Upload
others
View
3
Download
0
Embed Size (px)
Citation preview
2013
Disciplinary Literacyin Elementary Classrooms
If you don't already have a copy of the CCSS, please go to the site at common core to download and save a copy for yourself.
There are a couple of apps that may interest you with regard to the CCSS. One is called the Common Core Tracker. With this app, you can track student mastery of the CCSS.
Another is called Common Core Standards Mastery Connect; it allows you to view the standards in an accessible manner. It is complete with the very important appendix resources.
GETTING TO KNOW EACH OTHER
Roles, Responsibilities, Knowledge, Skills, Abilities
Where are you on this continuum?
1. I know that the CCSS exist.2. I know where to find the CCSS.3. I have read the CCSS.4. I have considered instructional and curricular
practices with regard to the CCSS.5. I have created a cross walk of the CCSs to district
curriculum.6. I am prepared to address the needs of diverse
learners for college and careers using CCSS.7. I intentionally plan with the CCSS in mind and my
instruction is standards-based.8. I assess my students using a format similar to the
Smarter Balance Assessment Consortium.
It’s not quite as easy as 1, 2, 3!
Literacy is a complex process that requires a comprehensive approach.
Elementary: Literacy in All
SubjectsUsing the CCSS
Writing About Reading
Essential
Question:
How can I use what I learn
from the CCSS to make my instruction better in all
disciplines so all students are
literate in all subjects?
6
DISCIPLINARY LITERACY DEFINED
Shifting paradigms
In Wisconsin. . .
. . .disciplinary literacy is defined as the confluence of
content knowledge, experiences, and skills merged with the ability to read, write, listen, speak and think critically in a way that is meaningful within the context of a given field.
8
union, flowing
together
Make the Disciplinary Literacy Shifts
1. Build knowledge through content rich nonfiction and informational text offerings.
1. Ground reading and writing in evidence from the text (text = more than print)
1. Provide regular practice with increasingly more complex text.
Lesson Planning
interactive lesson planning template CCSS
The CCSS call for dramatic classroom changes. The standards make it crystal clear that new expectations for student literacy cannot be met if they only are taught in English language arts classrooms. At rock bottom, the work to change student performance must occur in at least the core subjects of ELA, social studies and science, no matter what grade level.
Where do our elementary students need to be?Pick one anchor standard and grade level ~
Then read horizontally. What do you notice?
13
Reading/History Grades 6 to 8
RH1 (explicit/implicit meanings)
Cite specific textual evidence to support analysis of primary and secondary sources
RH2 (main ideas) Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
RH3 (text relationships) Identify key steps in a text’s description of a process related to history / social studies (e.g., how a bill becomes a law, how interest rates are raised or lowered).
RH4 (vocabulary) Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history / social studies.
Where are our students headed?
14
Reading/History Grades 6 to 8
RH5 (text structure) Describe how a text presents information (e.g., sequentially, comparatively, causally).
RH6 (author purpose, perspective)
Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
RH7 (visual literacy, technology)
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
RH 8 (argument and support)
Distinguish among fact, opinion, and reasoned judgment in a text.
RH9 (multiple texts) Analyze the relationship between a primary and secondary source on the same topic.
RH10 (text complexity) By the end of grade 8, read and comprehend history / social studies texts in the grades 6 – 8 text complexity band independently and proficiently.
Elementary Teachers: Generalists
Technique: Save the Last Word for Me!
Initiate a conversation with equal contributions. in groups of 4, one person at a time comments on what it takes to be a history, math, science, and English Language Arts teacher. The first person who speaks is the last person to speak.
Engage students in discipline-related learning experiences
Like ~
• Historians
• Scientists
• Mathematicians
High School Work on Sourcing the Documents
Antique Road Show in Kdg. Show and Tell
What is a way to teach primary
students to think like a historian?
19
Generic Reading Strategies
Monitor comprehension
Pre-read
Set goals
Think about what one already knows
Ask questions
Make predictions
Test predictions against the text
Re-read
Summarize
Using Reading and Writing in the Disciplines
Build prior knowledge
Build specialized vocabulary
Deconstruct complex sentences
Use knowledge of text structures and genres to predict main and subordinate ideas
Map graphic (& mathematical) representations against explanations in the text
Pose discipline relevant questions
Compare claims & propositions across texts
Use norms for reasoning within the discipline to evaluate claims
✔
✔
✔
✔
✔
✔
Build Prior Knowledge
• T.H.I.E.V.E.S.
• Reading and Analyzing Nonfiction (RAN)
Deconstruct Complex
Sentences
“Partner Reading and Content Too”
PRC2
Directions: Read this article and mark up the text with text coding to indicate your thinking.
! = Surprised me
? = I have questions
• = connections
Circles = words and phrases on which to focus
Mentor Texts in the Disciplines
• http://www.education.wisc.edu/ccbc/books/detailListBooks.asp?idBookLists=608
Tier
I• Everyday
speech
• ELL support needed
• Children living in poverty and homes where langauge is low level.
Tier
II
• Academic words
• Words found in texts across the disciplines
Tier
III • Domain
specific vocabulary
• Words found in specific discipline
Use knowledge of text structures and genres to predict main and subordinate ideas
Text Complexity
•Levels of meaning
•Structure
•Language conventionality
and clarity
•Knowledge demands
•Word frequency
•Sentence length
•Text cohesion
•Motivation
•Knowledge/experiences
•Purpose
•Task complexity28
Range of Texts for Reading
“To measure students’ growth toward college and career readiness, assessments aligned with the CCSS should adhere to the distribution
of texts across grades cited in the NAEP framework.”
29
30
Inst
ruct
ion
al P
urp
ose
Collection of Texts Multiple print and digital texts in diverse media, formats, and lengths
Instructional Texts
Gra
de
-lev
el t
exts
Tigh
t fo
cus
on
th
e st
and
ard
s
Bu
ild k
no
wle
dge
Lite
rary
mer
it, c
ult
ura
lly
resp
on
sive
, an
d r
ich
in
con
ten
t
Independent Texts
Ind
epen
de
nt-
leve
l tex
ts
Ap
ply
lear
nin
g o
ver
tim
e
Pro
mo
te jo
y o
f re
adin
g
Hig
h-i
nte
rest
tex
ts
Types of Texts
What types of text do
experts in your field
read?
31
Text Features
Text features
help students
identify
important
details in the
text and
become more
efficient in
their reading.
Text Structures
Text structures - the
way that authors
organize information -
help students focus
attention on key
concepts and
relationships,
anticipate what’s to
come, and monitor
their comprehension
as they read.
Cause & Effect
Chron. Order
Compare
Contrast
Process
Problem/ Solution
Definition or
Description
Pose Discipline Relevant
Questions
Text-Dependent Questions
Text-dependent questions
require students to return to the
text to formulate
responses.
35
Text-Dependent Questions
A progression of text-
dependent questions develops
critical thinking.
36
Close Reading
“Writing assessments aligned with the Standards should adhere to the distribution of writing purposes across grades outlined by NAEP.”
Range of Texts for Writing
38
Learning to Write and
Writing to Lean
Learning to Write
• “Formal” writing
• Demonstrates learning
• Standards 1, 2, and 3 with Standards 4, 5, and 6
Writing to Learn
• Facilitates learning
• “Informal” writing
• Standards 9 and 10
39
Compare claims and propositions across texts
Expectation: Writing is a Shared Responsibility Across the Disciplines
Research by Graham and Hebert (2010)
Writing increases reading comprehension
Students’ comprehension of science, social studies, and language arts texts in grades 2-12 increased when they wrote about what they read.
Respond to a text in writing through: Summaries Notes Created and answered questions about a
text Create text
Comprehension improved when students were asked to increase how often they produced their own texts.
Types of TextsOpinion/
Argumentative TextsInformative/
Explanatory TextsNarrative Texts
Articles Critical Analyses Essays Letters Position Papers Report Abstracts Speeches White Papers
Articles Autobiographies Biographies Critical Analyses Essays Lab Reports Letters Literature Review Memoirs Memos Poetry Report Abstracts Research Proposals Speeches
Adventure fiction Allegories Autobiographies Biographies Graphic novels Fantasy fiction Historical fiction Memoirs Mystery fiction Parodies Personal narratives Plays Poetry Realistic fiction Satires Science fiction
Writing Texts
43
Opinion/Argumentative Writing
Informative/Explanatory Writing
Narrative Writing
Task, Purpose,
and Audience
Writing Process
ResearchWriting
to Source
Technology
Closing Thoughts
Essential
Question:
How can I use what I learn from the CCSS to make my instruction better in all disciplines so all students are literate in all subjects?
Become a Literacy Leader!Expertise Matters!