Energize Disciplinary Literacy!

1. Energize Disciplinary Literacy! Writing About Reading Research, Reading, Writing Dyer Intermediate School, August 2013 Implementing the Common Core State Standards Across the Disciplines

2. Essential Question:How do we go about raising the quality of students’ writing in all disciplines?

3. Book Study of Energize "Studying ourselves as researchers will change the way we teach research." Lehman

4. Key Ideas and DetailsEnglish Language Arts Anchor Standards Grade 5 RI 5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI 5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI 5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

5. Grade 6 – Notice the shifts Key Ideas and Details RI 6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI 6.2 Determine a central idea and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RI 6.3 Analyze in detail how a key individual, event or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

6. Reflect on RI 1, 2, 3 Q1:What is clear and engaging instruction? Q2: How does it sound? Q3: What does it look like? Pattern Folders #DyerWrites Twitter

7. Craft and StructureEnglish Language Arts Anchor Standards Grade 5 RI 5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. RI 5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. RI 5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

8. Craft & Structure Grade 6 RI 6.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. RI 6.5Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. RI 6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.

9. Reflect on RI 4, 5, 6 Q4: Which interactive strategies will help our students with their investigations? #DyerWrites Twitter

10. Integration of Knowledge and Ideas English Language Arts Anchor Standards Grade 5 RI 5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. RI 5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). RI 5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

11. Integration of Knowledge and Ideas Grade 6 RI 6.7 Integrate information presented in different w media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. RI 6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. RI 6.9 Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

12. Reflect on RI 7, 8, 9 In what ways will I teach research skills to encourage independence and engagement? • Take notes, paraphrase • Cite sources • Craft the writing with audience in mind • Teach the reader • Use domain specific vocabulary

13. Mindshift about research: Real research is not taking notes on facts but on our thinking & opinions about those facts. Christopher Lehman, July 2013

14. Ask students to jot down topics they know a lot about, some about, a little about. “Our students don't take with them what we taught. They take with them what they learned.” Christopher Lehman July 2013

15. Research What Matters to Me

16. Student Learning Objective (SLO) Energize Disciplinary Literacy Smarter Balanced Assessment Consortium Depth of Knowledge Writing instruction of CCSS’s 3 types of writing using genre studies, the Six Traits, and mentor texts

23. What is “Writing About Reading”? Essential Question: How do we go about raising the quality of students’ writing?

24. Writing About Reading Thinking beyond the text grade 5 Thinking beyond the text grade 6 Make connections between historical and cultural knowledge and a text Make a wide range of predictions using (and including) as evidence from the text Express changes in opinions or understandings as a result of reading Recognize and discuss the author’s use of symbols and their meanings • Record background information and formulate expectations and questions prior to reading a text, record new information learned from a text. • Make a wide range of predictions using (and including) as evidence from the text • Make connections among the ideas in a text and among other texts on the same topic or by the same writers • Reflect diverse perspectives, especially when a text reveals insights into other cultures and parts of the world.

25. Writing About Reading Thinking about the text grade 5 Thinking about the text grade 6 Critically analyze the quality of a poem or work of fiction or nonfiction offering rationales for points Use knowledge of genre to interpret and write about the quality or characteristics of the text. Analyze a text or group of texts to reveal insights into the writer’s craft • Provide in writing specific examples and evidence to support written statements about the quality, accuracy, or craft of a text. • Show awareness of temporal sequence, compare & contrast, cause & effect, and problem & solution. • Use knowledge of genre to write about the quality of characteristics of a text. • Represent in writing, graphic organizer, diagram, outline, or drawing the organizational structure of a nonfiction text.

26. Writing About Reading Thinking within the text grade 5 Thinking within the text grade 6 Write statements that reflect understanding of both the text body and graphics and the integration of the two. Continually check with the evidence in a text to ensure that writing reflects understanding. Make note of important or new information while reading nonfiction Notice, comment on, and actively acquire new vocabulary and intentionally use it (including Tier II and Tier III words) • Summarize with important details • Give evidence from the text • Use new vocabulary in writing (meaningfully) • Record information to support the memory over several days of reading • Determine the importance for notes • Access information from texts of all kinds (charts, print, video, graphics) • Reflect on text features and structures

27. Learning Leaders

28. Energize ~ Integrate ~ Communicate ~ Disciplinary Literacy

29. Pulling CCSS All Together Disciplinary Literacy Writing About Reading Research in small studies Inquiry Learning Close Reading

30. Professional Learning Communities Integrating Comprehension Toolkit

31. “To teach well, we do not need more techniques and strategies as much as we need a good vision of what is essential. It is not the number of ideas that turns our work into art but the selection, balance, and design of those ideas.” Lucy Calkins on the Art of Teaching Writing