Disciplinary Literacy DREW PRICE Introductions Create name placard

Disciplinary Literacy DREW PRICE

Introductions �Create name placard and include the following information. First Name Grade/subject you teach Graphic representation or symbol of how CCSS affect the classroom.

Norms

Objectives (Declarative) �I hope that you leave knowing: What disciplinary literacy is and how CCSS addresses it. The 6 instructional shifts dealing with Literacy literacy strategies to help your students read/write/discuss complex texts The benefits of Active Learning Vs. Passive Learning

Objectives (procedural) �I hope that you will be able to: Find and use more primary secondary sources to use during instruction Plan lessons that implement literacy strategies to help scaffold the learning of your content Find and use resources to help practice implementing literacy standards.

Part 1: Common Core and Literacy �What is CCSS asking me to do as a content area teacher in terms of literacy?

What is Disciplinary Literacy? �Discuss with your table. Consider the following: What qualifies as text in your discipline? What skills are needed to interpret text in your discipline? What skills are needed to communicate ideas in your discipline? .

Disciplinary Literacy a confluence of 1. Content knowledge 2. Experiences and Skills 3. Literacy Skills 4. Demonstrating content knowledge Students read and write different ways for different disciplines.

Disciplinary Literacy History Science �Interpreting competing �Interpreting technical narratives �Understanding Cultural Systems and time periods �Distinguishing causes from coincidence �Interpreting data (Stats, maps…) texts �Understanding complex processes and systems �Distinguishing causation from correlation �Interpreting data (diagrams, graphs,

The 6 Shifts � 1. Increase in non-fiction texts � 2. Attention to disciplinary literacy in grades 6 -12 (read like a …) � 3. Increase in text complexity � 4. Text–based questions � 5. Using evidence from various sources (writing) � 6. Academic Vocabulary

Shift 1: 70% informational 30% ELA texts Content areas – Texts � Short stories � Primary Sources � Novels � Secondary Sources � Poems � Autobiographies/Biographies � Drama � Graphs, charts, maps, … � Multi-media � Art � Advertisements � Political cartoons

Shift 3: Staircase of Complexity Look Familiar? Fist to Five: Self Assess 5= I know this and can teach it to anyone 1= What the heck is that?

Text Complexity �Qualitative – readability reduced to a number (Lexile Score) �Qualitative – Levels of meaning, structure, language clarity, knowledge demands �Reader and Task: Reader: Motivation, knowledge, experiences Task: Purpose, complexity of assignment

Role of text book? Text books contain condensed digested information and written deliberately to give students easy access to information. So what do we do with them? Scrap them completely? Use them Everyday as our main source for information. Line Up: Stand arrange your selves in a single line (shoulder to shoulder) based on where your opinion lies between the two extremes above Fold the line

Shifts 4&5: Text Based Questions/Writing From Sources �Evidence based conversations/writing �Create activities questions where students cite text to defend arguments or support opinions, predictions, or hypotheses �Analyze/synthesize multiple sources to generate their own informational texts with valid arguments

Shift 6: Academic Vocabulary � Tier 1: Words acquired through every day speech, usually learned in the early grades � Tier 2: Academic words that appear across all types of text. These are often precise words that are used by the author in place of common words. (i. e. gallop instead of run). They change meaning with use. � Tier 3: Domain specific words" that are specifically tied to content. (i. e. Constitution, lava) These are typically the types of vocabulary words that are included in glossaries, highlighted in textbooks and address by teachers. They are considered difficult words important to understanding content.

How to Choose Tier 2 words: Wordle Activity

Reflect on how you can implement these ideas into your practice 1. Increase in non-fiction texts 2. Attention to disciplinary literacy in grades 3. Increase in text complexity 4. Text–based questions 5. Using evidence from various sources (writing)6. Academic Vocabulary � Take 2 -3 minutes and jot down some take-always so far. � Which of these shifts do you feel you are already doing well? How are you doing that? � Are there any immediate adjustments you can make to your lesson planning and/or teaching styles?

Part 2: Reading in the Content �How can we teach the content and literacy skills at the same time?

Consider This �“By kindergarten, a gap of 32 million words already separates some children from linguistically impoverished homes from their more stimulated peers” (Wolf 2007) �There is a Direct correlation between amount of time read per day and performance on standardized tests (Anderson, Wilson, Fielding, 1998) (National Endowment of the Arts, 2007)

How much reading are students doing in school? � How much reading should kids do during the school day? � Ask students to chart how much reading they are doing during the school day. Kelley Gallagher (Readicide 2009) conducted an informal experiment and found his students were doing an average of between 13 -17 minutes of reading during a 6 period school day. He also found it was his honor students who read more than the kids that really need it most.

4 Corners Activity: Realities of Reading �Directions: Move to a designated area based on your level of agreement with the following statements. �Be prepared to defend your position.

1. When students are assigned reading many of them don’t do it. 2. Students (even good students) know that if they don’t read, the teacher will fill them in later, so they avoid reading 3. Teachers often, knowing the above, forgo the reading altogether in favor of lecture/presentation/discussion 4. Teachers punish students for not reading with pop quiz (often followed by lecture/presentation/discussion)

Replacing Reading �Lectures �Group Work �Work Sheets �Films �Test Prep

Activity! Personal Opinion Guide ARTICLE: WHY LONG LECTURES ARE INEFFECTIVE BY SALMAN KHAN

More In Class Reading �Hypothetical: What if your students came to class having read the entire text that was assigned with the help of knowledgeable adult and also discussed the text with several peers on the way to school. �What if you become the adult and the other students in class become the peers?

What about Struggling Readers? Characteristics of a struggling reader � They lack fluency � They have a limited vocabulary � They have trouble decoding polysyllabic words Factors that lead to successful readers � Positive Self-Concept � Motivation � Prior Knowledge � Ability to use language to learn

Struggling Readers �Research indicates that students can read text well beyond grade level – with support of peers and/or a facilitating teacher that teaches strategies that help students learn to interpretively process the text (Dixon-Krauss 1996) �(paraphrased from (MAX teaching 2004)

Starting points to teaching literacy within the content In order to gain academic independence students must learn to examine within the lenses of each content: 1. Text Structure 2. Text Meaning 3. Author 4. Language/Historical Context

Text Structure: Most informational text will fall into one of these patterns 1. Chronological 2. Problem/Solution 3. Compare/Contrast 4. Cause/Effect 5. Sequencing (procedures) 6. Description 7. Narrative

Myth: You have to become a reading teacher �Content teachers are not expected to teach kids how to read. �Content teachers ARE expected to give students tools/strategies tohelp them be able to independently read complex text within the content area.

Explicit instruction of strategies � 1. Discuss how to use the strategy and address why it is useful � 2. Model the strategy using a think-aloud procedure � 3. Provide guided practice with short sections of text � 4. Apply strategies by designing activities that require the use of the strategy

Framework For Reading Before Reading During Reading After Reading Content Motivation for reading. Access Prior Knowledge, predict content, and provide concrete purpose for reading Individual silent reading for personal interpretations. Students record thinking somehow. Extensions: Through reading, writing, discussing. Literacy Skill Introduce/Model Skill (Think alouds) Guided practice of Skill Reflection on how well the skill worked Cooperative Learning Commit to writing! Followed by small group discussion (24) Individual gathering of data for discussion (based on purpose for reading) Attempt to achieve group consensus. Small group - Whole Group *modified from MAX Teaching

Read Like a Historian �Sourcing �Contextualization �Corroboration �https: //www. teachingchannel. org/videos/reading- like-a-historian-curriculum

Reading and writing like a Scientist �Focus on structure and text features (Abstract, Intro, Conlcusion, Data Charts) �Focus on Academic Vocabulary �https: //www. teachingchannel. org/videos/problem- solving-with-technology

Primary Source Documents �https: //www. teachingchannel. org/videos/choosing- primary-source-documents � 2 Minute video about incorperated primary source documents in History

Thinking Notes (Text Coding) �https: //www. teachingchannel. org/videos/student- annotated-reading-strategy

Reflection Time! What am I already doing on a regular basis to address literacy in my content? What can I start doing? What challenges Will I face? What resources do I need to help students read in my content area?

Part 3: Strategies! �What are some strategies to help teach students content and meet literacy demands of complex texts.

Frontloading: KWLE Problematic Perspectives Story Impressions Sourcing Soaps. Tone PQRST EXPLORE Writing Active reading/ Extension Anticipation Guide 3 level study guide Coding Cornell Notes GIST Focused Free-Writes Discussion Web Students need to learn Strategies to find their way around texts.

Front Loading - KWL

Frontloading: Problematic Perspectives �Step 1: Present problem Discuss Raise questions Brainstorm solutions �Step 2: Assign reading (possibly from multiple sources) Material should help lead to resolution of problem Material should also lead to conceptual development

Problematic Perspective Example � You are an early European settler in 1680 in Massachusetts. You have been given permission 5 square miles of land to establish a town. Your job is to plan a town. Consider: � What buildings would you construct first? Second? And so on… Why? � How would you divide the land amongst the people? What about your own portion? Why? � How would you govern the town? Why?

Frontloading: Story Impressions

Implementation Time: Frontloading PLC Jigsaw Each member of your PLC brainstorm a few ideas of how you would implement one of these strategies with a specific unit/standard in mind. Each member should only focus on 1 strategy.

Tools to help Source Documents �SOAPStone �PQRST �Sourcing Questions �EXPLORE Writing

Sourcing Questions �Who wrote this? �What is the author’s point of view? �Why was it written? �When was it written? (long time or short time after the event? ) �Is the source believable? Why not?

SOAPStone S Subject General Topic, content, and idea in the text O Occasion Time, place, context or situation A Audience Group of readers to whom piece is directed P Purpose Reason behind the text S Speaker The voice through which the text speaks What is the author’s attitude? Tone? Style?

PQRST Preview chapter without reading. Pay attention to Headings, graphics, charts… Question Write questions related to each subtitle or main idea (Could combine with Cornell Notes) Read silently – thinking about how you would summarize the passage Summarize with book closed into your two column notes Touch up and Test Open book and add any important details and use notes to study by testing yourself

EXPLORE Writing EXplore Type of writing? Characteristics of this Type? Purpose What is the author’s purpose? How does it impact your reading? Language What are the key words/concepts critical to reading this? Organizational Features What is the text structure? What text features help with reading? Relate Make a connection to another reading or your personal life to make the reading more memorable. Evaluate How does this writing compare to other writings on the same topic?

Implementation Time: �Discuss with your PLC groups the value of “Sourcing” texts while reading. �Which strategies above can your PLC commit to using. �Would there be value in including other contents into this discussion, so students are exposed to the same strategy multiple times?

Active Reading Strategies � Hunt for Main Idea � Anticipation Guides � 3 level Study Guides � Discussion Webs � Coding Texts � GIST � Episodic Notes

Hunt for Main Idea �Each student is responsible for listing at least 1 main idea from reading �Cannot be one that another student has said �Teacher logs all ideas on board �End with a follow up activity: Categorizing, Consensus….

Anticipation Guide Text Complexity article. Directions: Place an + next to the following statements if you agree and a – if you disagree. Read the article and seek evidence that defends your stance. (feel free to change stances). Jot down page and paragraph number when you find support. (there can and should be multiple pieces of evidence). 1. 2. 3. 4. Most people do not participate in activities they do not excel in if they can help it. Assigning failing grades to unmotivated readers will teach them to be motivated. Students with low literacy skills should not be asked to read texts above their levels. You can lead a horse to water, but you can’t make them drink.

� ‘Bagging a ‘berg may solve water worries: scientist’ by Simon Grose, The Canberra Times (November 20, 2001) � Read the text and then look at the following statements. Respond to the statements in each section. + if you agree, - if you disagree. Find and record evidence to defend your opinions. � � � � Level 1 Literal Statements (Right there) Does the text say this? What words support your answer? Icebergs are worth a lot of money. Australia is developing a system for bagging icebergs. Towing icebergs is no longer expensive. Level 2 Interpretive Statements (Between the lines) Does the text give you this idea? What words and phrases support your answer? It is inexpensive to harvest an iceberg. Icebergs will soon be used widely to supply water to dry regions of the world including Australia. Companies in Germany and America are developing this technology because their countries are running out of water. Supplying water is a profitable business. Icebergs have already been towed to Africa. Level 3 Applied Statements – (Beyond the text) Do you agree with this? Why? Be prepared to share your reasons. We don’t need to conserve resources because technology will always overcome these concerns. Australia will greatly benefit from this new technology.

Text Coding �+ I agree (or like) �- I disagree (or dislike) �? I have a question about this �? ? ? I don’t have a clue what this means

Discussion Web

GIST Summarizing Strategy �Step 1: Read pre-determined amount of text �Step 2: Summarize the text in 30 words �Step 3: Read a few more paragraphs �Step: 4 Summarize all reading, but limit to 25 words �Step 5: Repeat until finished with reading and entire text is summarized into 20 words �Options: Students can post summaries and vote on them or do a Carousel activity

Implementation �With your PLC, choose a unit or standard and create one of the following: �Anticipation Guide � 3 Level Study Guide �Discussion Web �* Also discuss how the lesson could be enhanced by incorporating outside texts

Academic Vocab What were some of your experiences with learning vocabulary in content area classes?

Consider the following � “Although students may be able to verbalize a dictionary definition of the word, their ability to apply it in a variety of ways, may be limited” (Vacca, Vacca 2008). � “Teachers can help students build conceptual knowledge of content area terms by teaching and reinforcing the concept words, in relation to other concept words” (Vacca, Vacca 2008). � “[looking up lists of words and using dictionary or glossary to define them, memorize them, for test on Friday] is a meaningless, purposeless activity – an end in itself, rather than a means to an end” (Vacca, Vacca 2008).

How were you taught Vocabulary �Take a minute to reflect on how you learned vocabulary words. �What worked and what didn’t? Will the same strategies work for our students?

Academic Vocabulary Term: (Marzano, Simms 2013) Describe: 1. Provide Description (explicit instruction) 2. Students Restate their knowledge 3. Students create graphic representation Topic: My Understanding 1234 Synonyms: Antonyms: Draw: Additional Notes: 4. Periodic Activities that add to knowledge 5. Ask students to discuss using words 6. Play games using words Academic Notebook Template

Kinesthetic Matching Activity � Step 1: Create at least 2 sets of the following in different colors: On a card or paper, write key terms. On separate paper write a description � Step 2: Place all cards/papers around the room (both sets) during (this is done prior to students come into class) � Step 3: Split class into 2 teams and have each team find all the cards with their color and work together to match terms with definitions � Variations: terms – examples, categories – terms, description – examples, questions – answers, put in chronological order…

Activities/Games Activities Games �Free Association �What’s the ? �Comparing �Charades �Classifying �Pyramid Game �Analogies �Draw me �Metaphors �Mile a Minute

Acquisition of Vocab is not separate from developing ideas/concepts within content area Activating Prior Knowledge Reinforce and Extending Vocab Knowledge � Word Exploration � Semantic Feature Analysis � Brainstorming List Group � Categorization Label � Word Sorts (open/closed) � Concept Checks � Concept Circles/Frayer � Explicit Roots/Prefix instruction � Use dictionary only to verify or help students determine “best fit” definition Using Context: VSS and Word Maps

Prior Knowledge �Word Exploration: Before diving into texts explore what you already know about concept (Civil War, Natural Selection…) through writing. Share with class and note similarities and differences. � Brainstorm – List Group Label: Provide general concept (Civil War, Natural Selection…) brainstorm whole class or small group on previous knowledge. List facts (accurate or not), Group facts into categories, then Label the categories.

List Group Label

Word Sorts Open Closed

Concept Check - Sample Term Proficiency Scale Can Define Have seen/heard ? X Common Assessment X Text Complexity X Lesson Segments X Learning Goals X

Using Context: Vocabulary Self Selection (VSS) � Goal: Use context to determine meaning. � Process: � 1: Student Teams read a passage and select a vocab term to study. � 2: Students Present the word to class and answer the following questions: Where was the word found? What does the team think it means based on context? (may use reference source if needed) Why did the team think the class needed to learn the word? � 3. Students record each word and their meanings for future activities.

Context Clues

Metaphor Chart Term General Description Photosynthesis Term Filling up a car with gas A process where plants take energy from the sun and use that energy to grow. Uses a source of fuel for energy Putting gas into the tank gives a car the energy to go. Plants take in Co 2 and release O 2 Converts something into something else Cars in take gas/diesel and release Carbon Monoxide Characteristic 3

Pyramid game

Concept Map Science History

Comparison Matrix Characteristics How the leaders come to power The reaction from the people The role of the people Monarchy Dictatorship Democracy Similarities and Differenes

Extention: Semantic Feature Analysis

Concept Circles

Frayer

Implementation time 1. Choose a unit you will study in the near future, and list some of the important vocabulary terms. 2. As you look at the list discuss with your PLC what Vocab strategies may work best for this list. For Example: if the list contains words that fit into clear categories – Concept Circles, Word Maps, List Group Label may work. Or if the list has terms that share some features and not others an SFA may be best. The Frayer is good when its necessary to distinguish terms that are commonly confused with each other from.

Part 4: Application Skim through your text books and find a unit you have not taught yet and complete the following tasks. � Identify 1 or 2 primary standards you will address in this unit. � Identify academic vocabulary and choose strategies to teach those terms � Brainstorm possibilities of multiple texts that you may incorporate to teach the standard. What literacy strategies would you use during this unit to help motivate students and to help them acquire content. � Brainstorm tasks that require students to demonstrate knowledge of standard at various levels. (This should align with scales).

Resources �MAX Teaching – Dr. Forget – Our library has some copies �Literacy Design Collaborative �