St. Thomas More High School Drew Cordell, Math Mike Fricke, Science Kevin Gleeson, History Mike...
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Disciplinary Literacy Practices 6-12 St. Thomas More High School Drew Cordell, Math Mike Fricke, Science Kevin Gleeson, History Mike Greuel, Theology Mary Burke, Academic Dean www.tmore.org 2014 Catholic Educator’s Convention, Catholic Schools: Leading the Learning
St. Thomas More High School Drew Cordell, Math Mike Fricke, Science Kevin Gleeson, History Mike Greuel, Theology Mary Burke, Academic Dean
St. Thomas More High School Drew Cordell, Math Mike Fricke,
Science Kevin Gleeson, History Mike Greuel, Theology Mary Burke,
Academic Dean www.tmore.org 2014 Catholic Educators Convention,
Catholic Schools: Leading the Learning
Slide 2
DISCIPLINARY LITERACY Doug Buehlour mentor Author Literacy
Consultant Past President WSRA History Teacher Reading Teacher
Slide 3
DISCIPLINARY LITERACY What are the various texts that students
are expected to read to access knowledge and understanding in your
discipline? How are those texts organized in your academic
discourse? How does the discourse specific material govern the
thinking and types of questions asked? What are the comprehension
processes that lead students to greater understanding in your
discipline? How does our teaching in discipline specific discourses
encompass rich and ongoing literacy instruction?
Slide 4
DISCIPLINARY LITERACY Middle and high school teachers need to
integrate literacy practices into the instruction of their
disciplines. The idea is not that content-area teachers should
become reading and writing teachers, but rather they should
emphasize the reading and writing practices that are specific to
their subjects, so students are encouraged to read and write like
historians, scientists, mathematicians, and other subject-area
experts. (Pearson, 1996) Alliance for Excellent Education
Slide 5
DISCIPLINARY LITERACY Middle and high school teachers need help
to understand how they can develop content knowledge at the same
time that they improve student literacy; that in fact, effective
teaching in their subject areas will be boosted by complementary
literacy instruction related to the texts (and the other
communication demands) characteristic of their subjects. IRA with
collaboration NCTE, NCTM, NSTA, and NCSS
Slide 6
DISCIPLINARY LITERACY How do teachers mentor students as
disciplinary readers, writers and thinkers? What are the literacy
practices that underlie the thinking in the disciplines? I Do, I
Do, You Do, You Do, You Watch You Help I Help I Watch
Slide 7
DISCIPLINARY LITERACY Mike Greuel The Marquette University
Theology
Slide 8
Literacy for Theology Students 1. Moving at a manageable pace
2. Changing student perception about texts 3.
Consistently/correctly using new vocabulary
Slide 9
Heres some activities that went OK 1. True/False 2. Annotation
Key 3. Reading Guides 4. And a look into the futureusing all 3 on
the same text!
Slide 10
True/False After we had done a lot of work with vocab orally
Background knowledge Key instructions Read statement as is Provide
rationale (I could be convinced either way) Ask for
details/supporting statements
Slide 11
True/False Then, read the text Identify where statements are
supported/refuted Come to some sort of consensus Sweet things can
happen person Person Multiple answers
Slide 12
Annotation Key Longer texts, esp. arguments or defenses of an
idea Categories What are we looking for? Fighting perception of
philosophical or theological text
Slide 13
Annotation Key Adapted from a Philosophy prof Gradually with
freshmen Stated Purpose, Key Term/Defined All at once with
seniors
Slide 14
Annotation Key Beneficial in discussion Common language
Targeted questions Productive disagreements can arise Key
information for later review Encourage to couple with brief notes
to self
Slide 15
Reading Guides Makes longer texts more approachable Ask
different types of questions Taxonomy of ?ing Can use with
Annotation Key Same categories, information to look for
Slide 16
Reading Guides Helps with discussions Quick reference to
textual support Target vocab in a new context
Slide 17
Noah and the Flood Im trying this out in two weeksjigsaw the
intro with these three strategies! Then move on to a closer study
of the body of the text (History, Science, and Theology sections)
Suggestions? Help a new(er) guy out!
Slide 18
DISCIPLINARY LITERACY Drew Cordell, Math Northern Illinois
University
Slide 19
DISCIPLINARY LITERACY Goals: 1. Provide an approach to
meaningful teaching of vocabulary, emphasizing student engagement
2. Build vocabulary and improve mathematical reading comprehension
and writing style 3. Encourage increased student independence when
reading math texts and story problems
Slide 20
Word Walls Students collaboratively define a vocab word in
their own language We mix their definition with the formal
definition All definitions go into notebook glossary Word wall
grows and remains for entirety of chapter
Slide 21
Word Walls Helps build vocabulary, which improves reading
comprehension Emphasizes student engagement, collaboration and
higher level thinking skills Helps improve understanding for ESL
students
Slide 22
Vocabulary Knowledge Glossary Traditional graphic organizer
style glossary Inclusion of a before/after understanding scale
Students self-assess their knowledge prior and post formal
introduction Valuable formative assessment and organizational
tool
Slide 23
Vocabulary Knowledge Glossary Stages of understanding 1 Never
seen the word before 2 Seen the word. Dont know the definition. 3
Know the word, but rely on contexts to define it 4 Know the word
and can use it comfortably
Slide 24
DISCIPLINARY LITERACY Kevin Gleeson, History Marquette
University
Slide 25
Literacy for Social Sciences Goals: 1. Keep sight of the
narrative and perspective rather than acquisition (memorization) of
facts 2. Emphasis on authentic sources (when available) to humanize
authors and characters 3. Develop interpretive reasoning for
interdisciplinary use
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Narrative- Unit Layout Chart (US) Helps sort through the mass
of information Repetition- recognize reoccurring trends Visually
presents movement and change Easy to facilitate discussion
Categories -Points of Focus -Contributing Factors
-Exs/People/Vocabulary -Source work
Slide 29
Anticipation Guide (WH) Brings out PK Sparks conversation
Presents multiple- narrative perspectives Versatile use Predict
Support your position Direct connection to source work
Slide 30
Interpretive Reasoning- Presidential Exploration (Gov) Utilizes
elements of interpretive reasoning that culminate in a historically
literate student The Issue Historical Events ( Biographical
narrative ) The Context Executive Branch( Professional Writing )
The AnalysisEvidence ( Independent Research ) The SynthesisDrawing
Conclusions ( Effective Discernment ) The
ApplicationInterdisciplinary ( Collegiate/Career Skill ) Job
Posting-Cover Letter- Resume- Letters of Recommendation
Slide 31
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DISCIPLINARY LITERACY Mike Fricke, Science
Slide 33
2 Strands of Science Literacy Fundamental Science Literacy
Vocabulary Concepts Content Derived Science Literacy Relevancy to
me. Applying their understanding of science to societal and world
issues. Buehl, D. (2011). Developing readers in the academic
disciplines (p. 57). Newark, DE: International Reading
Association.
Slide 34
Inviting students into the conversation We need show students
how to converse with in the context of science so that they able to
read, write, and think through a scientific lens. In essence they
need to become disciplinary insiders.
Slide 35
Two activities that have had some success. Together they key in
on the two strands of science literacy. 1. Textbook Activity Guide
Fundamental Science Literacy Source: Strategies to Enhance Literacy
and Learning in Middle School Content Area Classrooms, by Judith L.
Irvin, Douglas R. Buehl, Barbara J. Radcliffe 2. Wide Reading
Derived Science Literacy Source: Developing Readers in the Academic
Disciplines, by Doug Buehl
Slide 36
Inviting students into the conversation Addressing Fundamental
Science Literacy Science texts rarely depend on language alone to
explain science concepts, they are often reinforced by pictures,
diagrams, drawings, models, figures, tables, and other graphic
representations. Buehl, D. (2011). Developing readers in the
academic disciplines (p. 56). Newark, DE: International Reading
Association This is were a Textbook Activity Guide can help Uses a
code key and guided questioning to help students work through the
different elements of a scientific text, making it a useful tool
for understanding, and feel less foreign to them. Source for this
TAG Prentice Hall biology By: Miller, Kenneth R., Joseph S. Levine,
and Inc. Hall, p.49-53.
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Inviting students into the conversation Addressing Derived
Science Literacy This is were Wide Reading can help Wide reading
can help make that connection between science learning and real
life application. Considerations with wide reading Tends to be most
successful when the teacher connects material to the students. An
array of choices with different levels difficulty A topic that
piques students interest, something personal that can grab their
attention.
Slide 41
Wide Reading Activity Topic Sports Drinks and Homeostasis
Follow-up activity to the opening unit What is Life Focus on two
important concept in biology Homeostasis Feedback Loops It includes
two follow-up activities that help me gain insight into there
ability to understand science concepts in society Here are two
examples of articles for the students to choose.
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Follow-up activities Writing Assignments 1. Write a one page
discussion about the scientific effects of sports drinks on
homeostasis. 2. Write a one page reflection about a personal
experience. 3. Take notes on each article to turn-in.
Slide 45
DISCIPLINARY LITERACY Research Says: Which Strategy Works Best?
When it comes to delivering instruction that sticks, the question
isnt so much what to do, but when and why to do it. 1. Knowledge
that moves from short to long term memory starts with learners
making personal meaning by relating new knowledge to own
experience. 2. Most important.repeat, repeat, repeat; rehearsing
new knowledge and practicing new skills reinforces neural brain
pathways. 3. Distributed practice(sessions spread over time) and
elaborative rehearsal (paraphasing and summarizing, making
predictions, or generating questions) support long-term memory and
accuracy.