A Toolbox of Reading Strategies Students Like Using in CTE.pdf ...

ACTE National Conference December 4, 2008

A Toolbox of Reading Strategies Students Like Using in CTE Classes! Facilitators: Susan Ziemba Adolescent Literacy Specialist Public Consulting Group’s Center for Resource Management Portsmouth, New Hampshire

and Dean Emmerson Computer Technologies Instructor Bath Regional Vocational Center, Bath, Maine

Why Students Resist Literacy in CTE Courses Why students go to “Voc” Students want to “do” Students like to build it, break it, fix it Students may not have been successful in traditional academic environment Students want to get away from school “stuff” The literacy reality of Computer Technology careers Intensive reading of journals, manuals, and online resources, such as forums Ability to communicate professionally, written and verbal, with customers Written descriptions of work performed, quotes, documentation of installations, network and systems analysis, training materials, etc. Why students say “I can’t!” Many feel they can not read and write well enough to be successful Some have worked the system for so long they have accommodations that keep them from developing content and trade skills—accommodations the world of work will not accept! Most do not like to read and write unless there is an obvious direct benefit to themselves Many do not like school Real hurdles for students Most students struggle to approach problems logically Many give up quickly Many do not take good notes and can not sort valuable information from the rest Some struggle with reading, writing, and verbal presentation Dean’s background Technology consulting since 1995 Delivery of training in office productivity suites and applications Technology Director for school department of 2000 users, five locations Made the move to teach and boy, did I have a lot to learn! Dean’s literacy hurdles Unprepared for student attitudes about school, and specifically about reading and writing Expected motivation and interest in subject area, career aspirations Lessons were not structured well enough for student learners I gave the answers too quickly, covered material at a shallow level

Most CTE students and teachers face similar hurdles in the literacy and learning journey.

© 2008 PCG’s Center for Resource Management 200 International Drive, Suite 201, Portsmouth, NH 03801

[email protected] 603.427.0206

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To the Rescue: Maine’s Statewide CTE Literacy Initiative CTE Literacy Mentor Program (Two rounds: 2006-2007and2007-2008) A total of 23 mentors across 15 program areas were trained how to use specific instructional strategies Mentors developed CTE literacy-rich lessons and shared lesson plans and examples of student work with other mentors Both years, mentors trained other CTE teachers at literacy institutes and the state Maine Administrators of Career and Technical Education (MACTE) professional development conference and shared materials with instructors back at their own centers. Instructional strategies focused on: o Before, During and After Reading o Vocabulary o Writing to Learn Certification Test Analysis Workshops 2007-2008 Analysis of the cognitive demands of 7 program area national certification tests Strategy instruction for teaching students “how to” strategies to comprehend text and problem solve CTE shop and workplace issues. CTE Promising Practices Program 2006-2008 Technical assistance provided to CTE directors and CTE centers throughout Maine 18 case studies developed describing promising practices to improve literacy and learning at CTE centers in Maine: o Math and science integration (5) o Literacy integration across the CTE curriculum (10) o Career academies (1) o Strategies for improving student engagement (2) Development and use of school implementation rubric to assess academic rigor and literacy development across program areas Analytic report of CTE center Promising Practices disseminated state-wide Presentations on Promising Practices at the state MACTE conference and at MACTE director meetings as well as technical assistance, case study and leadership for literacy materials posted on website CTE 21st Century Workplace Skills Series 2008-2009 Follow-upon training workshops for CTE mentors and previous institute participants: o Learning and innovation skills –critical and innovative thinking o Information, media, and technology skills – online resources o Life and career skills o Financial, global, and civic literacy Partners All the above services were contracted with Public Consulting Group’s Center for Resource Management in Portsmouth, NH. Supporting partners include: Maine Department of Education Career and Technical Education Maine Administrators of Career and Technical Education (MACTE) Mitchell Institute on behalf of the Center for Educational Transformation-National Governor’s Association (NGA) funds © 2008 PCG’s Center for Resource Management 200 International Drive, Suite 201, Portsmouth, NH 03801


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Helping Students and Adults Overcome Barriers to New Ways of Thinking

BARRIERS CAUSED BY PEOPLE’S CULTURE OR BACKGROUND People’s mindsets may be affected by their life experiences. Dislike or fear of change Lack of support or authority Political correctness Groupthink BARRIERS CAUSED BY INDIVIDUAL PERCEPTIONS People’s point of view or bias can prevent them from clearly perceiving the problem or the information needed to solve it: THE right, only answer It won’t work here It can’t be done Habit bound thinking

BARRIERS CAUSED BY EMOTIONS Some personality traits may result in emotional, rather than intellectual thinking. Comfort with the way things are Fear of other people’s reactions Criticism rather than problem solving Need to solve it now Lack of interest or commitment

BARRIERS CAUSED BY STAGNANT THINKING Some people cannot easily think “out of the box.” Lack of knowledge about how to problem solve or innovate Inability to synthesize information and transfer it to new situations Comfort with the status quo Sequential thought patterns that limit intuitive leaps

WHAT BARRIERS LIMIT YOUR THINKING? 1. 2. 3.

A New Way of Thinking About © 2008 PCG’s Center for Resource Management 200 International Drive, Suite 201, Portsmouth, NH 03801


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Literacy in the CTE Classroom and Shop The instructor’s mindset must change first. Students must have highly developed reading, writing, and thinking skills to succeed in 21st century workplaces. While I wish students arrived in my class with these skills, most do not. It IS my job to help! I’m willing to share the responsibility for literacy instruction. Reading, writing, and thinking skills are learnable—even if I don’t think I’m good at them. Literacy isn’t something extra on the plate—it IS the plate! Literacy is more than reading. Adolescents who are literate know and use reading, writing, listening, speaking, and thinking strategies to learn what they need/want to learn across all content areas. They can demonstrate and communicate that learning to others and transfer it to new situations and contexts. The instructor needs to select and learn strategies that support CTE content learning. Determine what types of reading, writing, and thinking your course demands. Find appropriate literacy support strategies that help students achieve learning tasks. Teach the strategies through gradual release of responsibility instruction until students can select and use the strategies independently: o Pre-assess and activate students’ prior knowledge of the strategy o Explicitly name, teach, and model the strategy using CTE text or resources o Provide guided practice in small groups several times until students “get it” o Have students use the strategy independently and give feedback on the result o Structure ways for students to use the strategy with new text or different genre The instructor needs to design lessons so literacy strategies inform content learning. Determine student outcomes What do you want the students to know and be able to do? Use content standards and curriculum expectations to define content concepts: National/state standards Content concepts and principles Student motivation and engagement Authenticity to real life

Define assessment measures How will you know students have achieved the desired outcomes? Ways to assess understanding: Student writing Class participation Proficiency on tests Demonstration through a task or project

Select literacy strategies to be used


Plan instruction What will the lesson include? Key instructional activities: Activating prior knowledge Building vocabulary Explicit content teaching Demonstration of “how to learn” skills Collaborative activities Instruction/coaching Materials/resources


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Before Reading Strategy: Triple-Entry Vocabulary Journal Description A strategy for learning new vocabulary that uses a three-column note taking format with columns for a word in context, definition in one’s own words, and a picture, memory aid, or phrase related to the word. Purpose Use before, during, and after reading to: Help students understand key words when reading text that may limit comprehension if they are not known Provide a more interactive way to learn new vocabulary than “assign, define, and test” Provide a way for students to cognitively process new words, resulting in more retention Help students develop a customized glossary to the text that provides words in context, applicable definitions, and personalized memory/study aids Directions 1. Determine the key words that students should understand while reading a selection. 2. Have students divide a notebook page into three columns. Label the columns: Word in context Definition in my own words Picture, memory aid, or phrase 3. Model the strategy with several words. In the first column, write down the sentence(s) within which the word is found, and underline or circle the word. Note the page on which you found the word. Look up the word in the dictionary. Choose the meaning that fits the context of the word in your text. Write down a definition of the word in your own words in the second column. In the third column, draw an image, jot a phrase, or create a memory device that will help you remember the word and its meaning. 4. Have students practice the strategy, sharing their definitions and memory aids. Extensions Have students select words they don’t know while reading. Assign a predetermined number of total words and/or how many words per page/section/ chapter the student should select to enter in their triple-entry journal for each reading selection. Jigsaw the word list to be found in a particular section of text and distribute different words to different students in small groups. Students then look through the text for the words before reading the selection to find the words, write them in the context of the sentence, and complete the strategy. Then the students in each group discuss and teach each other the words they will need to know for the text they are going to read. Have students compare and contrast each others’ responses and discuss the words they found and did not know, supporting the development of word knowledge.



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Triple-Entry Vocabulary Journal Template Course Title: ____________________________________ Word in Context

Definition in My Own Words


Name: ____________________ Picture, Memory Aid, Phrase


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Triple Entry Journal Examples by Dean’s Students The original TEJ strategy puts the word and its context/definition in the same column. Some students don’t understand why each element of a strategy is helpful to their learning.



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Triple Entry Journal Examples by Dean’s Students Some students like mixing drawings with words to remember the terms.



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Triple Entry Journal Examples from Dean’s Students Some highly verbal students find it difficult to visualize and draw. They often like downloading a graphic rather than drawing one.



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Triple Entry Journal Examples by Dean’s Students Dean lets students use their Triple Entry Journals during some class tests. This helps students understand the importance of accessing information during written communication and motivates them to complete their Triple Entry Journal Vocabulary assignments.



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Triple Entry Journal Examples by Dean’s Students



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Triple Entry Journal Examples by Dean’s Students It’s important with acronyms that students also know the meaning of the abbreviation.



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During Reading Strategy: Generating Thinking with Bloom’s Thinking Prompts Description Questions related to the six thinking skills in Bloom’s Taxonomy are purposely constructed to ensure students are stimulated to respond at all levels of the cognitive domain, especially the higher levels. Students may be asked to respond through quick writes, learning logs, tests, creative writing that answers the six prompts, role-audience-format-topic (RAFT) activities, or other writing or speaking activities. Purpose Use before, during, and after reading to: Establish a purpose for reading Help students develop their thinking skills at all levels of cognition Ensure learning assignments respond to all levels of cognition Deepen student comprehension of text, especially at the higher levels Stimulate original thinking through the use of open-ended questions Provide an array of questions to support differentiation in students’ products to demonstrate what they have learned Directions 1. Assess the cognitive demands of the reading assignment to determine which of the six levels of thinking are required for students to understand what they are reading. 2. Explicitly teach the students about Bloom’s Taxonomy of Critical Thinking and share a copy of the cue questions with them. 3. Develop questions in advance about the text and give them to students before they read, to provide a purpose for engaging with the text. 4. Model how to respond to Bloom’s thinking levels through think-alouds, whole group discussions, small group discussions, paired answers, and other methods to learn how to answer questions at the six levels. 5. Once students are comfortable with the six levels of thinking skills, assign independent afterreading tasks using questions from the chart. Extensions Provide choice for student responses by offering several questions from which they select one to answer for each of the six levels. Have students use the chart when previewing text before they read to set their own purposes for reading. Ask students to construct questions and answers about what they have read, using the cue questions on the chart.



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Writing Prompts Based on Blooms’ Taxonomy of Critical Thinking LOWER-ORDER THINKING SKILLS

HIGHER-ORDER THINKING SKILLS

1. KNOWLEDGE What is ? How is ? Where is ? When did _______ happen? How did ______ happen? How would you explain ? Why did ? How would you describe ? Can you recall ? How would you show ? Can you select ? Who (what) were the main ? Can you list three ?

4. ANALYSIS What are the parts or features of ? How is _______ related to ? Why do you think ? What is the theme ? What motive is there ? What conclusions can you draw ? How would you classify ? Can you identify the different parts ? What evidence can you find ? What is the relationship between ? Can you make a distinction between ? What is the function of ? What ideas justify ?

2. COMPREHENSION How would you classify the type of ? How would you compare ? contrast ? How would you rephrase the meaning ? What facts or ideas show ? What is the main idea of ? Which statements support ? Can you explain what is meant ? What can you say about ? Which is the best answer ? How would you summarize ?

5. EVALUATION Do you agree with the actions? the outcomes? What is your opinion of ? How would you prove ? disprove ? Can you assess the value or importance of ? What would you recommend ? How would you rate or evaluate the ? What choice would you have made ? How would you prioritize ? What details would you use to support the view Why was it better than ?

3. APPLICATION How would you use ? What examples can you find to ? How would you solve _______ using what you have learned ? How would you organize _______ to show ? How would you show your understanding of ? What approach would you use to ? How would you apply what you learned to develop ? What other way would you plan to ? What would result if ? Can you make use of the facts to ? What elements would you choose to change ? What facts would you select to show ? What questions would you ask in an interview with ?

6. SYNTHESIS (and transfer to new situations) What changes would you make to solve ? How would you improve ? What would happen if ? Can you elaborate on the reason ? Can you propose an alternative ? Can you invent ? How would you adapt _____ to create a different ? How could you change (modify) the plot (plan) ? What could be done to minimize (maximize) ? What way would you design ? What could be combined to improve (change) ? How would you test or formulate a theory for ? Can you predict the outcome if ? Can you construct a model that would change ? Can you think of an original way for the ?



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During Reading Strategy: Graphic Organizers Description This strategy uses a visual format like charts, diagrams, and graphs to help students organize, analyze, or conceptualize the components or aspects of a complex topic. This supports students to organize their thoughts and construct meaning from text. Purpose Use during and after reading to: Provide a visual way to analyze how information and ideas are linked Help organize information for note-taking, learning, and recall Show specific relationships, such as cause-effect, sequence, comparison-contrast Synthesize information from different locations in the text or from multiple texts Convey understanding of information and concepts so misconceptions can be seen Directions 1. Explain the purpose of using a graphic organizer to visualize how ideas link together. 2. Model how to complete a specific type of graphic organizer before asking students to complete that type in pairs and then individually. 3. After introducing several graphic organizers one at a time, present a variety of graphic organizers so students see how the shape of each graphic organizer shows how the information is connected. 4. Model for students how to select a graphic organizer depending on the purpose for organizing information: comparison, sequence, cause-effect, main idea-supporting detail, pro/con evidence, and so on. 5. Help students select an appropriate graphic organizer from the sample charts. 6. Assist students as needed while they organize the information. 7. Ask students how completing the graphic organizer helped them understand the text differently. Students might discuss this using a Think-Pair-Share or complete a Quick Write to respond. Extensions Have students show their graphic organizers to one another, explain how they used them for outlining/analysis/conceptualization, and discuss their effectiveness. Have students design creative variations of graphic organizers to fit the content. Have students use their completed graphic organizers as study guides, outlines for essays or other writing, or cue charts for question generating/answering a text (What is the main idea? What were the turning points in the chapter? What are the important steps in this process?).



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Examples of Outlining Graphic Organizers for Writing MAIN IDEA AND SUPPORTING DETAIL OUTLINE:

SEQUENCE

GENERALIZATION (WHOLE-TO-PART)

BEGINNING I. Main idea A. Subtopic B. Subtopic i. Explanation or example a. Detail b. Detail ii. Explanation or example C. Subtopic i. Main idea a. Subtopic b. Subtopic CONCEPT DEVELOPMENT (Part-to-Whole)

Event 1

Significance

Event 2

Significance

GENERALIZATION EXAMPLE EXAMPLE

Significance

Event 3

EXAMPLE END PROCESS CYCLE

Characteristic 1

COMPARE/CONTRAST

Step 1

Characteristic 2

Step 5

Step 2

CONCEPT

Characteristic 3

Step 4

Step 3

Characteristic 4 Characteristic 5

HYPOTHESIS

PROPOSITION SUPPORT OUTLINE

If these things occur . . . _________________ _________________ _________________ _________________

PROPOSITION Point of view

LIST-GROUP-LABEL 2.___ 5.___ 7.___ 1.___ 3.___ 6.___

4.___ 8.___

Benefits

SUPPORT

then these things will happen . . . _________________ _________________

1._________ 2._________ 3._________ 4._________ 5._________ 6._________ 7._________ 8._________

PERSUASION

1. 2. 3. 4. 5.

Facts Statistics Examples Expert authority Logic and Reasoning

DISCUSSION WEB

Supporting evidence/reasons

Recommended action steps

YOUR OWN IDEA

LABEL ______ ______

LABEL ______ ______

LABEL ______ ______



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List-Group-Label Template Course Title: ____________________________________

Name: ___________________

Topic: ______________________________________________________________________ Directions 1. In the first column, list the words that relate to the content concept. 2. In the second column, organize similar words into groups. 3. Think of a word or phrase that describes each word group and write it in the third column. List

Group


Label


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Examples of Analytic Graphic Organizers MAIN IDEAS

COMPARE/CONTRAST

GENERALIZATION GENERALIZATION EXAMPLE EXAMPLE EXAMPLE

CAUSE/EFFECT

PROCESS CYCLE

CAUSE(S)

SEQUENCE BEGINNING

EFFECT Step 1

CAUSE

Step 5

CAUSE

EFFECT

CAUSE

Event 1

Significance

Event 2

Significance

Event 3

Significance

Step 2

Step 4

Step 3

CAUSE

END SEMANTIC FEATURE ANALYSIS

CONCEPT MAP

PREDICTION ORGANIZER

Concept Terms

Key Features

CHARACTERISTIC

EXAMPLE EXAMPLE

CHARACTERISTIC

CONCEPT

EXAMPLE

I Predict

Evidence For

Evidence Against

Actual Outcome

EXAMPLE EXAMPLE

CHARACTERISTIC

CHARACTERISTIC

EXAMPLE

EXAMPLE CHARACTERISTIC

EXAMPLE

EXAMPLE

DISCUSSION WEB

PROPOSITION SUPPORT OUTLINE

FRAYER MODEL

PROPOSITION Essential Characteristics

Nonessential Characteristics

SUPPORT 6. Facts

Examples

Nonexamples

7. Statistics 8. Examples 9. Expert authority 10. Logic and Reasoning



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After Reading Strategy: Discussion Web Description This strategy promotes critical thinking by encouraging students to take a position for or against a particular point of view and requires them to establish and support evidence for their selected point of view based on their reading of narrative or expository texts. (Duthie, 1986) Purpose Use during or after reading one or more texts to: Provide a framework for analyzing an issue by citing evidence for or against a point of view before coming to a personal viewpoint Develop students’ ability to draw conclusions based upon evidence, not opinion Provide opportunities for active discussion and collaboration Help students organize ideas for writing and use evidence to support their point of view Encourage the use of multiple resources to determine a conclusion Develop appreciation for diversity and understanding that there are two or more sides to every question Help students refine their thinking by listening to opposing information or ideas Directions 1. Choose, or have students choose, an issue with opposing viewpoints. 2. Locate, or have students locate, a variety of resources that describe the issue. 3. Provide, or have students create, a guiding question to focus the discussion. 4. Have students work alone or in pairs to complete both sides of the discussion web, note text title and page numbers where they found the evidence, and form a tentative conclusion. Encourage them to be open-minded and suspend their personal judgment during the data collection. 5. Have two pairs work together to review their discussion webs and add additional arguments. Have the four students discuss all the evidence and come to consensus about the strongest point of view, based on the evidence (not personal opinion). 6. Have students create a conclusion that summarizes the group’s thinking and write it at the bottom of the web. Encourage them to avoid biased language. 7. Have each small group report their conclusions to the whole class. They should mention any dissenting viewpoints within their group. Limit the report to three minutes so all groups have time to present. 8. Have each student review his/her own tentative conclusion about the guiding question and then complete a one paragraph quick write that states the conclusion, citing the three to five key facts or reasons that support the conclusion. Extensions Have students write a personal reflection about how the issue has impacted their lives or the lives of others they know. Have students write a response supporting the opposite point of view.



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Discussion Web Template Course Title: _______________________________


Name: __________________________


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After Reading Strategy: Quick Write Description A versatile strategy used to develop writing fluency, to build the habit of reflection into a learning experience, and to informally assess student thinking. The strategy asks learners to respond in 2–10 minutes to an open-ended question posed by the teacher before, during, or after reading. Purpose Use before, during, and after reading to: Activate prior knowledge by preparing students for reading, writing, or a discussion Help students make personal connections Promote reflection about key content concepts Encourage critical thinking Organize ideas for better comprehension Increase background knowledge when shared Synthesize learning and demonstrate understanding of key concepts Reinforce vocabulary Provide a purpose for reading Assess student knowledge on the topic prior to reading Directions 1. Explain that a Quick Write helps engage students in thinking about a content topic before, during, and after reading. Stress that in a Quick Write, students respond to a question or prompt related to the text by writing down whatever comes to their minds without organizing it too much or worrying about grammar. 2. Select a topic related to the text being studied and define the purpose for the quick write: Examples: Summarize what was learned Connect to background information or students’ lives Explain content concepts or vocabulary Make predictions, inferences, and hypotheses Pose a question that addresses a key point in the reading selection 3. Tell the students how long they will have to do the writing, typically 2–10 minutes. 4. Use the Quick Write as part of instruction, assessment, discussion. Note: Typically a Quick Write is graded only for completion, not for quality or accuracy. Extensions Quick Writes can be assigned as part of students’ Learning Logs or Journals. Quick Writes can be used to think/brainstorm for a Think-Pair-Share. Students can generate their own Quick Write questions and prompts. Students can share their responses in small groups and compare their answers Students can work in small groups to create a quick write, with each student offering one sentence in a round-robin fashion. © 2008 PCG’s Center for Resource Management 200 International Drive, Suite 201, Portsmouth, NH 03801


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After Reading Strategy: Role-Audience-Format-Topic (RAFT) Description This strategy asks students to creatively analyze and synthesize the information from a particular text or texts by taking on a particular role or perspective, defining the target audience, and choosing an appropriate written format to convey their understanding of the content topic. (N. Vandervanter, in Adler 1982; Santa, 1988) Purpose Use before, during, and after reading to: $ Enhance comprehension of main ideas, organization, and point of view $ Process information and reflect in unusual ways about concepts they have read $ Provide a creative, authentic way of communicating what was learned that can enhance students’ engagement in writing or presentation tasks $ Encourage students to consider perspectives different than their own $ Help students communicate what they have learned using their preferred learning styles Directions 1. Explain what a RAFT is and why it is helpful. 2. Model a RAFT for students using a simple text or well-known concept/topic. 3. Assign a text for students to read. Before reading, note the different perspectives in the text. 4. Brainstorm 3–4 possible roles that students could assume in their writing. Typically multiple roles-audience-formats-topics are selected for a content concept, from which students may design their preferred RAFT. 5. Students select the four components that most interest them to communicate their learning.

Extensions When first learning the RAFT strategy, have students work in cooperative groups. Have individual students or small groups brainstorm the four RAFT components. Have students publish their RAFT writing/presentations to authentic audiences.



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Possible Roles, Audiences, and Formats for CTE RAFTs After selecting an idea from this general list, the student would identify the specific name of the person, group, organization, etc. Roles Animal Bum on the street City council member College admissions officer Eye of a camera Famous person Governor Guidance counselor High school dropout Historian Human brain Inventor Journalist Local community member Movie producer Museum tour guide Music or movie star My dog or cat My future boss My mom or dad My sister or brother Myself Object Person from a foreign country Place Police chief President of the USA Prisoner with a life sentence Psychologist Radio announcer Researcher School principal Scientist Sports hero State senator Team of experts Technical writer Teenager 100 years from now Tour director University professor Your own idea

Audience Advertising agency Alien from outer space Business manager Candidate for president Community agency Contest judge Encyclopedia author Enemy leader Famous person Foreign newspaper God or religious figure Government agency Job interviewer Local newspaper Mayor or community leader Military officer Millionaire My diary My friends My future children My parents Myself Object Other students Parents Person from another century Politician Publisher School board Senior citizen Store owner Teacher Teen magazine Teenager born in 2050 Television show character TV audience TV news analyst U.S. Congress United Nations Younger children Your own idea


Format Advertisement Advice column Article Blog Cartoon series Catalog Chapter of a book Comedy act Commercial Diary Drama script Editorial Film Form Game How-to manual Information chart Letter Magazine article Manual/instructions Map Most-wanted posters Multi-media project Newspaper article Parable Phone conversation script Photojournalism essay Poem Proposal Report Review Role play Science fiction Short story Song Story Theory TV news or documentary TV soap opera Web site Your own idea


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Successes in the Literacy Journey Dean Students became more engaged in the activities. The literacy focus shifted to “work to be done” rather than “complaining” about reading, writing, or other activities. Sometimes students modify strategies so the tool is more effective for their purpose. Retention of information, as well as understanding of concepts, improved. We covered less material, but got more out of the material covered. My teaching improved and students benefited. Students They learn to use strategies as tools to learn, just as they use tools to fix things. They learn shop thinking they can do is the same thinking that helps them read and write. They learn that they are able to learn. Self esteem and self efficacy improve. CTE literacy learning helps them soar with their strengths (CTE interest) while managing their weakness (reading and writing skills). Other CTE Literacy Mentors Many are experiencing high success with classroom and shop literacy applications. Many are teaching the strategies to other CTE teachers in their own center, sending high school teachers, regional literacy workshops, or the state MACTE conference. Two moved into college positions where they continue to embed literacy in coursework. Two received national recognition—Dean Emmerson, today’s presenter, and Peter Gagnon, featured in Classroom Connection, ACTE Techniques, February 2009. I felt I would have a chance to learn teaching strategies as well as improve my teaching skills and organization. I am still a fairly new teacher and believe I have much to learn. My own reading, vocabulary and writing skills can really use a boost. So I can really relate to how some of these kids are feeling. So I jumped in two feet, as always, and am treading water to beat the band. I am on a roller coaster with these strategies, but am enjoying the challenges that have presented themselves. I can do this. I get excited when we share our strategies and I get ideas from others. I have learned a great deal in the mentor workshops. —Sally Thompson, Drafting and Design, Lake Region Vocational Center, Naples, Maine To share stories with other mentors, try something new, and laugh at each other while spreading the gospel of literacy is just plain fun and rewarding. None of this would have been possible without the mentor training. —Brian Leavitt, Entrepreneurship Instructor, Coastal Washington County Institute of Technology, Machias, Maine Most of the class time is on jobsites away from the school. I had to convert strategies from paper format to a hands-on learning application in the field. The strategies are talked through and analyzed as a problem process to achieve an answer which in turn is another step in the construction process. I use 3-4 different strategies depending on our objective every day – they are now the biggest asset to my program! —John Milligan, Construction Management and Heavy Equipment Operations, United Technologies Center, Bangor, Maine. I have taken strategies from the training not only to use them in my classroom, but I have used them to help my sons. One hates to read, flat out does not like it. I showed him the coding strategy and the first time he used it in his English class he received a 93. He came back and I quote, “Why didn’t you show me how to do this back in grade school? That’s when I realized this should be taught at all levels. —Rainie Aucoin, Business Technology Instructor, Region 2 School of Applied Technology, Houlton, Maine.

Good luck to you as you begin or continue your literacy journey! © 2008 PCG’s Center for Resource Management 200 International Drive, Suite 201, Portsmouth, NH 03801


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A Toolbox of Reading Strategies Students Like Using in CTE.pdf ...

A Toolbox of Reading Strategies Students Like Using in CTE.pdf ...

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