Infusing Reading and Writing in the CTE Classroom

Infusing Reading and Writing in the CTE Classroom Career Ed Conference February 2016 Annlyn Mc. Kenzie Muskegon Area Career Tech Center For a copy of this presentation: 2016 micecmaterials. questionpro. com

21 st Century Education That Is: ➔Rigorous ➔Relevant Workplace Requirements Students Who Can: ➔Pursue Post-Secondary Education without Remediation

About the Redesigned SAT *Please note: All time limits are tentative and subject to research.

8 Key Changes to the SAT

Redesigned SAT Sample Item: Command of Evidence (Reading Test)

Redesigned SAT Sample Item: Command of Evidence (Reading Test) Continued

SAT Writing & Language Test: Features • Passage based • Cross-disciplinary contexts: - Humanities - History/social studies - Science - Careers • Informational graphics • Multiple text types: argument, informative, nonfiction narrative • Focus on: - Expression of ideas - Standard English conventions - Words in context

Redesigned SAT Essay Prompt 1 2 [Sample Passage here] (In this example , passage is adapted from “Why Literature Matters” by Dana Gioia. © 2005 by The New York Times Company. Originally published April 10, 2005. ) 3

Reading Stamina is Crucial Literacy Demands Writing is Foundational for Employment

Developing a Reading Culture Elements: Text choice (how do we control that? !) Teaching students how to choose books that suit them Expecting student-set reading goals Discussing one’s “reading identity”

WHAT IS INDEPENDENT READING? “…Students choose texts that match their interests and readability levels…" August 30, 2009 THE FUTURE OF READING A New Assignment: Pick Books You Like By MOTOKO RICH JONESBORO, Ga. — For years Lorrie Mc. Neill loved teaching “To Kill a Mockingbird, ” the Harper Lee classic that many Americans regard as a literary rite of passage. But last fall, for the first time in 15 years, Ms. Mc. Neill, 42, did not assign “Mockingbird” — or any novel. Instead she turned over all the decisions about which books to read to the students in her seventh- and eighth-grade English classes at Jonesboro Middle School in this south Atlanta suburb. Among their choices: James Patterson‘s adrenaline-fueled “Maximum Ride” books, plenty of young-adult chick-lit on.

Penny Kittle is an important voice for student choice in high school

To begin a Reader’s Notebook • Accept every reader wherever he/she is • Knowing an approximate lexile level is helpful • Provide books that ignite a motivation to read • Establish reading rate & assign HW expectation (27) • Find an interesting book • Read for 10 minutes; record the # of pages read • x 6 for an hourly rate; • x 2 = the # of pages a student should read outside of class each week (2 hrs of homework)

Reading/Writing Notebooks are an important tool in the classroom Multiple Uses -Book logs Record of new skills Glossaries/Vocabulary Writing drafts Reading notes

Hold k ids acc ountab fohr r : # of le pages read! READING RECORD “We must understand that reading at grade level in big gulps of hundreds of pages makes the hard reading possible. ” – Penny Kittle ~~ Each day, record the page number you are currently reading ~~ Student name Book Title Mon Tues Wed Fri Thurs Wk Total

Project CRISS Literacy Framework

Prepare to Read Students Need: Vocabulary What is critical before and after? What is NOT essential to the objective? Must do more than study definitions 10 words maximum per week

Prepare to Read Setting the Purpose After reading/viewing, you should be able to. . . Ask students to predict How does the author signal important information?

Prepare to Read Author’s Craft What tools help students read difficult texts? What tools are provided within the text? Are they familiar with the genre, or do they need instruction in this particular structure? (manual, blueprint, online text, journal? )

Informational Reading

Sources of info text: Mel. org Newsela Article of the Week

Read and Transform Students Must Actively Engage with Content and Transform Information Learners Need to: Discuss Write Visualize Organize

Selective Highlighting Focus on Purpose: Highlight words and phrases--never full sentences Show evidence of close reading with margin notes

Content Frames Help Students Organize and Compare information Uses: Notetaking Comparing Topics Organizing Info from Variety of Sources

Other Organizational Tools Concept Maps 2 -Column Notes Magnet Summaries

detail detail Magnet Word detail detail

Writing

RAFT

RAFT Role of the Writer: Who are you as the writer? A movie star? The President? A plant? Audience: To whom are you writing? A senator? Yourself? A company? Format: In what format are you writing? A diary entry? A newspaper? A love letter? Topic: What are you writing about?

RAFT Examples ROLE: Chromatid AUDIENCE: Fellow Chromatid FORMAT: Letter TOPIC: Bid Farewell as you Enter Mitosis

Types of Writing With Thanks to Kelly Gallagher Inform and Explain Evaluate and Judge Analyze and Interpret

ii INFORM AND EXPLAIN for the WNB FACEBOOK: ● ● How Much Time Do You Spend on FB? What photographs have You Chosen and Why? What Have You Left Off Your Page and Why? Who Has Access to Your Page and Why?

Unwritten Rules Based on Sherman Alexie’s (2007) The Absolutely True Diary of a Part-Time Indian. The Narrator shares the unofficial and unwritten rules of fighting: The Unofficial and Unwritten (but you better follow them or you’re going to get beaten twice as hard) Spokane Indian Rules of Fisticuffs Rule 1: “If somebody insults you, then you have to fight him. ” Rule 2: “If you think someone is going to insult you, then you have to fight him. ” Rule 3 “If you think someone is thinking about insulting you, then you have to fight him. ”

Evaluate and Judge You. Tube Study: Evaluate the Effectiveness of a You. Tube Video: ● ● ● What is the big idea of the video? Does it have a plot? Is music used? If so, how? What purpose is served? What graphics are used? Overall, is this an effective video? Why or Why not?

Web Site Evaluation Checklist: ★ What is the URL? ★ Who is the author? ★ What are the qualifications of the author or group? ★ What does the website provide? ★ When was it last updated or modified

Analysis of Data, Graphs and Charts Graph of the Week NYTimes Learning Logs Visual Thinking

Analyze and Interpret

Writer’s Notebook Starters (WNB) What Would Happen If. . . Who Is to Blame? On Second Thought. . . making comparisons What Will Happen When________? Making Predictions with Reasons

Contact Me Annlyn Mc. Kenzie Muskegon Area Career Tech Center amckenzi@muskegonisd. org 231 -767 -3616