Who Wants to be a Literacy Crusader? CLC Professional Development Sept 27-28.

Who Wants to be a Who Wants to be a Literacy Crusader?Literacy Crusader?

CLC Professional DevelopmentCLC Professional Development

Sept 27-28Sept 27-28

What is content literacy?What is content literacy?

The listening, speaking, The listening, speaking, reading, writing, and thinking reading, writing, and thinking skills and strategies required to skills and strategies required to learn in each of the academic learn in each of the academic disciplinesdisciplines

It’s NOT JUST READING!!!It’s NOT JUST READING!!!

What is CLC?What is CLC? School literacy initiative to improve literacy School literacy initiative to improve literacy

for all students in all content areasfor all students in all content areas Literacy is NOT just for English class.Literacy is NOT just for English class. Adds more strategies to your teacher tool Adds more strategies to your teacher tool

boxbox Not all CER’s fit every area – choose the Not all CER’s fit every area – choose the

best CER for a particular topic at a best CER for a particular topic at a particular timeparticular time

What is a CER?What is a CER?

CER – CER – CContent ontent EEnhancement nhancement RRoutineoutine

Routine that organizes content Routine that organizes content material that is co-constructed material that is co-constructed using student languageusing student language

Content Enhancement Content Enhancement RoutinesRoutines

Planning and OrganizingPlanning and OrganizingCourse OrganizerCourse Organizer

Unit OrganizerUnit OrganizerLesson OrganizerLesson Organizer

Teaching ConceptsTeaching ConceptsConcept Mastery RoutineConcept Mastery Routine

Concept Anchoring RoutineConcept Anchoring RoutineConcept Comparison RoutineConcept Comparison Routine

Exploring Text, Topics, Exploring Text, Topics, and Detailsand Details

Framing RoutineFraming RoutineSurvey RoutineSurvey Routine

Clarifying RoutineClarifying RoutineOrder RoutineOrder Routine

Increasing PerformanceIncreasing PerformanceQuality Assignment RoutineQuality Assignment Routine

Question Exploration RoutineQuestion Exploration RoutineRecall Enhancement RoutineRecall Enhancement Routine



Unit OrganizerUnit Organizer

Lesson OrganizerLesson Organizer




Framing RoutineFraming RoutineLINCing RoutineLINCing RoutineSurvey RoutineSurvey Routine






Unit OrganizerUnit Organizer

Lesson OrganizerLesson Organizer




Framing RoutineFraming RoutineLINCing RoutineLINCing RoutineSurvey RoutineSurvey Routine




Where are we?Where are we? Objectives and OutcomesObjectives and Outcomes

Freshmen/Sophomore AcademiesFreshmen/Sophomore Academies

working towards full implementationworking towards full implementationData collectionData collection

How many teachers are participating? How many teachers are participating? 15/23 15/23 just since school has just since school has

startedstarted Which routines are being used?Which routines are being used? How many students are we reaching when How many students are we reaching when

doing the routines?doing the routines? Fidelity checks and classroom visitsFidelity checks and classroom visits

Where are we?Where are we? ExpectationsExpectations

CER boardCER board DateDate used and in which used and in which classclass EMAIL EMAIL us us datedate used and in which used and in which classclass

Classroom visitsClassroom visits Invite us in!!!!Invite us in!!!! We will model with first class if you’d like, then you We will model with first class if you’d like, then you

continue with the rest of your classescontinue with the rest of your classes Fidelity check Fidelity check

RecognitionsRecognitions Literacy Crusaders – Previous/NewLiteracy Crusaders – Previous/New TreatTreat

Share Out – Rose/ThornShare Out – Rose/Thorn

Scott

Jodi

Beth

Susie

Joe

Liz

Poster ActivityPoster Activity

What do you need to What do you need to get setget set??

What do you need to What do you need to get readyget ready??

What do you need to What do you need to gogo??

What do you need to What do you need to winwin??

SAMESAME process is used with process is used with ALL CER’sALL CER’s

Concept Anchoring is a Concept Anchoring is a Visual Device that…Visual Device that…

Preplanned Preplanned by the teacher to guide concept by the teacher to guide concept developmentdevelopment

Is developed with teacher Is developed with teacher guidanceguidance and and questioningquestioning

Co-constructedCo-constructed with the students and active with the students and active engagementengagement

AnchorsAnchors new information with familiar new information with familiar informationinformation

Teaches complex, abstract information with an Teaches complex, abstract information with an analogy of something analogy of something known and concreteknown and concrete

Promotes Promotes increased understandingincreased understanding of critical of critical content needed to understand the course or unitcontent needed to understand the course or unit

ANCHORSANCHORSStep 1Step 1: : AAnnounce the new conceptnnounce the new conceptStep 2: Step 2: NName the known conceptame the known conceptStep 3: Step 3: CCollect known informationollect known informationStep 4: Step 4: HHighlight characteristics of ighlight characteristics of

known conceptknown conceptStep 5: Step 5: OObserve characteristics of new bserve characteristics of new

conceptconceptStep 6:Step 6: RReveal eveal SHARED SHARED characteristicscharacteristicsStep 7: Step 7: SState tate understanding of new understanding of new

topictopic

3 CollectKnown Information

4 HighlightCharacteristics ofKnown Concept

5 ObserveCharacteristics

of New Concept

6 RevealCharacteristics

Shared

7 StateUnderstanding of

New Concept

KnownInformation

Name: Date:Anchoring Table

2 NameKnown Concept

6Characteristics of Known Concept Characteristics of New ConceptCharacteristics Shared

Known Concept New Concept

1 Announcethe New Concept

ANCHORSLinkingSteps:

Understanding of the New Concept:

Unit:

12

4 5

3

7

Layers of the Earth

Plate Tectonics

The word or phrase written in this section represents the name of the New Concept to be introduced in the lesson.

A concept or a category or class into which events, ideas, or objects can be grouped.

List the Unit and the relationship between the new concept and the unit.

3 Collect

Known Information4 Highlight

Characteristics ofKnown Concept


of New Concept


Shared


New Concept

KnownInformation


2 NameKnown Concept


Known Concept

Layers of the Earth

New Concept




Unit:

12

4 5

3

7

Plate Tectonics

The KNOWN Concept must have the characteristics that are similar to the critical characteristics that have been identified as necessary for the students to know about the New Concept. A basis for the analogy.

And must be familiar to the students.

Peanut M&M’s




of New Concept


Shared


New Concept

KnownInformation


2 NameKnown Concept






Unit:

12

4 5

3

7

Plate Tectonics

Peanut M & Ms Layers of the Earth

The KEY words critical to the understanding the analogy to be constructed. The teachers questioning guides some characteristics.

The teacher underlines the key words associated with the new concept. Not all words are used.

Hard outside coating/shell

Colorful

chocolate inner melts

Chunky

Hard inside

Center core




of New Concept


Shared


New Concept

KnownInformation


2 NameKnown Concept






Unit:

12

4 5

3

7

Plate Tectonics


Hard outside shell

Colorful

Melty chocolate inside

Melts in your mouth

Hard inside

Peanut center

Outer shell

Melty inner chocolate

Peanut in the center

Create a short phrase or sentence is created for each of the underlined

words.




of New Concept


Shared


New Concept

KnownInformation


2 NameKnown Concept






Unit:

12

4 5

3

7

Plate Tectonics


Hard outside shell

Colorful


Melts in your mouth

Hard inside

Peanut center

Outer shell



crust

mantle

core

Questions are posed that help students see the similarities between each of the characteristics between the known and new concept.

Create short phrases or sentences that capture the essence of each characteristics of the new Concept.




of New Concept


Shared


New Concept

KnownInformation


2 NameKnown Concept






Unit:

12

4 5

3

7

Plate Tectonics


Hard outside shell

Colorful


Melts in your mouth

Hard inside

Peanut center

Outer shell



crust

mantle

core

The thinnest outside layer cracks, wears away and changes

The inner layer melts.

The center layer has a hard inside that has a hard inner and outer layer.

Guide students to understand the characteristics can fit

into larger groups and the foundation for creating an

explanation of how the two concept are related.




of New Concept


Shared


New Concept

KnownInformation


2 NameKnown Concept






Unit:

12

4 5

3

7

Plate Tectonics


Hard outside shell

Colorful


Melts in your mouth

Hard inside

Peanut center

Outer shell



crust

mantle

core

The thinnest outside layer cracks, (melts) wears away and changes

The inner layer melts.

The center layer has a hard inside that has a hard inner and outer layer.

The layers of the earth are like a peanut M&M. There is a thin crust that changes, a melting middle layer and a hard center core with a inner layer and this outer layer just like a peanut.

Prompt and guide students to a definition for the new concept that

incorporates all of its characteristics. Guide them to create an

explanation for how the new Concept and the Known Concept are related

that include the shared characterizes.

Modeling an ExampleModeling an Example

Group WorkGroup Work In your group, using 3 concepts in your In your group, using 3 concepts in your

content area, think of something that can be content area, think of something that can be used as an analogy with that term. used as an analogy with that term.

Choose one of the 3 and work out an entire Choose one of the 3 and work out an entire Anchoring table for that concept/analogyAnchoring table for that concept/analogy

Share out when instructed to do soShare out when instructed to do so

Who Wants to be a Who Wants to be a Literacy Crusader?Literacy Crusader?

Day 2Day 2

1.Review Concept Anchoring2.Meet as a content area3.Using critical content concept,

create an Anchoring table4. Share out5. Fidelity checklist6. CUE, DO, REVIEW modeling7. Review checklist8. Implementation

Objectives/ExpectationsObjectives/Expectations

TheThe

Concept Anchoring RoutineConcept Anchoring RoutineTeaching DeviceTeaching Device

TheThe

AnchorAnchorLinking StepsLinking Steps

TheThe

Cue-Do-ReviewCue-Do-ReviewSequenceSequence

Components ofComponents of

The Concept Anchoring The Concept Anchoring RoutineRoutine

Cue: (ready to learn)• Name to routine• Explain how it will

help students learn• Specify what part students’ need to do to participate in the routine

Do: (present the routine) The Linking steps: ANCHOR

Review: (check for understanding) •Ask questions related to the content: New Concept•Ask questions related to the content: connecting the New Concept

to the Known Concept and the shared characteristics•Ask questions about the process

You have done the “Cue” You have done the “Cue” part part (name the routine; benefits to the students; expectations (name the routine; benefits to the students; expectations of students) of students)

You have done the “DO” You have done the “DO” partpart (go through the steps: ANCHOR)(go through the steps: ANCHOR)Now it is time to Now it is time to ReviewReview..

Review the process using the acronym/steps ANCHORSReview the process using the acronym/steps ANCHORS

Review the content for understandingReview the content for understanding

How does the Anchoring Routine help you?How does the Anchoring Routine help you?

What are the advantages of constructing a Concept What are the advantages of constructing a Concept

Anchoring Table?Anchoring Table?

Fidelity Checklist Fidelity Checklist ReflectionReflection

ImplementationImplementation

Set personal goalsSet personal goals Time lineTime line Reflection on learningReflection on learning Label on your agenda where we used Label on your agenda where we used

CUE, DO, REVIEWCUE, DO, REVIEW Implementation SurveyImplementation Survey

Who Wants to be a Literacy Crusader? CLC Professional Development Sept 27-28.

Documents

routine order routine

cers slide

concept development

content literacy

content enhancement

particular time slide

content areas literacy

student language slide