About the Workbook Activities - Oregon



Oregon Adult College and Career Readiness Standards Language ArtsModule 1: The Four Dimensions of Performance The Process SkillsWORKBOOK20859757038975Table of Contents TOC \o "1-3" \h \z \u About the Workbook Activities PAGEREF _Toc52977405 \h 3Part 1: The Four Dimensions of Performance Activity PAGEREF _Toc52977406 \h 3The Four Dimensions of Performance Activity: Cooking PAGEREF _Toc52977407 \h 4Part 2: Rewriting the Process Skills Activity PAGEREF _Toc52977408 \h 5Rewriting the Process Skills: Reading PAGEREF _Toc52977409 \h 5Optional Activities PAGEREF _Toc52977410 \h 6Rewriting the Process Skills: Writing PAGEREF _Toc52977411 \h 6Rewriting the Process Skills: Speaking and Listening PAGEREF _Toc52977412 \h 7Process Skills Diary: Reading PAGEREF _Toc52977413 \h 9Reading Process Skills Guide PAGEREF _Toc52977414 \h 10Process Skills Diary: Writing PAGEREF _Toc52977415 \h 11Writing Process Skills Guide PAGEREF _Toc52977416 \h 12Process Skills Diary: Speaking and Listening PAGEREF _Toc52977417 \h 13About the Workbook ActivitiesThis workbook is the companion to the OACCRS Language Arts Module 1 training. You may print out the workbook or complete it digitally.Please check with your director for specific instructions about completing and turning in responses for the workbook activities.Part 1: The Four Dimensions of Performance ActivityThe Four Dimensions of Performance provide a way to think about skills development along a multidimensional continuum. In this exercise, we will begin by rating our cooking skill according to the Four Dimensions of Performance and then progress to using the same process to think about the language skills of our students.4 Dimensions of PerformanceDimension 1:Structure of Knowledge BaseWhat do I know?How do I organize and access what I know?Dimension 2:Fluency of PerformanceAm I able to perform the task automatically, or is it difficult?Dimension 3:Independence of PerformanceDo I know what to do in a particular situation?How much guidance do I need?Dimension 4:Range of Conditions for PerformanceIn how many different tasks and contexts am I able to use a skill?The Four Dimensions of Performance Activity: CookingIn your small group (15 minutes):Briefly introduce yourselves, and choose a timekeeper.Consider your cooking skills. Rate yourself in each of the Four Dimensions of Performance, from novice to expert.How do your ratings change when you consider different cooking tasks (e.g., making dinner for yourself vs. preparing dinner for a homeless shelter)?How do the 4 Dimensions of Performance levels relate to your students’ language performance levels?4 Dimensions of PerformanceDimension 1:Structure of Knowledge BaseWhat do I know (e.g., facts, rules, procedures, concepts), and how do I organize what I know?Do I know the difference between slice and mince?Do I know how to cook this dish without a written recipe?How do I organize and access knowledge?How do I organize my recipes and cooking information?Am I too tired to cook this now?Dimension 2:Fluency of PerformanceAm I able to perform the task automatically, or is it difficult?How are my knife skills? Will I cut myself if I go too fast?How much conscious thought do I have to put into that chopping task?Dimension 3:Independence of PerformanceDo I know what to do in a particular situation?Do I need help to cook a turkey?How much guidance do I need?When and where do I seek help to make the turkey?Dimension 4:Range of Conditions for PerformanceIn how many different tasks and contexts am I able to use a skill?Am I able to apply some of the same skills in a different context or task? Can I cook a romantic dinner, vegan or non-vegan meals for a week, a meal with ingredients I have never used before, or my favorite enchiladas for a group of 100?Part 2: Rewriting the Process Skills ActivityRewriting the Process Skills: ReadingInstructions: Rewrite each process skill component by paraphrasing, making sure to keep the same meaning.Reading Process ComponentOur WordsDetermine the purpose for readingSelect and use reading strategies appropriate to the purposeMonitor comprehension and adjust reading strategies as needed to deepen understanding of textUse textual evidence to analyze the content and reflect on the underlying meaningsIntegrate the content with prior knowledge to address the reading purposeOptional ActivitiesRewriting the Process Skills: WritingInstructions: Rewrite each process skill component by paraphrasing, making sure to keep the same meaning.Writing Process Component Our WordsDetermine the purpose for writingSelect and use writing strategies appropriate to the purposeDevelop and organize ideas using evidence to serve the writing purposeUse self-review and feedback from others to revise textUse English language conventions and edit text to increase reader understanding and meet the writing purposeRewriting the Process Skills: Speaking and ListeningInstructions: Rewrite each process skill component by paraphrasing, making sure to keep the same meaning.Speaking and Listening Process Component Our WordsDetermine the purpose for speaking and listeningWhen speaking, organize information to effectively serve the purpose and contextWhen listening, focus attention and choose listening strategies appropriate to the purposeReceive and convey information, paying attention to the conventions of oral English communication, including grammar, word choice, pronunciation, register, pace, and gesture in order to minimize barriers to communicationUse strategies to monitor one’s own comprehension and others’ comprehensionDetermine whether or not the purposes have been met, adjusting strategies as neededIntegrate new information with prior knowledge to address the purposes for speaking and listeningProcess Skills Diary: ReadingInstructions: Consider a lesson you’ve taught or would like to teach. Brainstorm how you addressed or would address each reading process skill in the left column.Reading Process Component How did you address each reading process skill?Determine the purpose for readingSelect and use reading strategies appropriate to the purposeMonitor comprehension and adjust reading strategies as needed to deepen understanding of textUse textual evidence to analyze the content and reflect on the underlying meaningsIntegrate the content with prior knowledge to address the reading purposeReading Process Skills GuideDetermine the purpose for readingWhat is your general purpose in reading this text?What are some specific things you want to get out of this reading?TRY: Read the title and look at the pictures. What do you notice about the way the text looks? Are there headings? Turn the headings into questions. What are the questions you think this text will answer?Select and use reading strategies appropriate to the purposeShould you read this text fast or slow?How often will you stop to check your understanding?TRY: Every heading/page/chapter.How will you keep up with the answers to your questions? TRY: Make a chart.How often will you make new predictions/questions?TRY: Every heading/page/chapter.What will you do if you come to a word you don’t know?TRY: Breaking the word down into its parts to figure out the meaning.Monitor comprehension and adjust reading strategies as needed to deepen understanding of textTune in to whether or not you are understanding as you read.TRY: Stop every paragraph or page and…cover the text and tell yourself what you read.answer any questions you wrote at the beginning.think of new questions for the next section.use sticky notes to summarize a section.draw a picture or diagram.Look for evidence and examples that help you understand more.Use different strategies when you get stuck:TRY: Reread, break down words you don’t know, use context clues,use the glossary or margin notes, look at pictures/charts onthe page.Use textual evidence to analyze the content and reflect on the underlying meaningsCan you summarize the main ideas from the readings?What evidence (statistics, research, etc.) does the author use to support their ideas? Can you make sense of the author’s writing?TRY: Making a graphic organizer or text map to “see” the informationin a different form.Integrate the content with prior knowledge to address the reading purposeDid you meet your general purpose? Your specific purpose? How do you know?TRY: Write or tell someone what you learned or the answer to yourpre-reading questions.? University of Tennessee Literacy Center, adapted 2014 by Tracy HenningerProcess Skills Diary: WritingInstructions: Consider a lesson you have taught or would like to teach. Brainstorm how you addressed or would address each writing process skill in the left column.Writing Process Component How did you address each writing process skill?Determine the purpose for writingSelect and use writing strategies appropriate to the purposeDevelop and organize ideas using evidence to serve the writing purposeUse self-review and feedback from others to revise textUse English language conventions and edit text to increase reader understanding and meet the writing purposeWriting Process Skills GuideDetermine the purpose for writingWho is your audience? Do they want/need to be informed? Entertained? Persuaded? Do you need to write formally? Informally? Use emoticons?What do you want to accomplish with your writing? Do you want to teach someone something? Do you want an A? Do you want to persuade someone? Do you want to show you understand? Select and use writing strategies appropriate to the purposeAre you stuck (writer’s block)? Try:Writing for 20 minutes without stoppingTaking a break and do nothing; resting your mindEat a snack, or make sure all electronics are offDevelop and organize ideas using evidence to serve the writing purposeUse graphic organizers such as Venn Diagrams for comparisons, T-charts for cause and effectIs the writing informal? Sound friendlier by using contractions and, if appropriate, emoticons and humor.Prioritize your ideas What is most important? Least important?Is the writing academic? You need an introduction, body, and conclusion. Don’t use contractions or abbreviations. If you need references or citations, use the library citation tools to create a Works Cited list. Make sure you introduce quotes and other evidence According to…. X (2015) states.... As noted in X (2020), etc. Use self-review and feedback from others to revise textRead your writing aloud. Sometimes you will catch mistakes with your ears that your eyes do not pick up. Be sure you take a break before you review your writing.Ask another person to read your writing and give feedback. Be careful! This person should not change your writing significantly. It still needs to be your work and your writing. Check with a tutor. Tutors are trained to give feedback and help you. Remember that the best writers revise, revise, and then revise!Use English language conventions and edit text to increase reader understanding and meet the writing purposeAre you using the same word over and over? Look up the synonyms on Google.Do all your subjects and verbs agree? He is, they are, etc.Check your punctuation. Remember rules for FANBOYS, subordinate clauses, etc.Check your pronoun references. Is it clear what or whom your pronouns refer to?Check your verbs. Do you know why you chose each tense that you chose?Capitalization and Italics. Are your titles capitalized? Are the titles of books and journal articles italicized? Are the titles of articles or video clips surrounded by quotation marks?Check for red and green lines. Have you right-clicked over any words or phrases that were flagged by your software to detect spelling and grammatical errors? This Writing Process Skills Guide is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License. To view a copy of this license, visit Skills Diary: Speaking and ListeningInstructions: Consider a lesson you have taught or would like to teach. Brainstorm how you addressed or would address each speaking and listening process skill in the left column.Speaking and Listening Process Component How did you address each speaking and listening process skill?Determine the purpose for speaking and listeningWhen speaking, organize information to effectively serve the purpose and contextWhen listening, focus attention and choose listening strategies appropriate to the purposeReceive and convey information, paying attention to the conventions of oral English communication, including grammar, word choice, pronunciation, register, pace, and gesture in order to minimize barriers to communicationUse strategies to monitor one’s own comprehension and others’ comprehensionDetermine whether or not the purposes have been met, adjusting strategies as neededIntegrate new information with prior knowledge to address the purposes for speaking and listening ................
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