Transcript Linking Literacy Strategies to Business Education

Katherine Loiselle
October 21, 2009
 Teach directly to students
 Continually reinforce
 Goal = students independently use
strategies
 Data Driven Decision-Making:
 CMT
 CAPT
 Program data (E-Portfolio reflections)
 Course data (Investing unit test)
1.
Explain purpose to students
2.
Model/demonstrate for students
3.
Use “think aloud” to model
thought process
 Computer Applications Text
▪ Textbook setup
▪ Observations made prior to reading
 Selective highlighting
 FEFE Cash Management
 Annotating
 Tips for Annotating
 Computer Applications Text
 Personal Finance
 FEFE Cash Management

Chunking
 Computer Applications WD-2

Safety Net
 Computer Applications WD-2

Word Walls
 Computer Applications WD-1, WD-2, Example
 Personal Finance (NYSE Example)
 Personal Finance (Word Wall Photo)
 Purpose = to make comparisons
 Personal Finance
 Banking
 EPS and P/E Ratio

Pre-assessment
 Personal Finance
▪ Journal Entry #1
▪ Journal Entry #2

Post-assessment
 Personal Finance
▪ Reflection
 Outline (5-Paragraph Essay)
 RAFT
 Personal Finance
▪ AIG Budget Travel (instructions, feedback)
 CRISS (additional examples)
▪
▪
▪
▪
Role = Ecologists
Audience = Local entrepreneurs
Format = Pamphlet
Topic = Plead for greener practices


Create awareness of transition styles
CRISS
 Comparison-Contrast
▪ Saving is different from investing because saving yields
less returns over time, while investing provides the
chance to realize greater returns over time.
▪ However, saving is similar to investing because although
there may be lower returns, savings accounts still
provide an opportunity to achieve financial goals in the
future.

Reading
Comprehension

Writing
 Journaling
 Pre-Reading
 Templates
 Active Reading
 Transitions
 Author’s Style
 Vocabulary
 Inquiry Chart