Disciplinary Literacy

DREW PRICE

Disciplinary Literacy

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: 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

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.

Part 1: Common Core and Literacy

What is CCSS asking me to do as a content area teacher in terms of literacy?

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?.


a confluence of 1. Content knowledge2. Experiences and Skills3. Literacy Skills4. Demonstrating content knowledge

Students read and write different ways for different disciplines.

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,


The 6 Shifts

1. Increase in non-fiction texts2. Attention to disciplinary literacy in grades

6-12 (read like a …)3. Increase in text complexity4. Text–based questions5. Using evidence from various sources

(writing)6. Academic Vocabulary

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

Shift 1: 70% informational 30%

Shift 3: Staircase of Complexity

Fist to Five: Self Assess

5= I know this and can teach it to anyone

1= What the heck is that?

Look Familiar?

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

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

Shifts 4&5: Text Based Questions/Writing From Sources

Evidence based conversations/writingCreate 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

Shift 6: Academic VocabularyTier 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.

How to Choose Tier 2 words: Wordle Activity

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?

Part 2: Reading in the Content

How can we teach the content and literacy skills at the same time?

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)

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.

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.

1. 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)

Replacing Reading

Lectures

Group Work

Work Sheets

Films

Test Prep

ARTICLE:WHY LONG LECTURES ARE INEFFECTIVE

BY SALMAN KHAN

Activity!Personal Opinion Guide

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?

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

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)

Starting points to teaching literacy within the content

1.Text Structure2.Text Meaning3.Author4.Language/Historical Context

In order to gain academic independence students must learn to examine within the lenses of each content:

Text Structure: Most informational text will fall into one of these patterns

1.Chronological2.Problem/Solution3.Compare/Contrast4.Cause/Effect5.Sequencing (procedures)6.Description7.Narrative

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.

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

FrameworkFor Reading

Before Reading During Reading After Reading

Content Motivation for reading. Access Prior Knowledge, predict content, and provide concrete purpose for reading

Individual silent reading for personal interpretations. Students record thinking somehow.

Extensions: Through reading, writing, discussing.

Literacy Skill Introduce/Model Skill (Think alouds)

Guided practice of Skill

Reflection on how well the skill worked

Cooperative Learning

Commit to writing! Followed by small group discussion (2-4)

Individual gathering of data for discussion (based on purpose for reading)

Attempt to achieve group consensus. Small group - Whole Group

*modified from MAX Teaching (2004)

Read Like a Historian

SourcingContextualizationCorroboration

https://www.teachingchannel.org/videos/reading-like-a-historian-curriculum




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





Primary Source Documents

https://www.teachingchannel.org/videos/choosing-primary-source-documents

2 Minute video about incorperated primary source documents in History




Thinking Notes (Text Coding)

https://www.teachingchannel.org/videos/student-annotated-reading-strategy




Reflection Time!

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?

What resources do I need to help students read in my content area?

Part 3: Strategies!

What are some strategies to help teach students content and meet literacy demands of complex texts.

Students need to learn Strategies to find their way around texts.

Frontloading: KWLE

Problematic Perspectives

Story Impressions

Sourcing SoapsTone

PQRST

EXPLORE Writing

Active reading/ ExtensionAnticipation Guide

3 level study guide

Coding

Cornell Notes

GIST

Focused Free-Writes

Discussion Web

Front Loading - KWL

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

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?

Frontloading: Story Impressions

Implementation Time: Frontloading

PLC JigsawEach 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.

Tools to help Source Documents

SOAPStone

PQRST

Sourcing Questions

EXPLORE Writing

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?

SOAPStone

S Subject General Topic, content, and idea in the text

O Occasion

Time, place, context or situation

A Audience

Group of readers to whom piece is directed

P Purpose Reason behind the textS Speaker The voice through which the

text speaksWhat is the author’s attitude? Tone? Style?

PQRST

Preview Preview chapter without reading. Pay attention to Headings, graphics, charts…

Question Write questions related to each subtitle or main idea (Could combine with Cornell Notes)

Read Read silently – thinking about how you would summarize the passage

Summarize Summarize with book closed into your two column notes

Touch up and Test Open book and add any important details and use notes to study by testing yourself

EXPLORE Writing

EXploreType of writing?Characteristics of this Type?

PurposeWhat is the author’s purpose? How does it impact your reading?

LanguageWhat are the key words/concepts critical to reading this?

Organizational FeaturesWhat is the text structure?What text features help with reading?

RelateMake a connection to another reading or your personal life to make the reading more memorable.

EvaluateHow does this writing compare to other writings on the same topic?

Implementation Time:

Discuss with your PLC groups the value of “Sourcing” texts while reading.

Which strategies above can your PLC commit to using.

Would there be value in including other contents into this discussion, so students are exposed to the same strategy multiple times?

Active Reading Strategies

Hunt for Main Idea

Anticipation Guides

3 level Study Guides

Discussion Webs

Coding Texts

GIST

Episodic Notes

Hunt for Main Idea

Each student is responsible for listing at least 1 main idea from reading

Cannot be one that another student has said

Teacher logs all ideas on board

End with a follow up activity: Categorizing, Consensus….

Anticipation GuideText Complexity article.

Directions: Place an + next to the following statements if you agree and a – if you disagree. Read the article and seek evidence that defends your stance. (feel free to change stances). Jot down page and paragraph number when you find support. (there can and should be multiple pieces of evidence).

1. Most people do not participate in activities they do not excel in if they can help it.

2. Assigning failing grades to unmotivated readers will teach them to be motivated.

3. Students with low literacy skills should not be asked to read texts above their levels.

4. You can lead a horse to water, but you can’t make them drink.

‘Bagging a ‘berg may solve water worries:scientist’by Simon Grose, The Canberra Times (November 20, 2001)

Read the text and then look at the following statements. Respond to the statements in each section. + if you agree, - if you disagree. Find and record evidence to defend your opinions.

Level 1 Literal Statements (Right there) Does the text say this? What words support your answer? Icebergs are worth a lot of money. Australia is developing a system for bagging icebergs. Towing icebergs is no longer expensive. Level 2 Interpretive Statements (Between the lines) Does the text give you this idea? What words and phrases support your answer? It is inexpensive to harvest an iceberg. Icebergs will soon be used widely to supply water to dry regions of the

world including Australia. Companies in Germany and America are developing this technology

because their countries are running out of water. Supplying water is a profitable business. Icebergs have already been towed to Africa. Level 3 Applied Statements – (Beyond the text) Do you agree with this? Why? Be prepared to share your reasons. We don’t need to conserve resources because technology will

always overcome these concerns. Australia will greatly benefit from this new technology.

Text Coding

+ I agree (or like)

- I disagree (or dislike)

? I have a question about this

??? I don’t have a clue what this means

Discussion Web

GIST Summarizing Strategy

Step 1: Read pre-determined amount of textStep 2: Summarize the text in 30 wordsStep 3: Read a few more paragraphsStep:4 Summarize all reading, but limit to 25

wordsStep 5: Repeat until finished with reading

and entire text is summarized into 20 wordsOptions: Students can post summaries and

vote on them or do a Carousel activity

Implementation

With your PLC, choose a unit or standard and create one of the following:

Anticipation Guide3 Level Study GuideDiscussion Web

* Also discuss how the lesson could be enhanced by incorporating outside texts

Academic Vocab

What were some of your experiences with learning vocabulary in content area classes?

Consider the following

“Although students may be able to verbalize a dictionary definition of the word, their ability to apply it in a variety of ways, may be limited” (Vacca, Vacca 2008).

“Teachers can help students build conceptual knowledge of content area terms by teaching and reinforcing the concept words, in relation to other concept words” (Vacca, Vacca 2008).

“[looking up lists of words and using dictionary or glossary to define them, memorize them, for test on Friday] is a meaningless, purposeless activity – an end in itself, rather than a means to an end” (Vacca, Vacca 2008).

How were you taught Vocabulary

Take a minute to reflect on how you learned vocabulary words.

What worked and what didn’t? Will the same strategies work for our students?

Academic Vocabulary (Marzano, Simms 2013)

1. Provide Description (explicit instruction)

2. Students Restate their knowledge

3. Students create graphic representation

4. Periodic Activities that add to knowledge

5. Ask students to discuss using words

6. Play games using words

Term: Topic: My Understanding 1 2 3 4

Describe: Synonyms:

Antonyms:

Draw: Additional Notes:

Academic Notebook Template

Kinesthetic Matching Activity

Step 1: Create at least 2 sets of the following in different colors: On a card or paper, write key terms. On separate paper write a description

Step 2: Place all cards/papers around the room (both sets) during (this is done prior to students come into class)

Step 3: Split class into 2 teams and have each team find all the cards with their color and work together to match terms with definitions

Variations: terms – examples, categories – terms, terms, description – examples, questions – answers, put in chronological order…

Activities Games

Free AssociationComparingClassifyingAnalogiesMetaphors

What’s the ?CharadesPyramid GameDraw meMile a Minute

Activities/Games

Activating Prior Knowledge

Reinforce and Extending Vocab Knowledge

Word Exploration Brainstorming List Group

Label Word Sorts (open/closed) Concept Checks

Semantic Feature Analysis Categorization Concept Circles/Frayer Explicit Roots/Prefix

instruction Use dictionary only to

verify or help students determine “best fit” definition

Acquisition of Vocab is not separate from developing ideas/concepts within content area

Using Context: VSS and Word Maps

Prior Knowledge

Word Exploration: Before diving into texts explore what you already know about concept (Civil War, Natural Selection…) through writing. Share with class and note similarities and differences.

Brainstorm – List Group Label: Provide general concept (Civil War, Natural Selection…) brainstorm whole class or small group on previous knowledge. List facts (accurate or not), Group facts into categories, then Label the categories.

List Group Label

Open Closed

Word Sorts

Concept Check - Sample

Term Can Define Have seen/heard

?

Proficiency Scale

X

Common Assessment

X

Text Complexity

X

Lesson Segments

X

Learning Goals

X

Using Context: Vocabulary Self Selection (VSS)

Goal: Use context to determine meaning. Process: 1: Student Teams read a passage and select a vocab term to study.

2: Students Present the word to class and answer the following questions: Where was the word found? What does the team think it means based on context? (may

use reference source if needed) Why did the team think the class needed to learn the

word?

3. Students record each word and their meanings for future activities.

Context Clues

Metaphor Chart

Term General Description TermPhotosynthesis Filling up a car with

gasA process where plants take energy from the sun and use that energy to grow.

Uses a source of fuel for energy

Putting gas into the tank gives a car the energy to go.

Plants take in Co2 and release O2

Converts something into something else

Cars in take gas/diesel and release Carbon Monoxide

Characteristic 3 Characteristic 3

Pyramid game

Science History

Concept Map

Comparison Matrix

Characteristics

Monarchy Dictatorship

Democracy Similarities and Differenes

How the leaders come to power The reaction from the people

The role of the people

Extention: Semantic Feature Analysis

Concept Circles

Frayer

Implementation time

1. Choose a unit you will study in the near future, and list some of the important vocabulary terms.

2. As you look at the list discuss with your PLC what Vocab strategies may work best for this list.

For Example: if the list contains words that fit into clear categories – Concept Circles, Word Maps, List Group Label may work. Or if the list has terms that share some features and not others an SFA may be best. The Frayer is good when its necessary to distinguish terms that are commonly confused with each other from.

Part 4: Application

Skim through your text books and find a unit you have not taught yet and complete the following tasks.

Identify 1 or 2 primary standards you will address in this unit.

Identify academic vocabulary and choose strategies to teach those terms

Brainstorm possibilities of multiple texts that you may incorporate to teach the standard. What literacy strategies would you use during this unit to help motivate students and to help them acquire content.

Brainstorm tasks that require students to demonstrate knowledge of standard at various levels. (This should align with scales).

Resources

MAX Teaching – Dr. Forget – Our library has some copies

Literacy Design Collaborative