teaching reading and writing is not my job • I don’t have time • It’s not part of my curriculum

37. Cornell NotesTwo Column Notes Using Literacy Strategies to Teach T&I Content Main Ideas No Excuses! Why Reading Is Important Why Writing Is Important CCSS Details Summary

38. “It’s not part of my curriculum” Common Core Curriculum Common Core Reading Standards for Literacy in Science and Technical Subjects K-12 Common Core Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects K-12

39. Common Core Standards Reading Standards for Literacy in Scienceand Technical Subjects 9-12 Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity

40. Range of Reading andLevel of Text Complexity By the end of grade 12, read and comprehend science/technical texts in the grades 11-12 text complexity band proficiently and independently.

41. Text Complexity • Vocabulary—the number of domain-specific words and new general academic terms students encounter—unknown words • Sentence structure—how the ideas in a sentence fit together—complex sentences, passive voice • Coherence—how words, ideas and sentences connect to provide meaning—subtle transitions • Organization—time sequence, cause and effect, problem and solution, categories • Background Knowledge—developmental, experiential, cognitive factor—density of info. Educational Leadership, March 2012

42. Common Core Standards Writing Standards for Literacy in History/ Social Studies, Science and Technical Subjects 6-12 Text Types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge Range of Writing

43. Common Core Curriculum • Write arguments (to support claims in an analysis of substantive topics or texts) focused on discipline-specific content. • Write informative/explanatory texts (to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content) including the narration of historical events, scientific procedures/experiments, or technical processes. • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

44. Common Core Curriculum • Cite specific (strong and thorough) textual evidence to support (what the text says explicitly as well as inferences drawn…) analysis of science and technical texts. • Use technology, including the Internet, to produce, publish, and update individual or shared writing. . . • Determine the central ideas or conclusions of a text; summarize complex concepts. . . paraphrasing them in simpler but still accurate terms. • Conduct short as well as more sustained research projects . . .

45. Common Core Standards-based WritingARGUMENTATION

46. Think-Pair-Share!Turn and Talk! Using Literacy Strategies to Teach T&I Content Main Ideas No Excuses! Why Reading Is Important Why Writing Is Important CCSS Details Summary

47. Look for SREB’s Six Key Reading Skills as found in the Common Core Standards HSTW • Summarizing • Paraphrasing • Categorizing • Inferring • Predicting • Recognizing Academic Vocabulary

48. Presentation of Knowledge and Ideas

49. Key Ideas and Details

50. Reciprocal Teaching:Mike Rowe’s Testimony to the Senate Commerce Committee Handout p. 4 Reading on pages 5-7 www.mikeroweworks.com