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Literacy in YOUR CTE classroom
Transcript of Literacy in YOUR CTE classroom
How do I use LDC tasks?
Find a template right for your lesson
Plug in what you want students to know/demonstrate
Plug in how they will get there
Many even have a RUBRIC for grading!
Text Dependent Questions:
Fisher, Douglas , and Nancy Frey. "Engaging the Adolescent Learner-Text Dependent Questions." <i></i>. International Reading Association, 1 Apr. 2012. Web. 27 July 2014. http://www.missionliteracy.com/page78/page72/assets/FisherFrey%20Text%20Dependent%20Questions%20April%202011.pdf>.
Vocabulary: Vocabulary for the Common Core
Marzano, Robert J., and Julia A. Simms. Vocabulary for the Common Core. Bloomington, IN: Marzano Research Library, 2013. Print.
LDC Writing Mini-task Prompts and Rubrics:
How can you meet common core literacy standards for technical subjects in your classroom?
Literacy Design Collaborative Began 2009
Designed for CCSS with help from Bill and Melinda Gates Foundation
Designed by literacy experts, to help meet the new standards for CCSS and to integrate literacy in all subjects.
LDC uses "Teaching Tasks"
Meaningful reading and writing tasks aligned to CCSS greatly increasing rigor.
These tasks let you create the lesson with your goal in mind.
Perfect for TPEP!!!
Tricia littlefield and Jennifer Vandever
There are many, many different literacy strategies, and these are just a few that we will be sharing with you!
Informational Text-Dependent Questioning
Tools to increase student vocubulary
Text Dependent Questioning
Text Dependent questions require that students actually READ the text. They require:
reading of the text
providing evidence from the text and not information from outside sources (or personal experience)
They are also not simple recall questions of the material.
Spanking the Grey Matter out of our Kids
1. As a future parent, would you spank your own children? Were you spanked?
2. What are the reasons listed in the article to support the authors argument to not spank your child?
Types of Questions
1. First question may have been asking about the ethical position of a parent, but does not actually require the students to read the material to possibly have an opinion.
2. Question 2 has students consider the text, and the information that is presented, as well as look for text detail.
What does it mean for you????
Types of Text Dependent Questions
Some can focus on the whole text, some on part of the text.
Require the student return to the text for evidence
Require the readers to have read and understood the material.
Questions can fall anywhere within the progression of text-based questions.
Opinions, arguments and intertextual connections: Often what teachers like to ask, but should be asked after a discussion is build on text-dependent questions. It can send the message that reading is not necessary and that they can learn from discussion or personal experience alone. Questions should analyze claims, evidence, and use logic.
Vocabulary: Increasing vocabulary in CTE and using Common Core
Data from Marzano research
Sort your cards into 3 categories within your group.
Tiers of Words:
: basic or common words used everyday
: academic words used by multiple disciplines
: Words specific to a particular domain, discipline, or subject.
words are general academic words used on the SBAC!
Students are not as familiar with all of these words!
Changing assignment vocabulary
Explain: Answer, articulate, clarify, communicate, convey, describe, express, inform, narrate, present, recount, report, respond, retell, state, summarize
Measure: gauge, quantify
Prove: Argue, assert, challenge, claim, confirm, defend, disagree, justify, persuade, specify, support, verify
Vocabulary for the common core
Tier 3 Vocabulary--
CTE specific Vocabulary
What Content Area am I?
Balance sheet, liability, equity, cash flow, Expense
Aromatic, batonnet, tang, Julienne, filet
Modularization, Bit, Pixel, dot pitch, Encoding scheme
Stud, Spindle, tread, riser, baffle
Important Vocabulary that also needs to be taught, but combine with tier 2 words to increase rigor and meet common core standards.
LDC (Literacy Design Collaborative) Tasks to increase writing and literacy!
A resource of writing prompts that are aligned with common core to increase literacy and higher level thinking.
Based on a national survey conducted by Research For Action, more than 90% of teachers reported that LDC tools are effective in encouraging literacy skills in secondary classrooms.
Argumentation Template Tasks for Analysis
Task 1: [Insert optional question]After researching ________ (informational texts) on ________ (content), write ________ (an essay or substitute) in which you argue ________ (content). Support your position with evidence from your research. (Argumentation/Analysis)
Task 2: [Insert optional question] After reading ________ (literature or informational texts), write ________ (an essay or substitute) in which you address the question and argue_______(content). Support your position with evidence from the text(s). (Argumentation/Analysis)
Tasks are also written for Informational/Explantory tasks and Narrative Tasks.
Exhibits to include a written product
Presentations to include a speech or written product
Journalistic products, such as feature articles
Formal letters, as to a State official
Memos, to include reports
Interviews written up as articles
Non-fiction narratives, such as accounts of an event