(Just-in-Time) Facilitating and Modeling AC Literacy Instruction

1. (Just-in-Time)Facilitating and Modeling AC Literacy Instruction New Jersey Entrepreneurship

2. Introduction • Zach Riffell • 2 truths and 1 lie • Neil Armstrong gave me a signed copy of his local newspaper in Wapakoneta, Ohio. • Oliver North once used my back to sign a letter in Pensacola, Florida. • Jimmy Carter used to eat picnic lunches with me in Americus, Georgia. • Which one is the lie?

3. Why Literacy? The lines to the left represent unemployment rates. What groups do they represent? What does this tell us about college- and career-readiness?

4. Why Literacy? • What is the relationship between reading ability and educational achievement?

5. Literacy Framework AC Literacy Module

6. The Literacy Task • Look at the project description. • This is the description of the entire project. • Notice the third paragraph. This is the literacy assignment for the project.

7. What Task? • After researching legal and financial issues associated with business ownership and participating in enabling learning activities intended to assist you in developing an ownership model into a game, write a brief in which you discuss the relative merits of each ownership style and evaluate which one is best for your company. Be sure to support your position with evidence from the texts and from participation in enabling learning activities. Be sure to acknowledge competing views.

8. The Instructional Ladder • How do we make sure students can do this? • Turn to Appendix A of the project. • Preparing for the Task • Reading Process • Transition to Writing • Writing

9. Preparing for the Task • Do Now—Students individually brainstorm businesses started in New Jersey. • As a class, share responses. • Who owns these businesses?

10. Preparing for the Task • What is the benefit of this seemingly simple event? • Establish relevance • Provides scaffolding for less familiar students • Provides teacher with some initial information about student awareness

11. Teaching Reading • Activate Prior Knowledge • Employ a pre-reading strategy • Develop vocabulary acquisition skills • Develop reading skills • Reflect on what was read • Assess gaps in understanding • Find scaffolding materials to close gaps

12. The Reading Process • Explore—Ask students to read selection from the Small Business Administration on sole proprietorships.

13. The Reading Process • Before reading, what must we do? • Pre-reading • Vocabulary • What does pre-reading allow us to do? • Make predictions • Organize our approach

14. Pre-reading • What do we know about sole proprietorships? • Scan the article. • What do we think we will learn about sole proprietorships upon reading this selection? • Phrase these as questions. • Notice this essentially parallels the first two stages of KWL.

15. Technical Vocabulary • “Words that don’t have exact synonyms or [have] different meanings in other contexts” (Mudraya, 2006). • “Closely related to the topic and not likely to be known in general language with the same meaning” (Nation, 2001, 2003).

16. Technical Vocabulary • Personal dictionary/word wall • Includes • Word • Definition/Accurate Description • Picture

17. Technical Vocabulary Battery the unlawful use of any physical force on another person, including beating or offensive touching without the person's consent

18. Reading • The questions we generated from our pre-reading can now serve us in our reading. • Annotation helps us keep track of information as we process it: • Underline confusing pieces • Check items that answer our questions • Circle vocabulary words • Star anything that seems interesting

19. Reflection • Look at your notes and the project description. • How has this reading furthered my understanding of the technical concept? • On what technical concepts do I still need more information? • How has this reading informed my solution to the problem presented in the project? • What information do I still need in order to solve the problem?

20. Reflection • Notice that our annotations and answers to these questions are what we learned from the KWL chart. • In addition, we also know how we might apply what we have learned: KWLA • And what we still need to learn: KWLAL

21. Assessing and Scaffolding • Look at your students’ responses to the questions. • What will they tell you? • What can we do with this information.

22. Teaching Reading • Activate Prior Knowledge • Employ a pre-reading strategy • Develop vocabulary acquisition skills • Develop reading skills • Reflect on what was read • Assess gaps in understanding • Find scaffolding materials to close gaps

23. Literacy includes Writing • After researching legal and financial issues associated with business ownership and participating in enabling learning activities intended to assist you in developing an ownership model into a game, write a brief in which you discuss the relative merits of each ownership style and evaluate which one is best for your company. Be sure to support your position with evidence from the texts and from participation in enabling learning activities. Be sure to acknowledge competing views.

24. Teaching Writing • Activate “new” knowledge • Plan a response • Draft a response • Revise the response • Edit the response • Deliver the response

25. Transition to Writing • Key Question of the Day: How will you apply the tools and knowledge learned the past two weeks to better understand the project statement?

26. Assessment • What is holistic grading? • “Holistic scoring is a method by which trained readers evaluate a piece of writing for its overall quality…In this type of scoring, readers are trained not to become overly concerned with any one aspect of writing” (FLDOE).

27. Assessment • What is analytic grading? • “Rather than simply balancing strengths and weaknesses on key criteria to reach an overall score for the effectiveness of a piece of writing, analytic scoring calls for teachers to provide feedback on each of the noted criteria for the writing assignment” (CSU)

28. Assessment • Look at the rubric for assessing the final paper (it is found in your notebook). • There are 7 categories to be scored: • Focus • Controlling Idea • Reading/Research • Development • Organization • Conventions • Content Understanding

29. Assessment • In your workgroups, define one criterion. • Use the rubric to determine what the word means. • Do not worry about differentiating among the levels of achievement (e.g. What makes a 1 a 1 or a 4 or a 4). • Make sure your definition is in “student-friendly” language. • Create a graphic representation of your term as well.

30. Assessment • Let’s practice using the rubric. • First, look at the sample project description to determine what students are being asked to do. • “After researching standard operating procedures on emergency preparedness and participating in enabling learning activities intended to assist you in assessing the needs of a community in times of disaster, write a disaster relief handbook in which you relate how hospitals and regional health centers can mitigate blood-supply shortages during emergencies.”

31. Assessment • Now that we know what we are looking for, let’s read the sample paper. • Read the paper and pay attention to the various elements as you read, noting particular strengths and weaknesses as you read. • Do not worry about assigning a score as you go. The scoring process happens as reflection once we finish reading.

32. 2 Focus • The writer attempts to establish a response that addresses the prompt, but the support is uneven. • “The purpose of this manual is for any disaster, an event that can drastically affect the person’s life or chance of livelihood.” • “A disaster can be defined…where there is too much blood available.” • “people involved can communicate by email, phone…” and “The blood can be transported by many means of transportation.”

33. 2 Controlling Idea • The writer introduces a central idea for the writing but introduces ideas that are not explicitly linked to either the focus or the controlling idea. • “Companies can set up a 1-800 number for their employees to receive and give information.” • “Usually, the storage is for short term where the refrigeration process is used and the blood should not freeze.”

34. 1 Reading/Research • The writer has a tendency to introduce ideas without providing specifications. • No citations are used at all.

35. 1 Development • The introduces ideas with few details or attempts to establish relevancy. • “Also the environment of the hospitals needs to be quiet and organized; ready to respond quickly and surely.” • “The first step in managing preparations is gathering…and any other equipment that is necessary.”

36. 3 Organization • The paper is generally easy to follow and makes excellent use of some authentic text features. Additional text elements typical of handbooks might make the information more manageable. More careful review of authentic writing examples might improve this further.

37. 2 Conventions • While the paper is generally easy to read, several cumbersome constructions and improper punctuation occasionally derail the reader. • “; if federal assistance is needed.” • “where the local community would be responsible for its decision or it could escalate” • “it is likely…definitely slowing down” • “like for example”

38. 2 Content Understanding • The writer demonstrates a basic understanding of the material as a whole even if the paper is not exemplary. Material from several facets of the disaster response are included here. • What is left unsaid is what hurts the writer the most here.

39. Reflection • Why is analytic grading so important in helping students master writing in the career and technical areas associated with Advanced Career (AC)?

40. Closing • If you have any questions, please contact me. • zach.riffell@sreb.org • 404-875-9211 ext. 239