Introduction to the Content Literacy Continuum: Focusing on Performance
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Transcript of Introduction to the Content Literacy Continuum: Focusing on Performance
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Introduction to the Content Literacy Continuum:
Focusing on Performance
Sue WoodruffSIM Professional Development Leader
[email protected](231) 557-3914
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Welcome & Introductions
• Sue• Pam• You
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Your Instructions…• Very, very quickly (no more than 2 minutes)• Identify yourself as a team• Talk briefly about the following…– Who makes up your team– Why you are attending the workshop– Something we may not know about your
school/town/district• Decide who will introduce your group• When it is your turn, the whole group should
stand
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Group Norms
SUE’S THOUGHTS…•Timer chime•Cell phones•Taking care of business
YOUR THOUGHTS…
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In your school groups…
Have a 5 minute discussion and talk about the following…–Think about the needs of your particular school or school district (depending on your group.)–What is the first thing you would like to see changed in order to help students perform at higher levels?
Remember – it must be something under your control.
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You could start here…
Individually…everyone fill in the blank for this sentence.
“Changing _________ would have the greatest impact on our students’ performance.”
Share your completed thoughts and have a dialogue about it. Compare your ideas, explore your ideas, and have conversation.
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Where we are going today…Introduction to the Content Literacy Continuum (CLC) FrameworkIntroduction to the Content Literacy Continuum (CLC) Framework
the big picture the big picture
by first considering
a way to think about a school when analyzing and implementing a course of
action in regards to content literacy and high level
thinking
a way to think about a school when analyzing and implementing a course of
action in regards to content literacy and high level
thinking
is about
routinesroutines
finally, by understanding
strategiesstrategies
then, by understanding
embedded within content
(gen ed)
embedded within content
(gen ed)
taught explicitly in a
support setting
taught explicitly in a
support setting
when when
then returning to
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Introduction to the Content Literacy Continuum (CLC) FrameworkIntroduction to the Content Literacy Continuum (CLC) Framework
the big picture the big picture
by first considering
a way to think about a school when analyzing and implementing a course of action in regards to high
level thinking and literacy.
a way to think about a school when analyzing and implementing a course of action in regards to high
level thinking and literacy.
is about
routinesroutines
finally, by understanding
strategiesstrategies
then, by understanding
embedded within content
(gen ed)
embedded within content
(gen ed)
taught explicitly in a
support setting
taught explicitly in a
support setting
when when
![Page 10: Introduction to the Content Literacy Continuum: Focusing on Performance](https://reader035.fdocuments.us/reader035/viewer/2022062304/5681387d550346895da02e6e/html5/thumbnails/10.jpg)
What questions are coming to mind?
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Let’s think about the big picture…
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“Oneness”
Listen to Ariel Bravy’s short article entitled,“Oneness is Like a Diverse Symphony”
React to this in your school groups.
Here’s the question…does this speak to you about your school?