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Common Core Literacy Tasks For CTE Teachers – A Beginning to an End

Common Core Literacy Tasks For CTE Teachers – A Beginning to an End. Monty Wilson : Presenter 6-12 Supervisor, Wilson County Schools. CTE Competencies. Literacy for all!. Common Core. Textual Evidence. TEAM Evaluation. E-Tiger. After today …. Why did Tennessee Adopt CCSS?.

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Common Core Literacy Tasks For CTE Teachers – A Beginning to an End

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  1. Common Core Literacy Tasks For CTE Teachers – A Beginning to an End Monty Wilson : Presenter 6-12 Supervisor, Wilson County Schools

  2. CTE Competencies Literacy for all! Common Core Textual Evidence TEAM Evaluation E-Tiger

  3. After today …

  4. Why did Tennessee Adopt CCSS? Why We Need Common Core: A Parody

  5. Comparison of Student Progress

  6. What is Literacy?

  7. The Literacy Challenge Unlike mathematics, social studies, agriculture, or any other class, secondary literacy is not a discipline. It is “homeless” in that it belongs to everyone and no one. Literacy is used in secondary classrooms, but it is not taught in a systematic way in a single class.

  8. Shared Responsibility for Students’ Literacy Development

  9. Different Types of Reading Huh?!?!

  10. Monty can read, analyze, and critically review Moby Dick, but he can’t read this!

  11. TNCORE Instructional Shifts • Build knowledge through content-rich nonfiction • Reading, writing, and speaking grounded in evidence from the text • Regular practice with complex text and its academic language

  12. PARCC • The PARCC assessment will be implemented in the 2014-15 school year. All students enrolled in English 1, English 2, and English 3 will take the PARCC assessments. • All PARCC assessment questions will require students to refer back to a text (or multiple texts). • Writing assignments will require students to write the following types of responses: • Narrative • Informative / Explanatory • Opinion / Argument

  13. Textual Evidence Teachers must shift away from free response writing assignments and replace with writing activities where students are required to reference the text.

  14. How can I start to meet the demands of Common Core and the TNCORE Instructional Shifts for Literacy as a CTE teacher?

  15. The Five Step Process Step 1 – Identify rich, complex Informational Text in your subject area (Identify Lexile Level if possible) Step 2 – Read article for content and identify academic vocabulary, words with multiple meanings, etc. Step 3 – Design “PARCC-Like” Vocabulary Question(s) Step 4 – Use LDC Template Tasks to design a Common Core inspired Literacy Writing Task Step 5 – Assign Tasks to students and grade them focusing on providing appropriate feedback

  16. LDC Template Tasks • Template Tasks are a result of the Literacy Design Collaborative (Gates Foundation) • Currently Kentucky (the only state who has already taught Common Core Standards) uses Template Tasks. • Each of the 25 tasks require students to: • Write products as specified by the common core (focusing on argumentation, narrative, or informational/explanatory) • Apply common core literacy standards to all classes, for all students

  17. LDC Template Task Shell(Informational/Explanatory Strand – Task 12) [Insert question] After reading ________ (literature or informational texts), write a/an ________ (essay, report, or substitute) that defines ________ (term or concept) and explains ________ (content). Support your discussion with evidence from the text(s). What ________ (conclusions or implications) can you draw? (Informational or Explanatory/Definition)

  18. Social Studies Literacy Task(Explanatory/Description – Task 12) What did the authors of the American Constitution mean by “rights”? After reading the Bill of Rights, write an essay that defines ”rights” and explains “rights” as the authors use it in this foundational document. Support your discussion with evidence from the text. (Honors Students Extension = What implications can you draw?)

  19. English Literacy Task(Explanatory/Description – Task 12) What is a “metaphor”? After reading The Great Gatsby and drawing from other works you’ve read this year, write an essay that defines “metaphor” and explains how authors use it to enhance their writing. Support your discussion with evidence from the text.

  20. Science Literacy Task(Explanatory/Description – Task 11) After researching scientific articles on magnetism, write a report that defines “magnetism” and explains its role in the planetary system. Support your discussion with evidence from your research.

  21. Wellness Literacy Task(Argumentation – Task 9) After reading “New Guidelines Planned on School Vending Machines,” write a report that examines why school vending machine laws were modified and the effects of the legislative change. What conclusions or implications can you draw? Support your discussion with evidence from your research.

  22. Agricultural Science Literacy Task(Argumentation – Task 1) After researching technical and academic articles on the use of pesticides in agriculture, write a speech that argues your position on the use of pesticides in managing crop production. Support your position with evidence from your research.

  23. Culinary Arts Literacy Task(Explanatory/Description – Task 13) After researching cooking guides and articles on “kitchen chemistry,” write a manual for the general public that describes in detail how to use common products to solve an everyday problem such as cleaning fresh produce. Support your discussion with evidence from your research.

  24. Teacher Created Prompt The prompt on the right was created by a teacher in Wilson County after this simple training. The article the teacher had students read had a Lexile Level of 1420 (College Level Reading via Quantitative Measure). After reading “Computer Interfaces: Tech’s Next Great Frontier”, write an essay that defines Computer Interfaces and explains the difference between the design and capabilities of today’s computers and where computers are expected to go in the future. What are some benefits and challenges that we will experience with computers in the future? Support your discussion with evidence from the text.

  25. Literacy Project Read the article “Ranchers Find Hope in Flightless Bird’s Fat” and circle any academic vocabulary terms you might find. (1080 Lexile = 9th/10th Grade Reading Level Appropriateness). Create a “PARCC-Like” Vocabulary Question using the following … • What does the word ___________ mean in the text “Ranchers Find Hope in Flightless Bird’s Fat” ? • Which word from the lines of this text best helps the reader understand the meaning of _______?

  26. Part A What does the word mobs mean in the text “Ranchers Find Hope in Flightless Bird’s Fat” (p. 2, paragraph 8) ? a. attacks b. crowd c. criminals d. individual Part B Which word from this text best helps the reader understand the meaning of mobs? a. incubator b. operator c. gatherings d. swarmed thesaurus.com/ (Excellent resource to help generate these questions)

  27. Literacy Task Creation Create a Template Task using the following (Task 20): After researching ____________ (content), write a(n) ________ (report or substitute) that analyzes ________ (content), providing evidence to clarify your analysis. What _______ (conclusions or implications) can you draw from the article? Writing Strand = Explanatory Text Structure = Analysis

  28. How Do I Grade This? • CTE teachers can grade student work holistically focusing on certain areas such as organization, content, referencing the text, and academic vocabulary (as opposed to grammar, sentence structure, conventions, etc). • CTE teachers should follow grading guidelines set forth by their district or school. TDOE has a rubric which could be used.

  29. How Do I Grade This (part 2)? • Most importantly, teachers should include written feedback on their students’ writings. Positive comments are just as important as constructive criticism. • “Your essay is structured appropriately, but your introduction should not start with you stating your opinion.” • “Excellent work at quoting evidence from the article!” • “You could have given less opinion and more facts from your research.” • “Remember to divide your writing into appropriate paragraphs.” • “Good job at using technical terms correctly.” • “Try proofreading your work to reduce common spelling errors.” • “This is much stronger than your first writing assignment because you referenced the article appropriately.” • “Great work at providing a counter argument here based on research.”

  30. Bridge to Practice(Time Permitting) Individual Work • Read the following essays written on the Emu Ranch topic on slide _____. • Assign each of the 2 essays either as either Proficient or Not Proficient. • Provide one positive comment and one constructive comment for each essay. Group Work • Compare your scores with a peer. • Reach consensus on scores for each essay.

  31. Congratulations! You have now … • Gained knowledge through complex, grade-level non-fiction • Read a grade-level, complex text • Created a “PARCC-Like” Vocabulary Question • Created a “PARCC-Like” Literacy Task which requires the student to write referencing the text

  32. INCREASED STUDENT LITERACY

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