2013

Disciplinary Literacy in Elementary Classrooms

If you don't already have a copy of the CCSS, please go to the site at common core to download and save a copy for yourself. There are a couple of apps that may interest you with regard to the CCSS. One is called the Common Core Tracker. With this app, you can track student mastery of the CCSS. Another is called Common Core Standards Mastery Connect; it allows you to view the standards in an accessible manner. It is complete with the very important appendix resources.

GETTING TO KNOW EACH OTHER

Roles, Responsibilities, Knowledge, Skills, Abilities

Where are you on this continuum? 1. 2. 3. 4. 5. 6. 7.

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I know that the CCSS exist. I know where to find the CCSS. I have read the CCSS. I have considered instructional and curricular practices with regard to the CCSS. I have created a cross walk of the CCSs to district curriculum. I am prepared to address the needs of diverse learners for college and careers using CCSS. I intentionally plan with the CCSS in mind and my instruction is standards-based. I assess my students using a format similar to the Smarter Balance Assessment Consortium.

It’s not quite as easy as 1, 2, 3!

Elementary: Literacy in All Subjects

Using the CCSS

Writing About Reading

Literacy is a complex process that requires a comprehensive approach.

Essential Question: How can I use what I learn from the CCSS to make my instruction better in all disciplines so all students are literate in all subjects? 6

DISCIPLINARY LITERACY DEFINED

Shifting paradigms

In Wisconsin. . .

union, flowing together

. . .disciplinary literacy is defined as the confluence of content knowledge, experiences, and skills merged with the ability to read, write, listen, speak and think critically in a way that is meaningful within the context of a given field. 8

Make the Disciplinary Literacy Shifts 1. Build knowledge through content rich nonfiction and informational text offerings. 1. Ground reading and writing in evidence from the text (text = more than print)

1. Provide regular practice with increasingly more complex text.

interactive lesson planning template CCSS

Lesson Planning

The CCSS call for dramatic classroom changes. The standards make it crystal clear that new expectations for student literacy cannot be met if they only are taught in English language arts classrooms. At rock bottom, the work to change student performance must occur in at least the core subjects of ELA, social studies and science, no matter what grade level.

Where do our elementary students need to be? Pick one anchor standard and grade level ~ Then read horizontally. What do you notice? Reading/History

Grades 6 to 8

RH1 (explicit/implicit meanings)

Cite specific textual evidence to support analysis of primary and secondary sources

RH2 (main ideas)

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

RH3 (text relationships)

Identify key steps in a text’s description of a process related to history / social studies (e.g., how a bill becomes a law, how interest rates are raised or lowered).

RH4 (vocabulary)

Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history / social studies.

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Where are our students headed? Reading/History

Grades 6 to 8

RH5 (text structure)

Describe how a text presents information (e.g., sequentially, comparatively, causally).

RH6 (author purpose, perspective)

Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

RH7 (visual literacy, technology)

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

RH 8 (argument and support)

Distinguish among fact, opinion, and reasoned judgment in a text.

RH9 (multiple texts)

Analyze the relationship between a primary and secondary source on the same topic.

RH10 (text complexity)

By the end of grade 8, read and comprehend history / social studies texts in the grades 6 – 8 text complexity band independently and proficiently.

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Elementary Teachers: Generalists

Technique: Save the Last Word for Me!

Initiate a conversation with equal contributions. in groups of 4, one person at a time comments on what it takes to be a history, math, science, and English Language Arts teacher. The first person who speaks is the last person to speak.

Engage students in discipline-related learning experiences

Like ~

• Historians • Scientists • Mathematicians

High School Work on Sourcing the Documents

What is a way to teach primary students to think like a historian?

Antique Road Show in Kdg. Show and Tell

Generic Reading Strategies Monitor comprehension Pre-read Set goals Think about what one already knows Ask questions Make predictions

Using Reading and Writing in the Disciplines Build prior knowledge

✔

Build specialized vocabulary

✔

Deconstruct complex sentences

✔

Use knowledge of text structures and genres to predict main and subordinate ✔ ideas Map graphic (& mathematical) representations against explanations in the text Pose discipline relevant questions

Test predictions against the text Re-read Summarize

✔

Compare claims & propositions across ✔ texts Use norms for reasoning within the discipline to evaluate claims

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Build Prior Knowledge

• T.H.I.E.V.E.S. • Reading and Analyzing Nonfiction (RAN)

Deconstruct Complex Sentences

“Partner Reading and Content Too”

Directions: Read this article and mark up the text with text coding to indicate your thinking. ! = Surprised me ? = I have questions • = connections

PRC2

Circles = words and phrases on which to focus

Mentor Texts in the Disciplines

• http://www.education.wisc.edu/ccbc/books/d etailListBooks.asp?idBookLists=608

• Academic words

• Words found in texts across the disciplines

Tier III

• ELL support needed • Children living in poverty and homes where langauge is low level.

Tier II

Tier I

• Everyday speech

• Domain specific vocabulary • Words found in specific discipline

Use knowledge of text structures and genres to predict main and subordinate ideas

Text Complexity •Levels of meaning •Structure •Language conventionality and clarity •Knowledge demands

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•Word frequency •Sentence length •Text cohesion

•Motivation •Knowledge/experiences •Purpose •Task complexity

Range of Texts for Reading

“To measure students’ growth toward college and career readiness, assessments aligned with the CCSS should adhere to the distribution of texts across grades cited in the NAEP framework.” 29

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Multiple print and digital texts in diverse media, formats, and lengths

Instructional Texts

High-interest texts

Promote joy of reading

Apply learning over time

Independent-level texts

Literary merit, culturally responsive, and rich in content

Purpose Instructional Build knowledge

Tight focus on the standards

Grade-level texts

Collection of Texts Independent Texts

Types of Texts

What types of text do experts in your field read? 31

Text Features

Text features help students identify important details in the text and become more efficient in their reading.

Text Structures Chron. Order

Cause & Effect

Compare Contrast

Process

Problem/ Solution

Definition or Description

Text structures - the way that authors organize information help students focus attention on key concepts and relationships, anticipate what’s to come, and monitor their comprehension as they read.

Pose Discipline Relevant Questions

Text-Dependent Questions

Text-dependent questions require students to return to the text to formulate responses.

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Text-Dependent Questions

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A progression of textdependent questions develops critical thinking.

Close Reading

Range of Texts for Writing

“Writing assessments aligned with the Standards should adhere to the distribution of writing purposes across grades outlined by NAEP.”

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Learning to Write and Writing to Lean

Learning to Write • “Formal” writing • Demonstrates learning • Standards 1, 2, and 3 with Standards 4, 5, and 6

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Writing to Learn • Facilitates learning • “Informal” writing • Standards 9 and 10

Compare claims and propositions across texts

Expectation: Writing is a Shared Responsibility Across the Disciplines Respond to a text in writing through:  Summaries  Notes  Created and answered questions about a text  Create text

Research by Graham and Hebert (2010) Writing increases reading comprehension Students’ comprehension of science, social studies, and language arts texts in grades 212 increased when they wrote about what they read.

Comprehension improved when students were asked to increase how often they produced their own texts.

Types of Texts Opinion/ Argumentative Texts        

Articles Critical Analyses Essays Letters Position Papers Report Abstracts Speeches White Papers

Informative/ Explanatory Texts              

Articles Autobiographies Biographies Critical Analyses Essays Lab Reports Letters Literature Review Memoirs Memos Poetry Report Abstracts Research Proposals Speeches

Narrative Texts                

Adventure fiction Allegories Autobiographies Biographies Graphic novels Fantasy fiction Historical fiction Memoirs Mystery fiction Parodies Personal narratives Plays Poetry Realistic fiction Satires Science fiction

Writing Texts Opinion/Argumentative Writing

Informative/Explanatory Writing Narrative Writing

Task, Purpose, and Audience

Writing Process

Research

Technology

Writing to Source 43

Closing Thoughts

Essential Question:

How can I use what I learn from the CCSS to make my instruction better in all disciplines so all students are literate in all subjects?

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