Disciplinary Literacy

1. Disciplinary Literacy Brought to you by….

2. A message about Disciplinary Literacy from the DPI

3. DPI Overview Jigsaw • What is Disciplinary Literacy? • Why is Disciplinary Literacy important? • 4 Foundations of Disciplinary Literacy

4. Disciplines Listed by DPI

5. Turn and Talk

6. Consider… “Content-area teachers use reading and writing in ways peculiar to their subject matter. Their goals are content achievement and student success.” Harry Stein

7. And… “. . . each academic discipline or content-area presupposes specific kinds of background knowledge about how to read texts in that area, and often also requires a particular type of reading.” Lee & Spratley, 2010, p. 2

8. Official Wisconsin Definition “In Wisconsin, disciplinary literacy is defined as the confluence of content knowledge, experiences, and skills merged with the ability to read, write, listen, speak, think critically and perform in a way that is meaningful within the context of a given field.” WI Department of Public Instruction, document on disciplinary literacy, May 2011

9. Disciplinary Literacy: CCSS Literacy Standards Literary Fiction Mathematics Bio Science Phy Science History Social Studies Technical Health Fitness Humanities Intermediate Literacy Disciplinary Literacy Basic Literacy Doug Buehl, Developing Readers in the Academic Disciplines, 2011, p.13

10. Disciplinary Literacy, Activity # 1:Defining Disciplinary Literacy Directions: • Working independently or with a partner from your table, complete the graphic organizer to solidify your thinking about disciplinary literacy

11. Disciplinary Conventions “. . . appreciation of the norms and conventions of each discipline. . .” • History / Social Studies • Kinds of evidence used and valued • Understanding of domain-specific words • Analyze, evaluate ,and differentiate primary and secondary sources • Science / Technical Subjects • Kinds of evidence used and valued • Understanding of domain-specific words • Gain knowledge of from challenging texts that use diagrams and data to convey information

12. Disciplinary Conventions Developing an “insider perspective” • Ability to “read, write, and think in ways that are characteristic of discrete academic disciplines” (Buehl, p. 10) • Access communications in particular subject area through reading and listening • Communicate (through writing and speaking) in ways that “insiders” do • Leads to full participation in the discipline

13. Disciplinary Literacy, Activity # 2:Disciplinary Conventions Directions: • Think about the discipline you most closely identify with. Complete the chart with information about “your” discipline. • Talk with a colleague about his/her discipline. Share information from the chart below in a brief conversation. Record information about the conversation. • Continue talking with different colleagues to learn about several disciplines.

15. College & Career Readiness (CCR) Anchor Standards for Reading CCR Categories • Key Ideas and Details • Craft and Structure • Integration of Knowledge and Ideas • Range of Reading and Level of Text Complexity Major Organizing Structure Throughout the Reading Standards Specific Standards are Provided in Each Category by Grade Level/Band

16. 2 Sets of Reading Standards for 6-12 • History/Social Sciences • Science and Technical Subjects 1 Set of Reading Standards for K-5

17. Range of Reading and Level of Text Complexity (10)

18. Jigsaw • Find the category you are assigned in both sets of standards in grades 6-12 • Consider how they are alike and different depending upon the subject area. • Complete the Venn diagram and be prepared to report to the group.

19. Jigsaw Part Two • Now look at the K-5 Standards for Informational Text for your same category • Consider how these are alike and different depending upon the subject area • Complete the Venn diagram and be prepared to report to the group.

20. College & Career Readiness (CCR) Anchor Standards for Writing CCR Categories • Text Types and Purposes • Production and Distribution of Writing • Research to Build and Present Knowledge • Range of Writing Major Organizing Structure Throughout the Writing Standards Specific Standards are Provided in Each Category by Grade Level/Band

21. Range of Writing: Write routinely for range of tasks, purposes, and audiences

22. What About Disciplinary Writing? • Select a grade level at K-5 and also 6-12. Look at the first category “Text Types and Purposes” in both sets of Standards. • What do you see as areas of focus for younger children? • Continue through the reset of the categories

23. Considering Text Complexity • Dr. Tim Shanahan Intro to Text Complexity

24. Text complexity is defined by: Quantitative measures – readability and other scores of text complexity often best measured by computer software. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. Quantitative Qualitative Reader and Task Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.

25. Step 1: Quantitative Measures • Measures such as: • Word length • Word frequency • Word difficulty • Sentence length • Text length • Text cohesion

26. Quantitative Measures Continued Remember, however, that the quantitative measures is only the first of three “legs” of the text complexity triangle. Yourfinal recommendation may be validated, influenced, or even over-ruled by your examination of qualitative measures and the reader and task considerations.

27. Step 2: Qualitative Measures • Measures such as: • Levels of meaning • Levels of purpose • Structure • Organization • Language conventionality • Language clarity • Prior knowledge demands

28. Step 3: Reader and Task • Considerations such as: • Motivation • Knowledge and experience • Purpose for reading • Complexity of task assigned regarding text • Complexity of questions asked regarding text

29. Turn and Talk

30. What is Meant by Text? Text refers broadly to any communication product: • Oral (e.g. speeches, conversations, and audiotapes) • Written (e.g. essays, stories, articles, novels, and poems) • Visual (e.g. illustrations, films, or computer displays)

31. Informational Text • Literary Nonfiction • Historical, Scientific, and Technical Texts Both Found in Many formats (print & digital): • biographies and autobiographies • books about history, social studies, science, and the arts • technical texts, including directions, forms • information displayed in graphs, charts, or maps

32. Informational Text: Literary Nonfiction • Type of informational text important in the discipline of English language arts • Also called: • Creative nonfiction • Narrative nonfiction • Fact-based narrative • Communicates information in a way that reads like fiction • Biographies, political and personal essays, character sketches are examples

33. Informational Text:Historical, Scientific, Technical Texts • Type of nonfiction • Share information about the natural or social world • Various graphical devices • Charts, graphs, tables • Photographs • Captions • Various formats (print and digital) and lengths Nell Duke, Reading and Writing Informational Texts in the Primary Grades

34. Turn and Talk

35. Activity 3ExaminingText Complexity • Examine the books you have been given. • Create a chart like the example in your bag. Discuss and fill it in. • Be ready to show and share.

36. Activity #3Was This Helpful? • How might you use this information?

37. Concerns? Questions? Comments?

38. Today’s material was compiled and adapted from: Common Core State Standards Initiative Deeper Study, CESA #7 WI Department of Public Instruction

39. Sherri Torkelson Please fill out an exit ticket! Billie Finco