College-Readiness Institute

Session II: Using the Reach for College ! Curriculum

Day 3 – August 4, 2010Ms. Sarah Elwell & Ms. Alisha Scruggs

Objectives of the SessionTo learn how the RFC Curriculum can be

used to supplement and enhance curriculum requirements and standards

To understand how the RFC curriculum can be infused as part of classroom work to improve CCR

To learn at least three specific, classroom-tested strategies that can help students set CCR goals and work toward those goals using the RFC curriculum

To create a unit of several lesson plans incorporating the RFC curriculum in your usual classroom work

How can RFC be used to supplement and enhance curriculum requirements & standards?Ninth Grade DCPS Reading/English Language Arts Standards

Using and understanding spoken words (Language Development) Using text to persuade through arguments supported by evidence,

to give directions, and to convey facts and ideas in other ways (Informational Text)

Learning from and enjoying stories, poems, and plays (Literary Text)

Using materials to find out information (Research) Using written words to share information, ideas, and feelings

(Writing) Getting information from television, film, Internet, or videos (Media) Knowing how to spell and use grammar correctly (English

Language Conventions) Adapted from: http://dcps.dc.gov/DCPS/Files/downloads/TEACHING

%20&%20LEARNING/Learning%20Standards%202009/DCPS-GRADE912-PARENTGUIDE-ENG.pdf

By the end of 9th Grade, DCPS 9th graders should be able to: Deliver focused oral presentations that use details, examples, or

anecdotes to express information or a point of view. Use proper eye contact, pace, and volume; pronounce words correctly

and clearly; and use gestures to express ideas effectively. Show how a speech uses emotion, images, examples, and other methods

to connect with the audience. Analyze the characters, structure, and themes of classical Greek drama

and epic poetry. Describe the different functions of a playwright, director, technical

designer, and actor. Discuss the strengths and weaknesses of different information

resources, including the Internet. Write well-organized stories that have a clear theme, sensory details,

and specific language. Explain the techniques used in a radio or television message to reach a

specific audience. Adapted from: http://dcps.dc.gov/DCPS/Files/downloads/TEACHING%20&

%20LEARNING/Learning%20Standards%202009/DCPS-GRADE912-PARENTGUIDE-ENG.pdf

Who can implement the program?Teachers (in conjunction with general content

area)English, Math, Oral Communication

Guidance Counselors Senior advisory/Capstone

AdministratorsAssisting with instruction in an advisory period or

afterschool programAdditional ideas:

Community based organizational staff SAT Prep personnel

How can the program be infused?Reach for College! supports many different

forms of implementation models:Advisory periods (20 min. daily)Once/week (90 min)Twice/week (45 min per period)After school (varies)Weekend (varies)

How is the program infused?Educators providing the program are

provided with a guided Scope & Sequence to follow on a weekly basis

Refer to Scope & Sequence handouts for each textbook

Textbook Pacing Suggested activities

Ch. 1, pp. 1-12 (September)

1) We highly recommended that you have students go to www.careervoyages.gov to learn about various careers by watching 90- second videos about careers they’re interested in.  These short videos explain and show what someone in this career does and the usual educational requirements. After they’ve explored careers they might be interested in, have them complete assignment 2 (p.16-17). 

Classroom-Tested Strategies The classroom-tested strategies being

discussed focus on lessons for 9th and 10th graders

Reach for College! curriculumNinth Grade Skills for Success Textbook

Ninth Grade, 1st SemesterSkills for Success Now & After Graduation

Tenth Grade, 1st and 2nd Semester

What are the topics?Ninth Grade Skills for Success Textbook

TopicsWelcome to High SchoolKnow that education beyond high school leads

to success in lifeSet goals for success in high school and

beyondUse time-management skillsPerfect your study skillsMake good decisionsAdopt successful attitudesEnvision your future

What are the topics?Skills for Success Now & After Graduation

TextbookEducation beyond high school leads to success in

lifeSet goals for successTime-managementStudy skillsEssay writingResearch PaperOral presentationsSuccessful attitudes

Ninth Grade Skills for SuccessClassroom-Tested Strategy #1Researching careers online

Have students go to: www.careervoyages.gov to learn about various careers by watching 90- second videos about careers they’re interested in. 

These short videos explain and show what someone in this career does and the usual educational requirements.

After they’ve explored careers they might be interested in, have them complete assignment 2 (p.16-17). 

You could also have students create brochures highlighting the education needed and characteristics of various careers.

Ninth Grade Skills for SuccessClassroom Tested Strategy #2Learning the Vocabulary of Higher Education

Utilize the worksheet, “Be an Informed Consumer”Review the terms with the students, have the students

make flashcards with terms and definitionsCreate a jeopardy game that quizzes students in the

following areas: Types of institution Financial Literacy Steps to postsecondary educationThis activity complements Chapter 4 of the textbook.

Ninth Grade Skills for SuccessClassroom Tested Strategy #3Goal-setting as individual students or class

Have students work individually to declare two short term goals that can be accomplished during the semester. Have students present their goals to the class (including their plans,

their deadlines, and why these goals are important to them). Post in a visible area in the classroom. Then, have them track their progress giving periodic progress

reports to the whole class. Have students determine as a class what they would like to

achieve as a class. They could decide they want to achieve a certain average score on

SAT or ACT exam or on the PSAT exam, the number of college applications, etc.

These activities complement Chapter 2 in the textbook

Skills for Success Now & After GraduationClassroom Tested Strategy #1“Success Collage” or “Vision Board”

Have students create a collage using magazines and newspapers about what “success” in their eyes looks like. (Ch. 1, pg. 3-7, September)

Have students cut the magazine/newspaper clippings, glue them on construction paper, and then write a paragraph of how they plan to accomplish that success.

Present their collages in front of the class.Post the collages in a visible area of the

classroom.

Sample of Success Collage

Skills for Success Now & After GraduationClassroom Tested Strategy #2Effective Writing Strategies

A) Have students write an article about themselves ten years from now. Where did they attend college? What job(s) have they had? Where and what do they do to volunteer for

their community? Compile all of the submissions and put in a

mock High School Alumni Bulletin and post in class.

This lesson complements Assignment #1 (p.5)

Skills for Success Now & After GraduationClassroom Tested Strategy #3Building positive support networks

Discuss available resources at school, in a community, or in a college setting to help students overcome obstacles (Ch. 2, pg. 16-23, September).

Have students brainstorm in pairs the available resources at school (recreational, social, psychosocial).

Create brochure of resources in each area at the various levels of education or in local community.

Post the brochures in a visible area of the classroom.

Skills for Success Now & After GraduationClassroom Tested Strategy #4Building Readiness to take notes in

collegeCornell Note-Taking ActivityUse the Cornell Notes template (provided)Watch a “You Tube” Video of College Class:

http://www.youtube.com/watch?v=32wIKaLkvc4

Have students take notes to see how well they do, practice this skill over a semester to build college-readiness

Complements Chapter 3 & 4 (Study skills)

Career Skills for Success After GraduationClassroom Tested Strategy #1Employability Skills: Resume Writing

Share student resume exemplars.List of action verbs.http://www.bc.edu/offices/careers/skills/resumes/

verbs.htmlList of sample objective statements.http://jobsearch.about.com/od/sampleresumes/a/

sampleobjective.htmResume templates in MS Word 2007.Technology Connections: create a video resume; post

resume on LinkedIn or a similar professional networking site

Complements Chapter 6, Assignment #18

Career Skills for Success After GraduationClassroom Tested Strategy #2Interview Skills: Mock Interview

Activities for cultivating positive non-verbal communication.

Distribute sample job description.Examine list of common interview questions.http://www.acpeople.com.au/interview/questions.aspWatch videos of interviews and advice for interviewing

well.http://www.5min.com/Video/How-to-Ace-a-Job-Interview-

259872384 Interview role play.http://www.ccd.me.edu/careerprep/

CareerPrepCurriculum_LP-6.pdfOfficial mock interview with feedback forms.Technology Connections: film and analyze mock

interviews; watch film clips of job interviewsComplements Chapter 8, Assignment #22

Career Skills for Success After GraduationClassroom Tested Strategy #3SAT Prep: Building Vocabulary

Distribute weekly word lists.Students write the word, definition and draw or paste a

picture or related symbol. Students then post to create a SAT Prep Word Wall.

To make the wall interactive, allow students to vote for favorite words, chart how often they hear/use the words, or write sentences and post parts of articles that include the vocabulary.

Technology Connections: Register for Student Edge http://www.petersons.com/college-search/word-of-the-day.aspx

Respond to an SAT Question of the Dayhttp://sat.collegeboard.com/practice/sat-question-of-the-day

Complements Chapter 5, Assignment #16

Career Skills for Success After GraduationClassroom Tested Strategy #4Essay Writing: Autobiographical/Personal

StatementBrainstorm topic ideas.Carousel with large sheets of chart paper “Worst

Moments”; “Best Moments”; “Dreams”; “Fears”; “Role Models”

Organizing a Personal StatementCut a news article or sample essay into paragraph pieces.

Have students work in groups to reassemble in the order that makes the most sense.

List of sample hooks.http://forums.atozteacherstuff.com/showthread.php?

t=53699http://www.oncoursesystems.com/documents/0d80d3c5-

b0cc-4759-a1cb-579ee13800bb/393519-354533/downloadFile.aspx

Technology Connections: use a blog or wiki for students to post part or all of their personal statement and receive peer feedback.

Complements Chapter 6, Assignment #19

Apply for Success After GraduationClassroom Tested Strategy #1College Selection

College Vocabulary BingoTemplate:

http://www.educationworld.com/tools_templates/bingo.doc College Profiles:www.petersons.com; www.collegeboard.com;

www.collegenet.com; www.collegeview.com; www.gocollege.com; nces.ed.gov/collegenavigator

Worksheets: http://www.webreader.com/download/worksheets.pdf

College VisitsSummary Sheet:

http://www.pbs.org/tenstepstocollege/visit.pdf#search=%22college%20planning%20workbooks%22

Technology Connections: take a virtual tour; browse university Facebook pages; show videos of college campuses

Complements Chapter 4, Assignments #8-10

Apply for Success After GraduationClassroom Tested Strategy #2College Application/Letters of Recommendation

Filling out applications properly.OnlinePaper-basedChart admissions requirements.Set up parent workshop.Compile “brag sheet” to help

teachers/mentors/counselors write letters of recommendation.

Template: http://www.alvord.k12.ca.us/LaSierra/guidance/BragSheet.pdf

Technology Connections: show film clips; access and fill out online applications; create a glog with linked college information

Complements Chapter 4, Assignments #15 and 16

Apply for Success After GraduationClassroom Tested Strategy #3Financial Aid and Scholarship Applications

College-Associated CostsPockets DisplayScholarship Application BankCopies of resume, transcript, essays, letters of

recommendationFinancial Aid Center in ClassroomGrants, Scholarships and LoansTechnology Connections: sign up for www.fastweb.com

and www.scholarships.com; visit www.rfchelp.org, www.reach4success.org, doublethenumbersdc.org, www.dccap.org

Complements Chapter 5 and 6, Assignments #17, 24-27

Apply for Success After GraduationClassroom Tested Strategy #4Educational and Career Goal Setting: Timeline

Set short-term and long-term goals. Explore educational pathways to potential careers.

www.bls.gov/oco Create a visual display of student’s life in the next 15-20 years.

This could be in the form of a poster or on a 3-panel project board.

Store copies of all timelines in a “time capsule”. Technology Connections: examine interactive timelines of

notable peopleMichael Jordan:

http://www.chicagotribune.com/sports/basketball/bulls/michaeljordan/chi-jordan-timeline-html,0,6777063.htmlpage

Obama and McCain:http://www.washingtonpost.com/wp-srv/politics/interactives/

campaign08/timeline/ Complements Chapter 3, Assignment #7

Questions?Do you have any additional questions?

For more information, please feel free to contact us:

Alisha Scruggs Sarah ElwellInterim Program Director Teacher/LibrarianReach for College! CHECascruggs@reachforcollege.org

sarah.elwell@dc.gov(202) 246-0607 (work cell) (202)271-8344

(cell)