harnessing reading apprenticeship conference powerpoint (with attendee brainstorms)

Harnessing RA

A Contextualized ESOL Level 6 Science CurriculumIncorporating RA Principles

Harnessing RA

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Reading Apprenticeship ConferenceMarch 11, 2016 Renton Technical College

Catherine DuvaSusannah BarrJennifer RohanYour Tour Guides

During this session today

The book The Boy Who Harnessed the Wind

Setting up a contextualized curriculum

Applied RA: Reading

Applied RA: Listening

Participant Activity: Mine Kafon Video and RA Principles

Applied RA: Math

Applied RA: Information Literacy and Culminating Projects

Q & A and Discussion



Applied RA: Reading



Applied RA: Math



The Boy Who Harnessed the Wind

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Ted Talks from William Kamkwamba

You can download, use, or modify these selected curriculum resources:http://libguides.greenriver.edu/appropriatetechnologies/curriculum

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William and the Windmill DVD

William and the Windmill GRC links:

http://media.greenriver.edu.ezproxy.greenriver.edu/content/res/WilliamAndTheWindmill/Part1

http://media.greenriver.edu.ezproxy.greenriver.edu/content/res/WilliamAndTheWindmill/Part2

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Applied RA: Reading



Applied RA: Math



The importance of podsInvolving adjunctsKeeping teachers in same pod for whole school year

Cross-pod pollinationCross-discipline (with physics division) pollinationUsing co-op funds to buy booksEvery level uses the same book which is connected to the theme of the quarterSame RA-inspired worksheetsStudent can write in book which is helpful for RA techniques

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Applied RA: Reading



Applied RA: Math



Worksheet Example

NRS Standards / RA Overlap for ReadingReading WorksheetsExamples College and Career Readiness Standards (CCR)ReadingReading ApprenticeshipQuestion #5Find evidence in this chapter that William was resourceful. Cite the evidence and the page and explain how the evidence supports your answer.

Question #7Find evidence from the text that William was a true scientist. Cite the evidence and the page and explain how it supports your answer. Reading CCR Anchor 1Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence to support conclusionsSOCIAL DIMENSIONSharing book talk

PERSONAL DIMENSIONDeveloping reader confidence and range

COGNITIVE DIMENSIONBreaking it down

Reading WorksheetsExamples College and Career Readiness Standards (CCR)ReadingReading ApprenticeshipQuestion #12Write a 6 word truth about these chapters.

Reading CCR Anchor 2Determine central ideas or themes of a text

PERSONAL DIMENSIONDeveloping reader confidence and range

COGNITIVE DIMENSIONGetting the big pictureMonitoring comprehension

KNOWLEDGE-BUILDING DIMENSIONDeveloping knowledge of word construction and vocabulary

Reading WorksheetsExamples College and Career Readiness Standards (CCR)ReadingReading Apprenticeship

Question #10William describes the circular relationship between electricity and deforestation on pages 56-57. Fill in the following chart.

People dont have electricity, therefore, in order to cook, they____________________________ .However, this causes the problem of __________________, and when that happens,_________________________________________________________ .Consequently, the electric company ____________________________ because_________________________________________________________________ .Then they_________________________ so they ___________________________and people are even less likely to afford electricity.Reading CCR Anchor 3 Analyze how and why individuals, events and ideas develop and interact over the course of a text.COGNITIVE DIMENSIONBreaking it downMonitoring comprehension

KNOWLEDGE-BUILDING DIMENSIONDeveloping knowledge of text structuresMobilizing and building knowledge structures

Reading WorksheetsExamples College and Career Readiness Standards (CCR)ReadingReading Apprenticeship

Questions #3, #6Turning text into picture, chart, graph

Reading CCR Anchor 7Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in wordsPERSONAL DIMENSIONDeveloping reader fluency and staminaDeveloping reader confidence and range

COGNITIVE DIMENSIONMonitoring comprehension

Book vs. MovieCCR Anchor 9Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.SOCIAL DIMENSIONSharing book talkCOGNITIVE DIMENSIONGetting big picturePERSONAL DIMENSIONDeveloping reader confidence and range

Journal Questions tied to Worksheets

Lexiles for Harnessing the WindPicture Book Version 910L ages 6-8Young Adult Version 860Lages 10-14Adult Version960Lages 14-18

Common Core Band 6th-8th(D) 925-1185

Lexile level for an in-class reading (more difficult, so RA very important here!)Ugandan to Aid GroupsSmoke Got in His Eyes



Applied RA: Reading



Applied RA: Math



Listening and RAWatching October Sky

https://www.youtube.com/watch?v=cP_OM5VVcSohttps://www.youtube.com/watch?v=h1F9-NKqDDk

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Information Literacy FrameworkCollege and Career Readiness Standards (CCR)

Listening and Speaking:

Listening ActivitiesCollege and Career Readiness Standards (CCR)Reading ApprenticeshipOctober SkyComparisons to The Boy Who Harnessed the WindMaking personal connections to the characters and themesDrawing on historical knowledgeDebates about the current space programListening CCR 1Prepare for and participate in a range of conversation and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively.SOCIAL DIMENSIONSharing listening processes, problems and solutionsCOGNITIVE DIMENSIONMonitoring comprehension

PERSONAL DIMENSIONDeveloping fluency and stamina

Field Trip to the Museum of Flight

With astronaut, John HarringtonVisiting the Rocket Boys ExhibitMuseum of Flight Field TripCollege and Career Readiness Standards (CCR)Reading ApprenticeshipObserving and taking notesDiscussing exhibits with peersAsking questions of museum staffInterviewing astronautListening CCR 2Integrate and evaluate information presented in different media an formats, including visually, quantitatively and orallySOCIAL DIMENSIONInvestigate the relationship between literacy and powerKNOWLEDGE BUILDING DIMENSIONBuilding knowledge of content and the worldBuilding knowledge of language



Applied RA: Reading



Applied RA: Math



Brainstorm: How might YOU use this videowith RA principles?

https://www.youtube.com/watch?v=fz8vfd5FT-4

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Brainstormed ideas from groupCombine predicting and visualize (from the bookmark). Visualize toys you have used. What do you predict will happen in this video? Stop video 20 seconds in. What does the video remind you of, what do you think this story is about?For a Reading 104 level. What do you know about this from your own world knowledge? Any vocabulary that students dont know? Ask them how they would find out. Refugee students in classes could be a trigger for these students. Having a class discussion before the video to prepare them.Listen to video with eyes closed. Can students describe? Then watch the video and describe visual objects. Use the transcript to delve into the story Think Aloud: What do you think about the story? Is it the ingenuity of the device? Is it fear?After-activity: How can you do something to affect your community? Children had talent for building wind toys and they reapplied that talent in new ways (ie: building Mine Kafons)Questions about technology: Is the product useful? What are some of the problems? Would this work in other countries?Drawing on nature: the device looked like a tumbleweed. Could you look in nature for inspiration for other appropriate technologies

Brainstormed ideas from groupPredictions: pause video after initial explosion ask students what they think will happenVocabulary different meanings of mine, what does Kafon mean? Teachers may not know what Kafon means, having teacher model a think-aloud What have you done in your childhood that bears upon your career goals? What did you see that was inspiring?Show without sound and do a predicting exerciseSubtitles: watch first without subtitles, ask what they understood, second time watch with subtitles and give guiding questions, such as how did he solve the problem?Social cohesion: what kind of toys did you play with?Personal experience anyone have experience with mines?



Applied RA: Reading



Applied RA: Math



Bringing in Math Through Context

"They areverygood," he says. "You see this 200 square meters? They clear it in only 30 minutes or 35 minutes. If you compare that to a deminer, it takes maybe two days or three days. The deminer will pick up all the fragmentation, the metal in the ground, but the rat picks up only the smell of TNT, not fragmentation or metal or a nail or a piece of crap in the ground.

Sullivan, M. (2015, July 31). In Cambodia, Rats Are Being Trained To Sniff Out Land Mines And Save Lives. Retrieved February 14, 2016, from http://www.npr.org/sections/parallels/2015/07/31/427112786/in-cambodia-rats-are-being-trained-to-sniff-out-land-mines-and-save-livesHow big is 200 square meters?

Heading outside to measure off 200 square metersDiscussing area and perimeterWork word problems and talking to the textStudent teachersSteveispaintingoneofhisdiningroomwalls.The wallis16feetby18feet.Thewallhasasquare windowthatis3feetby3feet.HowmuchareawillSteveneedtopaint?(Rememberyoudon'tpaint overthewindow!)



Applied RA: Reading



Applied RA: Math



Library Research: Information Literacy!

Information literacy is a set of abilities enabling students to recognize when they need information and to be able to ethically access, evaluate, and synthesize the needed information to achieve academic, career, or personal goals.

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Two Culminating Projects

Country ComparisonsAppropriate Technologies

from: Association of College & Research Libraries

Framework for Information LiteracyAuthority is Constructed and Contextual

Information Creation as a ProcessInformation Has ValueResearch as InquirySearching as Strategic Explorationfrom the Association for College & Research LibrariesSkills on a continuum from novice to advanced. Scholarship as Conversation

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Framework for Information Literacy

Information Has ValueResearch as Inquirygive credit to the ideas of others through attribution and citation recognize that some info is freely available (on the internet) and some info is found through special, paid tools (library databases)synthesize ideas gathered from multiple sourcesorganize info in meaningful ways

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CULMINATING PROJECTS:Integrating the Whole Enchilada!Information Literacy FrameworkCollege and Career Readiness Standards (CCR)Reading ApprenticeshipInfo Has ValueCiting sourcesfree/paid info

Writing CCR 8Use search terms effectively, quote, paraphrase and cite sourcesKNOWLEDGE-BUILDING DIMENSIONDeveloping knowledge of text structuresResearch As Inquiryinfo from multiple sources

organized into main ideasWriting CCR 7Conduct short research projects drawing on several sourcesReading CCR 2Determine main idea of text and provide summaryReading CCR 7Integrate info in different formats (texts, charts, graphs)PERSONAL DIMENSIONReader confidence and range

COGNITIVE DIMENSIONBreaking it down

KNOWLEDGE-BUILDING DIMENSIONDeveloping knowledge of text structures

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Two Culminating Projects

Country ComparisonsAppropriate Technologies

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Information Literacyand Culminating Projects

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Second Culminating Project

Appropriate Technologies

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Information Literacyand Culminating Projects

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Digital Storytelling

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Digital Storytelling

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Applied RA: Reading



Applied RA: Math



Thank you!

harnessing reading apprenticeship conference powerpoint (with attendee brainstorms)

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