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Copy of Instructional Strategies in CTE
Transcript of Copy of Instructional Strategies in CTE
be concerned about effective teaching
and student's reading level? I am an
effective teacher already.
My students have become
great at _____________
(insert appropriate response)
painting a car
running a CAD program
creating a website
taking blood pressure
giving a facial
baking bread What happens when
we miss the reading & math targets on the academic side? But I have to admit
that I am afraid they
won't do well in a job
because... They rush through reading.
They don't know the correct terminology.
I hear them say "the thingy came off the press again".
They don't listen to me & I think they won't listen to future customers.
They are afraid they are going to give the wrong answer so they don't try.
And they just don't use their heads like we did! We come up with a plan! 70% of the STAAR is informational text (not fiction or literature) Through research of the several
organizations, such as the
Assoc. for Career & Technical Education and
National Research Center for CTE
it has been concluded that forcing academic content into CTE content is not as effective as enhancing the academic content that is prevalent in CTE studies. Are we really teaching all of our content?
or skipping parts because the kids seem to not be able to handle it. or students don't pass
certification, etc.? Reading within Context is Vital High-quality CTE programs expose students to rigorous and relevant information-rich content that motivates them to develop their literacy skills. Created with Prezi
www.prezi.com Reading in CTE Does it really matter how information is delivered? By the end of the day we will
understand the need for using various
strategies to increase our students
understanding of CTE textbooks.
Sometimes CTE teachers think that coming up with a new or different way of delivery will take away from the skill instruction. –
We sometimes think there is so much info, and the best way to deliver it is to lecture. The info is out there, but then now what? Did the students CATCH the info?
The teaching strategy is not what is important, it is the information and deep processing of our students that is important.
Experience: practice and confidence helps CTE teachers to buy in to strategies.
“chunk” the info
phrased cued text
CPQ Essential Question: Best Practices Content Area Reading But I am not a reading teacher! Up for Discussion How to begin? No, you're not a reading teacher -
but don't you think
if you can teach them
to design a robot,
paint a car, demonstrate how the heart
works, take a car's transmission
apart and put it back together,
cater a five course meal,
round up a steer and sell it
for mucho dinero,
draw a house plan, silk screen
a t-shirt, or get a paying job,
then MAYBE you are more talented
than you realize and you can
help them to read YOUR content?
Manuals, textbooks, etc. The same way you
begin teaching them
any skill... one step at a time! Does this sound familiar?
Read the passage, making notes of what you find difficult as you are reading.
Use sticky notes and T chart to log difficulties this is hard this is why it's hard CHUNKING Divide the text into sections that you feel are natural breaks within the text.
Jot down the important points of each chunk.
Add anything to your difficulties log if necessary.
Talk with your team! Work with your partners to discuss difficulties and main ideas.
Teacher circulates to facilitate and then the group discusses the text together or in small groups. step one: step two: step three: step four: Retell or summarize the text with a partner.
Determine the author's purpose. PHRASE-CUED TEXT Teach your kids to read in phrases, or meaningful chunks Comprehension Purpose Question
CPQ step one: Pose a guiding question you want the kids to be able to answer after they read the passage. Make it a thinking question! step two: Read the passage with the purpose in mind. step three: Answer the question and include text evidence! Phrasing - Cued Text step one: Read /in phrases/ within/ each sentence// step two: Mark/one slash/between/ideas/and two/at the end of/ each sentence// step three: Make sure/you understand/each chunk/before/you/move on!// Supporting comprehension in your class has never been easier! What social and personal influences do you share with Gerry that helped him to create the MFHA? Thank you! We'll see you in January! Barbie