Reading Apprenticeship Conference Renton Technical College March 12, 2016

1. A Contextualized ESOL Level 6
Science Curriculum
Incorporating RA Principles
Harnessing RA

2. Reading Apprenticeship Conference
March 11, 2016 Renton Technical College
• Catherine Duva
• Susannah Barr
• Jennifer Rohan
Your Tour Guides

3. 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

4. • 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

5. The Boy Who Harnessed the Wind

6. Ted Talks from William Kamkwamba

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

8. William and the Windmill DVD

9. • 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

10. The importance of pods
- Involving adjuncts
- Keeping teachers in
same pod for whole
school year
- Cross-pod pollination
- Cross-discipline (with
physics division)
pollination
Using co-op funds to
buy books
- Every level uses the
same book which is
connected to the
theme of the quarter
- Same RA-inspired
worksheets
- Student can write in
book which is helpful
for RA techniques

11. • 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

12. Worksheet Example

13. NRS Standards / RA Overlap for Reading
Reading Worksheets
Examples
College and Career
Readiness Standards (CCR)
Reading
Reading Apprenticeship
Question #5
Find evidence in this chapter
that William was resourceful.
Cite the evidence and the
page and explain how the
evidence supports your
answer.
Question #7
Find 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 1
Read closely to determine
what the text says explicitly
and to make logical
inferences from it; cite
specific textual evidence to
support conclusions
SOCIAL DIMENSION
• Sharing book talk
PERSONAL DIMENSION
• Developing reader
confidence and range
COGNITIVE DIMENSION
• Breaking it down

14. Reading Worksheets
Examples
College and Career
Readiness Standards (CCR)
Reading
Reading Apprenticeship
Question #12
Write a 6 word truth about
these chapters.
Reading CCR Anchor 2
Determine central ideas or
themes of a text
PERSONAL DIMENSION
• Developing reader
confidence and range
COGNITIVE DIMENSION
• Getting the big picture
• Monitoring
comprehension
KNOWLEDGE-BUILDING
DIMENSION
• Developing knowledge of
word construction and
vocabulary

15. Reading Worksheets
Examples
College and Career
Readiness Standards (CCR)
Reading
Reading Apprenticeship
Question #10
William describes the circular
relationship between electricity and
deforestation on pages 56-57. Fill in the
following chart.
People don’t 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 DIMENSION
• Breaking it down
• Monitoring
comprehension
KNOWLEDGE-BUILDING
DIMENSION
• Developing knowledge of
text structures
• Mobilizing and building
knowledge structures

16. Reading Worksheets
Examples
College and Career
Readiness Standards (CCR)
Reading
Reading Apprenticeship
Questions #3, #6
Turning text into picture,
chart, graph
Reading CCR Anchor 7
Integrate and evaluate
content presented in diverse
media and formats, including
visually and quantitatively, as
well as in words
PERSONAL DIMENSION
• Developing reader fluency
and stamina
• Developing reader
confidence and range
COGNITIVE DIMENSION
• Monitoring
comprehension
Book vs. Movie CCR Anchor 9
Analyze how two or more
texts address similar themes
or topics in order to build
knowledge or to compare the
approaches the authors take.
SOCIAL DIMENSION
• Sharing book talk
COGNITIVE DIMENSION
• Getting big picture
PERSONAL DIMENSION
• Developing reader
confidence and range

17. Journal Questions tied to Worksheets

18. Lexiles for Harnessing the Wind
• Picture Book Version 910L ages 6-8
• Young Adult Version 860L ages 10-14
• Adult Version 960L ages 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 Groups
Smoke Got in His Eyes

19. • 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

20. Listening and RA
Watching October Sky

21. • Information Literacy Framework
• College and Career Readiness Standards
(CCR)
Listening and Speaking:
Listening Activities College and Career
Readiness Standards (CCR)
Reading Apprenticeship
October Sky
• Comparisons to The Boy Who
Harnessed the Wind
• Making personal connections
to the characters and themes
• Drawing on historical
knowledge
• Debates about the current
space program
Listening CCR 1
• Prepare 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 DIMENSION
• Sharing listening processes,
problems and solutions
COGNITIVE DIMENSION
• Monitoring comprehension
PERSONAL DIMENSION
• Developing fluency and
stamina

22. Field Trip to the Museum of Flight
With astronaut, John Harrington Visiting the Rocket Boys Exhibit
Museum of Flight Field Trip College and Career Readiness
Standards (CCR)
Reading Apprenticeship
• Observing and taking notes
• Discussing exhibits with peers
• Asking questions of museum
staff
• Interviewing astronaut
Listening CCR 2
• Integrate and evaluate
information presented in
different media an formats,
including visually,
quantitatively and orally
SOCIAL DIMENSION
• Investigate the relationship
between literacy and power
KNOWLEDGE BUILDING
DIMENSION
• Building knowledge of content
and the world
• Building knowledge of
language

23. • 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

24. Brainstorm: How might YOU use this video
with RA principles?

25. Brainstormed ideas from group
• Combine 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 don’t 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”

26. Brainstormed ideas from group
• Predictions: pause video after initial explosion – ask
students what they think will happen
• Vocabulary – 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 exercise
• Subtitles: 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?

27. • 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

28. Bringing in Math Through Context
"They are very good," 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-
lives
How big is 200 square
meters?

29. • Heading outside to measure off 200 square meters
• Discussing area and perimeter
• Work word problems and talking to the text
• Student teachers
• Steve is painting one of his dining room walls. The
wall is 16 feet by 18 feet. The wall has a square
window that is 3 feet by 3 feet. How much area will
Steve need to paint? (Remember you don't paint o
ver the window!)

30. • 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

31. 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.”

32. Two Culminating Projects
• Country Comparisons • Appropriate Technologies

33. from: Association of College & Research Libraries
Framework for Information Literacy
• Authority is Constructed and Contextual
• Information Creation as a Process
• Information Has Value
• Research as Inquiry
• Searching as Strategic Exploration
from the Association for College & Research Libraries
Skills on a continuum from novice to advanced….
• Scholarship as Conversation

34. Framework for Information Literacy
• Information Has Value
• Research as Inquiry
• give 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 sources
• organize info in meaningful ways

35. CULMINATING PROJECTS:
Integrating the Whole Enchilada!
Information Literacy
Framework
College and Career
Readiness Standards (CCR)
Reading Apprenticeship
Info Has Value
• Citing sources
• free/paid info
Writing CCR 8
• Use search terms
effectively, quote,
paraphrase and cite
sources
KNOWLEDGE-BUILDING
DIMENSION
• Developing knowledge of
text structures
Research As Inquiry
• info from multiple sources
• organized into main ideas
Writing CCR 7
• Conduct short research
projects drawing on
several sources
Reading CCR 2
• Determine main idea of
text and provide summary
Reading CCR 7
• Integrate info in different
formats (texts, charts,
graphs)
PERSONAL DIMENSION
• Reader confidence and
range
COGNITIVE DIMENSION
• Breaking it down
KNOWLEDGE-BUILDING
DIMENSION
• Developing knowledge of
text structures

36. Two Culminating Projects
• Country Comparisons • Appropriate Technologies

37. Information Literacy
and Culminating Projects

38. Second Culminating Project
• Appropriate Technologies

41. Information Literacy
and Culminating Projects

42. Digital Storytelling

43. Digital Storytelling

44. • 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