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Literacy-in-CTE

Literacy-in-CTE. CTE Literacy Leadership Team. Integration. Where are we now?. Why Literacy Now?. Bill Daggett, International Center for Education Leadership. Writing Goals and Framework will be added in 2011. The Oregon K-12 Literacy Framework: A Web Tour.

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Literacy-in-CTE

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  1. Literacy-in-CTE CTE Literacy Leadership Team

  2. Integration

  3. Where are we now?

  4. Why Literacy Now?

  5. Bill Daggett, International Center for Education Leadership

  6. Writing Goals and Framework will be added in 2011 The Oregon K-12 Literacy Framework: A Web Tour http://www.ode.state.or.us/search/page/?id=2568

  7. Common Core State Standards They’re Here!

  8. Literacy Skills  Critical Thinking

  9. Key Advances with CCSS Standards for reading and writing in history/ social studies, science, and technical subjects • Complement rather than replace content standards in those subjects • Responsibility of teachers in those subjects Alignment with college and career readiness expectations

  10. Essential Skill Read and Comprehend a variety of text • This skill includes all of the following: • Demonstrate the ability to read and understand text. • • Summarize and critically analyze key points of text, events, issues, phenomena or problems, distinguishing factual from non-factual and literal from inferential elements. • • Interpret significant ideas and themes, including those conveyed through figurative language and use of symbols. • • Follow instructions from informational or technical text to perform a task, answer questions, and solve problems

  11. Essential Skill Write clearly and accurately This skill includes all of the following: • Adapt writing to different audiences, purposes, and contexts in a variety of formats and media, using appropriate technology. • Develop organized, well-reasoned, supported, and focused communications. • Write to explain, summarize, inform, and persuade, including business, professional, technical, and personal communications. • Use appropriate conventions to write clearly and coherently, including correct use of grammar, punctuation, capitalization, spelling, sentence construction, and formatting.

  12. Plan to build Literacy-in-CTE National Research Center for Career and Technical Education (NRCCTE) Three Year Study using Experimental Design Ongoing Professional Development to CTE Teachers (>60hrs) Creation of Learning Communities Literacy Strategies focusing on higher level thinking

  13. Research Based Strategies: Results

  14. Didn’t have student read more, but more effectively • Want support • Needed extra prep time • Used 4-7 strategies • Content dictated strategy • Try strategy 3X before comfortable • Mix of strategies • Treat CTE student like adult learner (check for progress and give choice) • Know literacy is important just don’t like to read or write Other Findings

  15. Foster and sustain a Community of Practice • Begin with the CTE curricula, not with academics • Approach academics as essential workplace skills • Maximize the academics in CTE • Support CTE teachers as “teacher of academics-in-CTE”; not as academic teachers • Assess progress • Share and communicate success Principles

  16. Summer Program July 11-15, 2011 Hosted by Lane Tentative Other Dates Oct. 7-8, 2011 Feb 3-4, 2012 June 1, 2012 Roll Out

  17. “All of us do not have equal talent, but all of us should have an equal opportunity to develop our talents.” John Fitzgerald Kennedy *Pending funding approval

  18. College and Career Readiness Anchor Standards for Reading The grades 6–12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate. Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.

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