NAVIGATING LITERACY IN HEALTH

Marikaye TravisSchool Instructional Specialist

Write name on back of ticket and place in black and white bin.

LEARNING TARGETSFOR LITERACY AND RIGOR

TODAY WE WILL LEARN how . . . to use accountable talk to increase metacognition AND to create a connection among reading, writing, speaking &

listening in our content lessons

. . . BECAUSE we want to provide students with the tools necessary to think critically, listen attentively, work collaboratively, and apply information learned.

LITERACY OR ANCHOR STANDARDS WHAT ARE THE ANCHOR STANDARDS??

10 anchor standardsSame ultimate goal for K-12

(continuum)

How do I read the Anchor Standards??

CCR= College & Career Readiness

RI = Reading Informational

1 = Anchor Standard #1

Handout

Anchor Standards Grades 6-8 Grades 9-10 Grades 11-12 Key Ideas and Details

CCRRI1: 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.

ELACC6-8RH1: Cite specific textual evidence to support analysis of primary and secondary sources.

ELACC9-10RH1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

ELACC11-12RH1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

CCRRI2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

ELACC6-8RH2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

ELACC9-10RH2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

ELACC11-12RH2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

CCRRI3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

ELACC6-8RH3: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

ELACC9-10RH3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

ELACC11-12RH3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

Craft and Structure CCRRI4: 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.

ELACC6-8RH4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

ELACC9-10RH4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

ELACC11-12RH4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

CCRRI5: 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.

ELACC6-8RH5: Describe how a text presents information (e.g., sequentially, comparatively, causally).

ELACC9-10RH5: Analyze how a text uses structure to emphasize key points or advance an explanation or analysis

ELACC11-12RH5: Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

Anchor Standards Grades 6-8 Grades 9-10 Grades 11-12 Craft and Structure

CCRRI6: Assess how point of view or purpose shapes the content and style of a text.

ELACC6-8RH6: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded

ELACC9-10RH6: Compare the point of view of two or more authors for how they treat the same or similar topics, including which

ELACC11-12RH6: Evaluate authors’ differing points of view on the same historical event or issue by assessing

CCRRI6: Assess how point of view or purpose shapes the content and style of a text.

ELACC6-8RH6: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

ELACC9-10RH6: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

ELACC11-12RH6: Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

Integration of Knowledge and Ideas CCRRI7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*

ELACC6-8RH7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

ELACC9-10RH7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

ELACC11-12RH7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

CCRRI8: 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.

ELACC6-8RH8: Distinguish among fact, opinion, and reasoned judgment in a text.

ELACC9-10RH8: Assess the extent to which the reasoning and evidence in a text support the author’s claims.

ELACC11-12RH8: Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

CCRRI9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

ELACC6-8RH9: Analyze the relationship between a primary and secondary source on the same topic.

ELACC9-10RH9: Compare and contrast treatments of the same topic in several primary and secondary sources.

ELACC11-12RH9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Range of Reading and Level of Text Complexity CCRRI10: Read and comprehend complex literary and informational texts independently and proficiently.

LITCC6-8RHSS10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.

ELACC9-10RH10: By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.

ELACC11-12RH10: By the end of grade 12, read and comprehend history/ social studies texts in the grades 11–12 text complexity band independently and proficiently.

HOW IS THIS RELEVANT TO ME AS A HEALTH EDUCATOR?

College and Career Readiness Anchor Standards:

8th = 55% of reading & writing should be grounded in informational text

12th = 70% of reading & writing should be informational

We can reach the 55% if we all

introduce small chunks of

informational text in our units.

SO WHAT DOES LITERACY IN HEALTH LOOK LIKE?

• Asking deeper questions• Reading same text multiple times

for different purposes• Synthesizing multiple pieces of

media/text for insight into different perspectives

• Discussing texts• Writing about the texts

Necessary Routines for Increasing Rigor

Journal of Adolescent Literacy

The “HOW”

WE START WITH METACOGNITION!

Metacognition is:“eavesdropping on someone’s

thinking”“thinking about your thinking”

In metacognition =

In rigor

IN OTHER WORDS . . .Rigor resides in the energy and attention given to the text, not in the text itself.

Rigor is STUDENTS thinking and doing the work.

-Kylene BeersNotice & Note

A LOOK INSIDE A LESSON:

Taking Sides:Should energy drinks be

banned?

THE INSTRUCTIONAL FRAMEWORK

Opening/ACTIVATOR

Purpose for viewing:1. To what audience is Red Bull marketing?2. What type of messages were being sent to

the audience about the product?3. Predict what the FDA would say about this

cartoon clip?

Show me your

answer!

Opening/ACTIVATOR

List energy drinks currently on the market

List benefits of consuming energy drinks

List potential health problems caused by ingesting too much caffeine

What do you know about the FDA?

Collaboration +

quick formative

assessment

What do you know about these topics?

What’s important??!!!!

MINI LESSON/WORK SESSION:HOW DO WE TEACH USING COMPLEX TEXT???

Call for close, attentive, and purposeful reading of disciplinary texts to *gain key ideas and details,*understand the writing craft and structure, and

*critically evaluate knowledge, claims, and evidence.

• This thing called Close Reading

Help students to slow down and *notice*track their thinking

THINKING NOTESMETACOGNITIVE MARKERS ( M & M’S)

E Text evidence 

?? Something is unclear or confusing

 ? Raises a Question--possible

discussion point for class 

! Omg! Great piece of writing, quote,

or idea!

Words I don’t know 

Tool for

students to

slow down

and “notice”

what is in the

text!

Purpose writtenNumbered paragraphs

Circled unknown words

Underlined and noted “E” for evidence that supported purpose

Wrote comments in margins to help her make connections

Students annotate text

Purpose: Should energy drinks be banned?

MINI LESSON:Close read text from Taking Sides

They read it . . .but do they get it?

What is this saying???!!!?

??

But wait . . .Are students armed with the information necessary to be successful thinkers and readers?

Do they know how to navigate the text?

WHAT IS INVISIBLE TO STUDENTS? Text structure (layout, sequence of parts) Organizational patterns Graphics, charts, captions, diagrams Title, subtitles, bold words, headings

Pause and Ponder: What would your students need to notice in order to successfully navigate through this text?

But wait . . .

Do students know their purpose for reading?

Looking through a different lens.

METACOGNITION IS . . .DRIVEN BY SPEAKING & LISTENING

CCR SPEAKING & LISTENING WALKING THE STANDARDSComprehension and Collaboration CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions

(one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

CCSS.ELA-Literacy.SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

CCSS.ELA-Literacy.SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Presentation of Knowledge and Ideas CCSS.ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in

a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

CCSS.ELA-Literacy.SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

CCSS.ELA-Literacy.SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations.

Category 1

Category 2

STRAND

WE RETAIN:20% of what we hear40% of what we see and hear

80% of what we see, hear, and do!

• MALCOLM KNOWLES RESEARCH

WORK SESSION:STUDENTS TALK AND BRAINSTORM ARGUMENTSFace partners – before reading text

Brainstorm four good reasons energy drinks should NOT be banned.

Next, list specific examples that show why your reason is legitimate. (increases rigor)

TEACHER MODELS EXPECTATIONSFOUR Reasons energy drinks SHOULD be banned

Examples

1. Caffeine causes health issues

Students could develop caffeine toxicity

2. jkfjkldsjflkjlkjjkk jkfjljflkjdflk3.4.

In your packet

MINI LESSON/WORK SESSION:

Caffeine Jitters: Energy Drink Panic

Purpose

Based on the information provided in this text, should energy drinks be banned? Use relevant text evidence from this article or the first article to support your claim.

An opposing viewpoint: Students briefly talk about their thinking with FACE PARTNER

WORK SESSION:BRAIN STORM ARGUMENTSShoulder partners – after reading

text

Brainstorm four good reasons why students energy drinks should NOT be banned.

Next, list specific examples that show why your reason is legitimate (increases rigor).

TEACHER MODELS EXPECTATIONSFOUR reasons energy drinks should NOT be banned

Examples

1. Research FDA exaggerated risks by failing to put them in perspective.

2.3.4.

FIND YOUR SHOULDER PARTNER Locate your shoulder partner and stand next to

him/her Partner on right is #1 and Partner on left is #2 Teacher confirms all are paired Partner #1 – argue banning of energy drinks (1

min.) Partner #2 – argue consuming energy drinks (1

min.)

MONITORING THE WORK SESSIONWHAT IS THE TEACHER’S ROLE? Look for patterns of confusion and getting “off

track” (interrupt work session to get everyone on “same page” when necessary)

Respond briefly to student annotations as you walk the room Note when they are writing fantastic questions Ask a question to further develop thinking Ask students to clarify what they mean

Explain unknown vocabulary (to whole class) only when absolutely necessary for comprehension of the text

ACCOUNTABLE TALK PROMPTS

-This connects to…. -Another content this

reminds me of is ….. -I can relate to this

because…. -The author included

this to…. -This section was

included to… -Another way to say

this is… -I agree with this

completely because…

-So far I’ve learned… -This made me think

of… -That didn’t make

sense… -I think _____will happen

next. -I reread that part

because… -I was confused by… -I think the most

important part was… -That is interesting

because… -I wonder why… -I just thought of…

Handout

Moves You Can Use to Argue

When you want to stake a position It is my position that… I am going to argue that…

When you want to give reasons One reason… Another reason…

When you want to offer evidence An example that shows this is… Specifically, a line/part that shows this is… In particular, this part…

When you want to be sure you are showing how the evidence proves your point

This shows that… This means that…

Handout

“Safety becomes a concern when students

consume energy drinks.”

TAKEA

STAND

ANOTHER Speaking

& listening activity

Teach s

Accountable Talk leads to . . . WRITING

WORK SESSION:

Caffeine Jitters: Energy Drink Panic

Purpose

Based on the information provided in this text, should energy drinks be banned? Use relevant text evidence from this article or the first article to support your claim. Include at least one opposing argument in your response.

An opposing viewpoint: Students briefly talk about their thinking with FACE PARTNER

RETURN TO THE ACTIVATOR AND COLLABORATIVE DISCUSSIONS Review brainstorming posters Review conversation notes from Take a Stand

or Arguing Both Sides with Face/Shoulder Partners

The speaking & listening strategies give students the opportunity to see/hear different perspectives and build on ideas.

Constructed Response:

The author of the article presented one side of a debate over the consumption of energy drinks. Looking at the article on monster beverages, the Bloomberg News made a valid point. In Paragraph 3, in support of banning energy drinks, this particular news group shared statistics of “37 reports involving Monster energy drinks, including six fatalities, since 2004.” The other side,however, would argue the article also mentioned in Paragraph 3 that the FDA also received thousands of such reports about aspirin each year and hundreds about coffee. Thus, making the argument that energy drinks alone are not necessarily the cause of death. Therefore, it could be argued the individual consuming the product is ultimately responsible to know their health status, read the product label, and use reasonable judgment about the volume being consumed at one time or in one day. After all, moderation is simply the key.

Your observations?

CLOSING/FORMATIVE ASSESSMENT:

Green – What they learned Yellow –Questions they have or a new perspective Red – What stopped their learning

The Spotlight Assessment

MVPMostValuablePoint

Memory Box Time: 1-2 min.Students write down everything they can remember about the topic/text in a box draw on paper.

Time: 1-2 min.Students must support with “why”

CLOSING:

Resource: The Core Six Essential Strategies, Silver, Dewing, Perini

CLOSING Beach ball toss

STRATEGIES FORNAVIGATING LITERACY

Close reading Modeling thinking aloud and annotating Carousel brainstorming/graffiti activity Accountable talk Take a Stand Turn and Talk/Shoulder & Face Partners Grouping using playing cards Anchor Chart - Modeling writing expectations MVP/Memory Box Beach Ball Toss Stoplight Assessment

RESEARCH AND BOOK RECOMMENDATIONS

For literacy I Read It, But I Don’t Get It – Cris Tovani

Comprehension strategies for adolescent readers Do I Really Have To Teach Reading? - Cris Tovani

Simple reading strategies for all content areas So What Do They Really Know? – Cris Tovani

Assessment to inform teaching and learning Notice & Note: Strategies for Close Reading – Kylene Beers/Robert Probst

Simple strategies and ideas for using literacy to increase rigor in all content areas

For Understanding Common Core Standards Understanding Common Core Standards – John Kendall

In depth descriptions of the Common Core Standards (for those who need more explanation of the standards)

For strategies that respond to the demands of the Common Core The Core Six – Silver, Dewing, Perini

Essential strategies for when you have a grasp of the Common Core Standards and you are eager to do something with them Marikaye Travis

School Instructional Specialist

The fireworks

begin today. Each

diploma is a lighted

match. Each one of

you is a fuse.

- Edward Koch