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Introduction to Disciplinary Literacy

Learn about the impact of disciplinary literacy on college and career readiness, compare instruction before and after MCC-R Standards, and explore disciplinary literacy practices in different subjects.

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Introduction to Disciplinary Literacy

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  1. Reading in History/Social Studies Science and Technical Subjects Maryland Career and College Readiness Conference Summer 2014 Introduction to Disciplinary Literacy

  2. Career Readiness • What skills do 21st century careers require?

  3. WHO AM I? Job responsibilities: Adjudicate cases and grant/deny applications for benefits Independently research, interpret, and analyze an extensive spectrum of sources Interview applicants, assessing credibility, and analyzing information to identify facts and considerations Exercise sound judgment in decision-making Write persuasive reports to communicate findings and recommendations to appropriate agencies Ensure national security by conducting background investigations and identifying individuals who pose a threat

  4. Immigration Officer

  5. WHO AM I? Job responsibilities: Perform statistical analysis. Complete technical writing. Collect field data. Utilize technical instruments and computers. Communicate data and findings to peers and public. Work in remote locations to monitor pollution or conservation efforts. Adhere to professional standards of research.

  6. Environmental Scientist

  7. Capacities of Literate Individuals INDEPENDENCE COMPREHEND AND CRITIQUE STRONG CONTENT KNOWLEDGE UNDERSTAND PERSPECTIVES AND CULTURES USE TECHNOLOGY VALUE EVIDENCE RESPOND TO VARIOUS DEMANDS

  8. Outcomes • Identify the impact of disciplinary literacy on preparing students for college, career, and civic life. • Identify the key points and differences among the MCC-R Standards in Literacy (ELA, Science/Technical Subjects, and History/Social Studies). • Compare instruction in a Science and Social Studies classroom before and after MCC-R Standards.

  9. 9-12 Disciplinary Literacy 6-8 Intermediate Literacy Intermediate Literacy 4-5 Pk-3 Basic Literacy Adapted from Shanahan, 2012

  10. NOT just Content Area Reading! Disciplinary Literacy is not using “generic reading and writing strategies to learn about science, math, history and literature.” McConachie and Petrosky, Content Matters, 2010

  11. What is Disciplinary Literacy? Disciplinary Literacy is the use of discipline-specific practices to access, apply, and communicate content knowledge. 

  12. Why Disciplinary Literacy? • Each discipline has specialized: • Ways of thinking • Language and vocabulary • Types of text to comprehend • Ways of communicating in writing

  13. PARCC Says… “All fields of study demand analysis of complex texts and strong oral and written communication skills using discipline-specific discourse. Because each discipline acquires, develops and shares knowledge in distinct ways, educators in each field must take ownership of building robust instruction around discipline-specific literacy skills to better prepare students for college and careers.”

  14. PARCC Assessments • Elementary 50% informational text 50% literary • Middle 60% informational text 40% literary • High 70% informational text 30% literary

  15. The Standards Side-by-Side History/Social Studies Reading, Grades 9-10 English Language Arts Reading Informational Text, Grade 9-10 Science and Technical Subjects Reading, Grades 9-10

  16. What does Disciplinary Literacy look like in a classroom?

  17. Moving….. From….. To…… Evidence -based responses both orally and in writing. Students immersed in “the work.” Increased close reading of a variety of informational texts. Analyze, synthesize, and critique information. Multiple sources of information. • Writing from a personal perspective… I think, I feel. • Teacher interpreting text. • Reading only textbooks. • Identify and memorize facts. • Using a single text to gather information.

  18. Social Studies High School

  19. Social Studies Before Common Core Text All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws. Resource: 14th Amendment to the Constitution. Section 1. Before Common Core What rights are protected by the 14th Amendment? Why are they important to us as citizens? Post Reading Task

  20. Social Studies with Common Core Anchor Text All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws. Resource: 14th Amendment to the Constitution. Section 1. Multiple Supporting Text Plessy v. Ferguson (1896) Brown v. Board of Education (1954) Korematsu v. United States (1944) Loving v. Virginia (1967) Regents of the University of California v. Bakke (1977) Resource: Bill of Rights Institute, http://billofrightsinstitute.org/resources/educator-resources/americapedia/amendments/fourteenth-amendment-general/equal-protection/

  21. Post-Reading Task • Common Core Analyze how decisions of these Supreme Court cases reflect an evolution of interpretation of the 14th Amendment in the United States.

  22. Science Middle School

  23. Before Common Core Text A rain shadow is a dry region of land on the side of a mountain range that is protected from the prevailing winds. Prevailing winds are the winds that occur most of the time in a particular location on the Earth. The protected side of a mountain range is also called the lee side or the down-wind side. Prevailing winds carry air toward the mountain range. As the air rises up over a mountain range, the air cools, water vapor condenses, and clouds form. On this side of the mountains, called the windward side, precipitation falls in the form of rain or snow. The windward side of a mountain range is moist and lush because of this precipitation. Once the air passes over the mountain range, it moves down the other side, warms, and dries out. This dry air produces a rain shadow. Land in a rain shadow is typically very dry and receives much less precipitation and cloud cover than land on the windward side of the mountain range. Windows on the Universe Before Common Core When winds that carry moisture from the ocean travel over the mountains the air (cools down or warms up), and becomes _________.

  24. After Common Core Anchor Text A rain shadow is a dry region of land on the side of a mountain range that is protected from the prevailing winds. Prevailing winds are the winds that occur most of the time in a particular location on the Earth. The protected side of a mountain range is also called the lee side or the down-wind side. Prevailing winds carry air toward the mountain range. As the air rises up over a mountain range, the air cools, water vapor condenses, and clouds form. On this side of the mountains, called the windward side, precipitation falls in the form of rain or snow. The windward side of a mountain range is moist and lush because of this precipitation. Once the air passes over the mountain range, it moves down the other side, warms, and dries out. This dry air produces a rain shadow. Land in a rain shadow is typically very dry and re Multiple Supporting Text

  25. Post-Reading Task After Common Core Use information from the texts to explain how winds and clouds in the atmosphere interact with landforms to determine the weather. RST.6-8.7 WHST.6-8.3

  26. Strive for classrooms that look and feel like literacy is a vehicle and not an addendum.

  27. Outcomes • Identify the impact of disciplinary literacy on preparing students for college, career, and civic life. • Identify the key points and differences among the MCC-R Standards in Literacy (ELA, Science/Technical Subjects, and History/Social Studies). • Compare instruction in a Science and Social Studies classroom before and after MCC-R Standards.

  28. For more information, contact: JoAnn RobertsLiteracy SpecialistMSDEjroberts@msde.state.md.us

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