Carla K. Meyer, Appalachian State UniversityBrooke Huffman, Watauga County SchoolsJessica Hall, Alleghany County SchoolsSusan Anauo, Catawba County SchoolsKellie Johnson, Ashe County SchoolsSarah Chapman, Caldwell County SchoolsKimberly Tufts, Avery County SchoolsLois Boone, Wilkes County SchoolsJodi Brown, Burke County Schools

The Common Core and Discipline Literacy: Who is Responsible Anyway?

The Appalachian State Public School Partnership: Middle Grades English Language Arts PLC

Rest Assured Yes, we know you are not a reading teacher;

You are a content specialist.

The Literacy Needs of Young Adolescents

Adolescent readers and writers cannot be viewed as larger versions of early readers and writers.

They need instruction which will assist them in more advanced stages of literacy learning and reading at a deeper level.

Chall’s Stages of Reading [Literacy]

Stage 0: Getting Ready to Read [and write] Stages 1 and 2 Learning and Practicing

Beginning Reading Skills [and writing skills] Stage 3: Reading [and writing] for Learning

the New Stage 4: Reading [and writing] Multiple

Viewpoints Stage 5: Constructing and Reconstructing

Meaning [through reading and writing]▪ (Revisited by Jacobs, 2008)

Discipline Literacy

To read, write, and speak proficiently about specific content topics, students must have command of the language in each discipline.

(Jetton & Alexander, 2004).

Text Complexity

New standard focuses on increased ability to read complex text over course of school year

CCSS, Appendix A cites research including the ACT, Inc. 2006 report, “Reading Between the Lines,” as impetus Finding showed that nearly 50% of high school

graduates need remediation to handle reading required in college or career

Facts Leading to “TC” Inclusion CoreStandards.org, Appendix A:

Workplace reading can exceed grade 12 complexity significantly (lexile measure)

College often requires independent reading of complex text, with little to no scaffolding, for which they can be held accountable

While K-12 reading texts have tended to decrease in complexity over 50 years, text complexity in periodicals and science journals has remained the same or increased

Elementary and middle school reading do not provide much exposure to expository texts; often superficial

Who Is Addressed? Reading Standards for Literacy are

delineated for ELA, History/Social Studies, Science and Technical Subjects

Standard .10 for ELA (English Language Arts), RH (History/SS) and RST (Science/Tech) states that students will: “read and comprehend____texts in the grades

6-8 text complexity band independently and proficiently” by the end of each middle school year.

How To Measure

donnaroman.files.wordpress.com

Help M

easuring – Reader/Task

Help For Measuring - Qualitative

Help Measuring - Quantitative

Measures of Text Difficulty: Testing their Predictive Value for Grade Levels and Student Performance by J. Nelson, C. Perfetti, D. Liben and M. Liben

Scaffolding For New Standards

bcsdedoffice.org

Resources for Text Complexity

Core Standards – www.corestandards.org/assets/Appendix_A.pdf

Int’l Reading Association – http://www.reading.org/Libraries/members-only/Fisher_and_Frey

_-_Text_Complexity_-_January_2012.pdf Literacy Beat –

http://literacybeat.com/2011/10/14/exploring-the-textproject-website-and-text-complexity/

NYC Schools – http://schools.nyc.gov/Academics/CommonCoreLibrary/Commo

nCoreClassroom/Literacy/default.htm

Ohio Schools Resources – http://ohiorc.org/orc_documents/ORC/Adlit/InPerspective/2012-04/in_p

erspective_2012-04.pdf

Text Project – http://textproject.org/professional-development/text-

matters

The Vocabulary Diet Are you serving “casserole” or “dessert”? VOCABULARY CASSEROLE INGREDIENTS: 10 – 20 unfamiliar words Dictionary Teacher with High Hopes “Matching” Test on Friday

Mix together with students expected to copy all definitions. To add spice, have students write words in sentences. Leave alone all week. Top with student apathy.

PERISHABLE: Will spoil by the next day Serves: No one

The Vocabulary Diet

VOCABULARY TREAT INGREDIENTS 5 – 10 useable and meaningful words 1 thesaurus 1 word wall or chart 1 game like jeopardy or bingo 1 prepared teacher who’s done his/her homework

Mix words into classroom activities. Pre-teach if necessary. Have students test words for flavor and use alternatives.

Add to chart or word wall, draw pictures or act out meanings. Stir often all week by teacher committed to increasing student understanding. Top with cool game to evaluate.

May be kept “fresh” over much longer period. Serves: Everyone

Strategy SmorgasbordAppetizers: Entrees: Desserts*:

Word SplashWord Journals Memory GamePossible Sentences List/Group/Label Word BingoProbable Passages *Word Chains Word JeopardyRate-a-Word*3 x 3 Sentences Looping CardsSentence Frames *Concept Circles and MORE!!!Vocabulary Scramble *Word MapsChunking/Sorting Most Important WordTea Party Game *Trading CardsAnd MORE!! Expert to Expert

Interactive Word Wall*Web Stretchers*Four Box Synetics*Freyer Model*Verbal/Visual

*Graphic Organizers and Games meet 5 of the 6 Marzano Vocabulary Development steps!!

What are text features?

In nonfiction, text features include: The table of contents Headings and subheadings Illustrations, photos, and captions Maps, diagrams, graphs, tables and charts Sidebars and fact boxes Font styles, bullet points and quotations The glossary The index Time lines, fun facts, for further

exploration, activities

What do text features do? Text features help

us gather information about what the text will teach us.

Text features answer questions or give additional information not included in the text.

What am I supposed to learn?

Teaching text features Model, model, model Review text features prior to reading A huge mistake readers make is to start

reading and forget the text features, missing important information.

Text Feature Walk Text Feature Walk:

Students work in small groups reading each feature as it appears in the article and discussing what they think they will be learning. As students discuss the features they begin to understand the purpose of the article.

Tips for using a text walk Choose articles that students have prior

knowledge in. Make sure students understand the

difference between text features and the body of the article.

Have students read and discuss small chunks of the article at a time.

Model hard pronunciations of vocabulary prior to discussion.

Have students determine how the text walk aided their comprehension of the unit.

“Author Says/I Say”- A Graphic Organizer to Guide Text Comprehension

Buehl, Doug. Classroom Strategies for Interactive Learning. 3rd

ed. Newark, DE: International Reading Association, Inc., 2009. Print.

Standards

RH/RST 6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources

RH/RST 6-8.2 Determine the central idea or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinion.

Key Ideas and DetailsThe “Author Says/I Say” graphic organizer supports

College and Career Readiness Anchor Standards for Reading.

The student will:1. Read closely to determine what the text says

explicitly and will make logical inferences from it; cite specific textual evidence when writing to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Author Says/I Say –Constructing Meaning from Written Text

Bui[Type text] [Type text] [Type text]

I Wonder The Author Says I Say And So….

Author Says Chart

Questions

I Wonder… Purpose: To increase interest in the

text Begin by perusing the passage,

examining pictures and captions, headings, and subheadings.

Teacher models “think-aloud” process Start to generate questions you and

the class hope the author answers.

In Search of Answers

The Author Says…

As the reading begins, answers to the questions will begin to surface.

Cite textual evidence that supports the answer to the question. (RH/RS 6-8.1)

Dialogue with AuthorI Say… Gives opportunity to connect to the

answer the author has provided Making inferences takes place Helps students to experience that

reading is, in many ways, a conversation with the author

How has this exchange informed, enlightened, or even perhaps influenced the reader?

Synthesizing to Gain Central Idea

And So…

Key points from generated questions to the answers are synthesized into a summarizing statement by the students

This honors Standards RH and RS 6-8.2 where determination of the central ideas or themes of a text occur. Students analyze their development; summarize the key supporting details and ideas.

Matthew Henson: At the Top of the World by Jim Haskins

I Wonder The Author Says I Say And So….

Who is Matthew Henson, and what did he do that was so important?

Henson was a co-discoverer of the North Pole. He was also a black man who was instrumental in the expedition’s success.

I think Matthew Henson was very brave. He risked his life to go on an adventurous expedition to be the first to discover the North Pole.

Matthew Henson was finally recognized thirty plus years later with a gold medal. It’s sad to learn that race was a factor in being recognized so much later. (P. 818)

Clearly, MH’s desire for adventure and having his name known is important enough to venture to the North Pole. (p 814)

I think this is a risky expedition to attempt.

His 1908 expedition group wanted to find the point of the North Pole. (p. 815)

What was the need to go on an expedition to the North Pole?

Janey Moore, the owner of the restaurant of which he worked, took him in when she found out he had no home. (P.812)

What a generous person Janey Moore must have been. Not many people would do that.

Matthew Henson stayed with Janey for almost a year until deciding to become a sailor at the age of 14.

Henson did not face any dangers and completed the canal survey in Nicaragua in 1888. (P. 814)

It appears that if there were any dangers, there was nothing really noteworthy to include in this biography.

Because this text is a biography, any mishaps in Nicaragua would probably have been told by Matthew Henson in an autobiography.

What did 13yr old Matthew Henson do when he became homeless?

What dangers will Henson encounter in Nicaragua?

Language Arts: Matthew Henson

China: Articles onthe Silk Road and the Great Wall of China I Wonder The Author Says I Say And So….

What was the Silk Road, and how did Zhang Qian’s influence its development?

It was a trading route that ran through Cen. Asia and Middle East, to the Mediterranean Sea. It was used for thousands of years. (Par. 7)

It must have been quite an exciting experience to travel the Silk Road to do business and trade.

Zhang Qian’s information about the Western portion of China led to the development of the Silk Road therefore leading to cultural exchanges. (Par. 8)

The Great Wall protected China from invaders for thousands of years. (Par. 2)

It seems to me the problem of these invaders must have been pretty severe for a wall this size to have been built.

The Great Wall of China was built to ward off enemies north of China. (Par. 1)

Why was the Great Wall of China built?

At first it was built out of packed earth, but after renovation it was built from stone instead. (Par. 3 and 6)

I imagine that a lot of people died in making the Great Wall because invaders like the Mongols still invaded and the job of building it was so dangerous.

The Great Wall of China was completed during the Ming dynasty with passes and watchtowers. (Par. 6)

Beijing was captured in 1644 by rebels led by Zicheng. An attempt to restore the Ming dynasty failed when a pact with the Manchus was sabotaged. (Par. 8)

Commander Wu Sangui was so gullible to think the Manchus would be fair and honest in trying to save the Ming dynasty. Weren’t states fighting for power all the time in China?

The Manchus overthrew what was left of the Ming dynasty and established the Qing dynasty. (Par. 8)

How was the Great Wall of China built?

How did the Ming dynasty lose power if the Great Wall protected them?

Social Studies: China

Benefits Galore…..

Focused, engaged readers Rich classroom dialogue Amazing text-to-self, text-to-text,

text-to-world connections are shared Advanced critical thinking skills

demonstrated Higher achievement scores Great job satisfaction for the

teacher!

Compare/Contrast

Standard RH.6-8.9- Analyze the relationship between a primary and secondary source on the same topic. Standard RST.6-8.9- Compare and Contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

Benefits- Helps students to think critically and use higher order thinking skills (analyzing and synthesizing), as well as build comprehension.

S.S.- Example- Civil Rights (Oh, Freedom, Poetic Justice, A More Perfect Union)Science Example- Pandemics (Saliva Simulation, Black Plague article, Typhoid Mary Video)

The 21st Century Venn Diagram or Triple Bubble Map (for you “Thinking

Mappers”)

Author’s Purpose and Bias Author’s purpose can be put in one

of the big three:

Persuade Inform Entertain

Easy as Pie: Mnemonic device

Writing Purposes in Real Life

PERSUADE -propaganda, editorials, editorial cartoons, commercials, proposals, political speeches, blogs

INFORM – directions, maps, reports, census, teaching, blogs, wikis

ENTERTAIN – cartoons, fiction, blogs, magazines, (Facebook?)

Techniques for Determining Bias

Author’s purpose Determine tone of the author Fact/Opinion strategies Inclusion/Exclusion of facts and data Graphs and Charts – verify

information, look for manipulation (Math)

Resources – evaluate quality and quantity of resources used

Semantics – use of negative, complimentary, or neutral vocabulary

Writing

“We need to find ways to reveal to students what adult, experienced writers do—to reclaim the tradition of demonstration that allows young people to apprentice themselves to grown-ups.”

▪ (Atwell, 1998)

Writing

Model good writing You are an expert in your content area. It’s okay to use Sentence Starters at

first.

Model use of correct format

Team up with ELA teachers

Why collaborate?

Our Expertise (Content on Content/Reading on

Reading)

Language Arts teacher as a resource not an expert

http://www.ccresa.net/wp-content/uploads/2012/10/Full-Samples.pdf

Final Thought

Learning to read in discipline specific ways does not interfere with learning content-instead it teaches all students to reason in the complex ways that disciplines require.

Resources

Our Blog http://disciplineliteracyncmsc.wordpress.

com/

Blog Title: Discuss Discipline Literacy