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Disciplinary Literacy

Disciplinary Literacy . Drew Price. Introductions . Create name placard and include the following information. First Name Grade/subject you teach Graphic representation or symbol of how CCSS affect the classroom. . Norms. Objectives (Declarative) . I hope that you leave knowing:

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Disciplinary Literacy

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  1. Disciplinary Literacy Drew Price

  2. Introductions • Create name placard and include the following information. • First Name • Grade/subject you teach • Graphic representation or symbol of how CCSS affect the classroom.

  3. Norms

  4. Objectives (Declarative) • I hope that you leave knowing: • What disciplinary literacy is and how CCSS addresses it. • The 6 instructional shifts dealing with Literacy • literacy strategies to help your students read/write/discuss complex texts • The benefits of Active Learning Vs. Passive Learning

  5. Objectives (procedural) • I hope that you will be able to: • Find and use more primary secondary sources to use during instruction • Plan lessons that implement literacy strategies to help scaffold the learning of your content • Find and use resources to help practice implementing literacy standards.

  6. Part 1: Common Core and Literacy What is CCSS asking me to do as a content area teacher in terms of literacy?

  7. What is Disciplinary Literacy? • Discuss with your table. Consider the following: • What qualifies as text in your discipline? • What skills are needed to interpret text in your discipline? • What skills are needed to communicate ideas in your discipline?.

  8. Disciplinary Literacy a confluence of Content knowledge Experiences and Skills Literacy Skills Demonstrating content knowledge Students read and write different ways for different disciplines.

  9. Disciplinary Literacy History Science Interpreting competing narratives Understanding Cultural Systems and time periods Distinguishing causes from coincidence Interpreting data (Stats, maps…) Interpreting technical texts Understanding complex processes and systems Distinguishing causation from correlation Interpreting data (diagrams, graphs,

  10. The 6 Shifts 1. Increase in non-fiction texts 2. Attention to disciplinary literacy in grades 6-12 (read like a …) 3. Increase in text complexity 4. Text–based questions 5. Using evidence from various sources (writing) 6. Academic Vocabulary

  11. Shift 1: 70% informational 30% ELA texts Content areas – Texts Short stories Novels Poems Drama Multi-media Advertisements Primary Sources Secondary Sources Autobiographies/Biographies Graphs, charts, maps, … Art Political cartoons

  12. Shift 3: Staircase of Complexity Look Familiar? Fist to Five: Self Assess 5= I know this and can teach it to anyone 1= What the heck is that?

  13. Text Complexity • Qualitative – readability reduced to a number (Lexile Score) • Qualitative – Levels of meaning, structure, language clarity, knowledge demands • Reader and Task: • Reader: Motivation, knowledge, experiences • Task: Purpose, complexity of assignment

  14. Role of text book? Text books contain condensed digested information and written deliberately to give students easy access to information. So what do we do with them? Scrap them completely? Use them Everyday as our main source for information. Line Up: Stand and arrange your selves in a single line (shoulder to shoulder) based on where your opinion lies between the two extremes above  Fold the line

  15. Shifts 4&5: Text Based Questions/Writing From Sources Evidence based conversations/writing Create activities questions where students cite text to defend arguments or support opinions, predictions, or hypotheses Analyze/synthesize multiple sources to generate their own informational texts with valid arguments

  16. Shift 6: Academic Vocabulary Tier 1:Words acquired through every day speech, usually learned in the early grades Tier 2:Academic words that appear across all types of text. These are often precise words that are used by the author in place of common words. (i.e. gallop instead of run). They change meaning with use. Tier 3:Domain specific words" that are specifically tied to content. (i.e. Constitution, lava) These are typically the types of vocabulary words that are included in glossaries, highlighted in textbooks and address by teachers. They are considered difficult words important to understanding content.

  17. How to Choose Tier 2 words: Wordle Activity

  18. Reflect on how you can implement these ideas into your practice 1. Increase in non-fiction texts 2. Attention to disciplinary literacy in grades 3. Increase in text complexity 4. Text–based questions 5. Using evidence from various sources (writing)6. Academic Vocabulary Take 2-3 minutes and jot down some take-always so far. Which of these shifts do you feel you are already doing well? How are you doing that? Are there any immediate adjustments you can make to your lesson planning and/or teaching styles?

  19. Part 2: Reading in the Content How can we teach the content and literacy skills at the same time?

  20. Consider This “By kindergarten, a gap of 32 million words already separates some children from linguistically impoverished homes from their more stimulated peers” (Wolf 2007) There is a Direct correlation between amount of time read per day and performance on standardized tests (Anderson, Wilson, Fielding, 1998) (National Endowment of the Arts, 2007)

  21. How much reading are students doing in school? How much reading should kids do during the school day? Ask students to chart how much reading they are doing during the school day. Kelley Gallagher (Readicide 2009) conducted an informal experiment and found his students were doing an average of between 13-17 minutes of reading during a 6period school day. He also found it was his honor students who read more than the kids that really need it most.

  22. 4 Corners Activity: Realities of Reading Directions: Move to a designated area based on your level of agreement with the following statements. Be prepared to defend your position.

  23. When students are assigned reading many of them don’t do it. 2. Students (even good students) know that if they don’t read, the teacher will fill them in later, so they avoid reading 3. Teachers often, knowing the above, forgo the reading altogether in favor of lecture/presentation/discussion 4. Teachers punish students for not reading with pop quiz (often followed by lecture/presentation/discussion)

  24. Replacing Reading Lectures Group Work Work Sheets Films Test Prep

  25. Activity!Personal Opinion Guide Article: Why Long Lectures Are Ineffective By Salman Khan

  26. More In Class Reading Hypothetical: What if your students came to class having read the entire text that was assigned with the help of knowledgeable adult and also discussed the text with several peers on the way to school. What if you become the adult and the other students in class become the peers?

  27. What about Struggling Readers? Characteristics of a struggling reader They lack fluency They have a limited vocabulary They have trouble decoding polysyllabic words Factors that lead to successful readers Positive Self-Concept Motivation Prior Knowledge Ability to use language to learn

  28. Struggling Readers Research indicates that students can read text well beyond grade level – with support of peers and/or a facilitating teacher that teaches strategies that help students learn to interpretively process the text (Dixon-Krauss 1996) (paraphrased from (MAX teaching 2004)

  29. Starting points to teaching literacy within the content In order to gain academic independence students must learn to examine within the lenses of each content: Text Structure Text Meaning Author Language/Historical Context

  30. Text Structure: Most informational text will fall into one of these patterns Chronological Problem/Solution Compare/Contrast Cause/Effect Sequencing (procedures) Description Narrative

  31. Myth: You have to become a reading teacher Content teachers are not expected to teach kids how to read. Content teachers ARE expected to give students tools/strategies tohelp them be able to independently read complex text within the content area.

  32. Explicit instruction of strategies 1. Discuss how to use the strategy and address why it is useful 2. Model the strategy using a think-aloud procedure 3. Provide guided practice with short sections of text 4. Apply strategies by designing activities that require the use of the strategy

  33. *modified from MAX Teaching (2004)

  34. Read Like a Historian Sourcing Contextualization Corroboration https://www.teachingchannel.org/videos/reading-like-a-historian-curriculum

  35. Reading and writing like a Scientist Focus on structure and text features (Abstract, Intro, Conlcusion, Data Charts) Focus on Academic Vocabulary https://www.teachingchannel.org/videos/problem-solving-with-technology

  36. Primary Source Documents https://www.teachingchannel.org/videos/choosing-primary-source-documents 2 Minute video about incorperated primary source documents in History

  37. Thinking Notes (Text Coding) https://www.teachingchannel.org/videos/student-annotated-reading-strategy

  38. Reflection Time! What resources do I need to help students read in my content area? What am I already doing on a regular basis to address literacy in my content? What can I start doing? What challenges Will I face?

  39. Part 3: Strategies! What are some strategies to help teach students content and meet literacy demands of complex texts.

  40. Frontloading: KWLE Problematic Perspectives Story Impressions Sourcing SoapsTone PQRST EXPLORE Writing Active reading/ Extension Anticipation Guide 3 level study guide Coding Cornell Notes GIST Focused Free-Writes Discussion Web Students need to learn Strategies to find their way around texts.

  41. Front Loading - KWL

  42. Frontloading: Problematic Perspectives • Step 1: Present problem • Discuss • Raise questions • Brainstorm solutions • Step 2: Assign reading (possibly from multiple sources) • Material should help lead to resolution of problem • Material should also lead to conceptual development

  43. Problematic Perspective Example You are an early European settler in 1680 in Massachusetts. You have been given permission 5 square miles of land to establish a town. Your job is to plan a town. Consider: What buildings would you construct first? Second? And so on… Why? How would you divide the land amongst the people? What about your own portion? Why? How would you govern the town? Why?

  44. Frontloading: Story Impressions

  45. Implementation Time: Frontloading PLC Jigsaw Each member of your PLC brainstorm a few ideas of how you would implement one of these strategies with a specific unit/standard in mind. Each member should only focus on 1 strategy.

  46. Tools to help Source Documents SOAPStone PQRST Sourcing Questions EXPLORE Writing

  47. Sourcing Questions Who wrote this? What is the author’s point of view? Why was it written? When was it written? (long time or short time after the event?) Is the source believable? Why? Why not?

  48. SOAPStone

  49. PQRST

  50. EXPLORE Writing

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