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Disciplinary Literacy

Disciplinary Literacy. Brought to you by…. Objectives. Provide an introduction to the ‘What’ and ‘Why’ of Disciplinary Literacy Give you an overview of the reading/writing Common Core State Standards Get you thinking about how all of this will translate into your classroom practice .

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Disciplinary Literacy

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  1. Disciplinary Literacy Brought to you by….

  2. Objectives • Provide an introduction to the ‘What’ and ‘Why’ of Disciplinary Literacy • Give you an overview of the reading/writing Common Core State Standards • Get you thinking about how all of this will translate into your classroom practice

  3. What is meant by College and Career Readiness (CCR) Anchor Standards? • …the acquisition of the knowledge and skills a student needs to enroll and succeed in credit-bearing, first-year courses at a postsecondary institution (such as a two- or four-year college, trade school, or technical school) without the need for remediation. (ACT) • The standards were built on this vision for every single student who graduates from high school.

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

  5. Disciplines Listed by DPI

  6. What would portrait of students who are College and Career ready in Reading, Writing, Speaking, Listening, and Language look like?

  7. They would… • Demonstrate independence. • Build strong content knowledge. • Respond to the varying demands of audience, task, purpose, and discipline. • Comprehend as well as critique. • Value evidence. • Use technology and digital media strategically and capably. • Come to understand other perspectives and cultures.

  8. Turn and talk: What happens in your classroom to promote this College and Career Readiness????

  9. 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

  10. 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

  11. 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

  12. 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

  13. A starting point… • Common ground: what portions of the ELA standards are relevant to all disciplines? • Reading Informational Text and Writing

  14. 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

  15. 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

  16. 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.

  17. 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

  18. 2 Sets of Reading Standards for 6-12 • History/Social Sciences • Science and Technical Subjects

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

  20. Jigsaw • Look at the 6-12 Standards for Informational Text for one of the categories. • Consider how these are alike and different depending upon the subject area • Complete the Venn diagram and be prepared to report to the group.

  21. 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)

  22. 2 Types of Informational Text • Historical, Scientific, and Technical Texts • Literary Nonfiction • biographies and autobiographies • books about history, social studies, science, and the arts • technical texts, including directions, forms • information displayed in graphs, charts, or maps Both found in any formats (print & digital)

  23. 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

  24. 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

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

  26. 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.

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

  28. 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.

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

  30. 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

  31. Turn and talk about the typical “text” you use in class. What kind is it?

  32. Activity 3Examining Text Complexity • Examine the books you have been given. • See if you can identify the books by grade band. • Begin to fill in the chart with the qualitative/quantitative features that distinguish each category. • Be ready to show and share.

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

  34. 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

  35. 1 Set of Writing Standards for 6-12 • History/Social Sciences,Science and Technical Subjects • But Wisconsin says it’s for everybody!

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

  37. What About Disciplinary Writing? • Look at Anchor Standard #1. • Choose a grade band. • Think of a unit you currently teach. • Identify the specific activities you currently do to support these grade level (band) standards. • Create at least one other activity you could incorporate to support this grade band standard.

  38. Concerns? Questions? Comments?

  39. Today’s material was compiled and adapted from: Common Core State Standards Initiative Deeper Study, CESA #7 WI Department of Public Instruction Wisconsin's Approach to Disciplinary Literacy webpage: http://dpi.state.wi.us/standards/disciplinaryliteracy.html Common Core Standards for Literacy in all Subjects Appendix B: Text Exemplars Appendix C: Writing Samples

  40. Sherri Torkelson Please fill out an exit ticket! Julie Jensen Billie Finco

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