Common Core Disciplinary LiteracyCommon Core Disciplinary Literacy

Instruction: Instruction:

Understanding Text Complexity in Understanding Text Complexity in

History and Science Literacy StandardsHistory and Science Literacy Standards

Authors:Authors: William Piercy Ph.D. Thomasina Piercy Ph.D.William Piercy Ph.D. Thomasina Piercy Ph.D.

piercys@aol.com thommiepiercy@gmail.com

304-725-3128 304-582-5629304-725-3128 304-582-5629

*Disciplinary Literacy Wiki ppt:-Based on the Common Core book and seminar- “Disciplinary Literacy: Redefining Deep Understanding Leadership 21st Century Demands” published by Lead+Learn Press.com

Today’s Disciplinary Literacy Outcomes

Participants will:

• Identify how to develop Identify how to develop CoherenceCoherence of of Cognitive Demand between the CCSS, Cognitive Demand between the CCSS, Complex Texts, and Performance TasksComplex Texts, and Performance Tasks

• Identify how Identify how Disciplinary LiteracyDisciplinary Literacy supports supports deep understanding of Complex Texts across deep understanding of Complex Texts across disciplinesdisciplines

•1998-1998-GGooooggllee

•1999-1999-BloggingBlogging

•2003-2003-Second LifeSecond Life

•2005- 2005- You TubeYou Tube

•2006-2006-TwitterTwitter

•2007-2007-iphoneiphone

•2008- 2008- Amazon KindleAmazon Kindle

•2008-2008-FacebookFacebook

•2010-2010-ipadipad

Common Core State Standards-Common Core State Standards-• As a result, the standards demand As a result, the standards demand growthgrowth to to

ensure students reach graduation targets.ensure students reach graduation targets.

• Strong Strong Learning Progressions Learning Progressions spiral from spiral from College and Career Readiness through College and Career Readiness through Kindergarten.Kindergarten.

• Intentional connections are integrated Intentional connections are integrated betweenbetween the Strands for Reading and Writing. the Strands for Reading and Writing.

• Text difficulty is Text difficulty is centralcentral..

Disciplinary LiteracyDisciplinary Literacy• Texts have a Standard, (10), dedicated to increasing

complexity levels through Learning Progressions

• At each grade, 80 to 90% of the CCSS for Reading demand text-dependant analysis

• The CCSS for ELA are shared by science and history teachers

• Disciplinary Literacy honors unique reading demands in different contents

• Related Professional Development needs to be offered for History/SS, Science/technical, and ELA

Disciplinary LiteracyDisciplinary Literacy

• Content teachers focus on Content teachers focus on how to teach literacyhow to teach literacy required in their disciplinerequired in their discipline, not on teaching how to , not on teaching how to

apply general reading strategies in content areasapply general reading strategies in content areas

• Informational texts have an increased focusInformational texts have an increased focus with with specificspecific expectations, distribution is not an option expectations, distribution is not an option

• GreaterGreater expectations for reading expectations for reading multiple texts, multiple texts, including non-text sourcesincluding non-text sources

• EmphasisEmphasis on demands required for on demands required for Close Reading Close Reading to acquire evidence and make accurate claims to acquire evidence and make accurate claims

CoherenceCoherenceClosing the Text Complexity GapClosing the Text Complexity Gap

Standards- Standards- unpacked for unpacked for rigorrigor

Text Text Complexity Complexity level-level-identifiedidentified

PerformancePerformanceTasks- Tasks- cognitive cognitive demand demand aligned with aligned with standardsstandards

Common Core State Standards-Common Core State Standards-The Unpacking ProcessThe Unpacking Process

Unpacking reveals Unpacking reveals cognitive demand cognitive demand of essential skills and knowledge in of essential skills and knowledge in the the Maryland Common Core State Maryland Common Core State Curriculum Frameworks Curriculum Frameworks which which inform inform instruction instruction and and assessmentassessment design. design.

STANDARD 10STANDARD 10

• In response, the Common Core State In response, the Common Core State Standards have woven Standards have woven text complexity text complexity expectations into expectations into everyevery grade, beginning with grade, beginning with Grade 2, through the progression of Standard Grade 2, through the progression of Standard 10. Kindergarten and Grade 1 are exposed to 10. Kindergarten and Grade 1 are exposed to complex texts. complex texts.

• IncreasedIncreased Text Complexity is a Text Complexity is a keykey requirement in the Common Core document requirement in the Common Core document (CCSSI, 2010, Appendix A)(CCSSI, 2010, Appendix A)

Focusing on Text ComplexityFocusing on Text Complexity

-Quantitative Factors

-Readers and Task Factors

-Qualitative Factors: Purpose, Structure, Language Conventionality,

Knowledge Demands

Shanahan & Shanahan

What Do the Researchers Say?

Disciplinary Disciplinary Literacy Literacy

Intermediate LiteracyIntermediate Literacy

Disciplinary LiteracyDisciplinary Literacy

Disciplinary Literacy instruction Disciplinary Literacy instruction identifies identifies and providesand provides literacy skills, aligned with literacy skills, aligned with literacy actions, which teach studentsliteracy actions, which teach students howhow to comprehend withto comprehend with deepdeep understanding- understanding- usingusing specific demands specific demands in the content in the content areas including History, Science, Literature, areas including History, Science, Literature, Mathematics and MusicMathematics and Music.

Reading Like A…Reading Like A…

HistorianHistorian-- ScientistScientist-- MathematicianMathematician-- Literary Critic-Literary Critic- Musician-Musician-

Reading Like a HistorianReading Like a Historian• A. Context- How does Sourcing and Contextualizing impact deep

understanding? Examples: Who is the author? What events influenced his or her thinking?

• B. Text- What text-dependent, discipline-specific questions will increase close reading? Example: Analyze the effectiveness of Douglass’ descriptions about how he endured physical and emotional torment. Considering the context, is this primary source a credible text for understanding slavery? Cite specific examples from the text in your response.

• C. and D. Subtexts- How does identifying the author’s Plan/Intention and Purpose/Motive deepen understanding of the text? What does the author plan to do or gain through this text? What larger plan may he or her have? Examples: What intentions did Frederick Douglass have which were not directly stated in the text? Describe how you inferred these intentions by reading between the lines of the text.

Generalized Content Generalized Content Reading Strategies Reading Strategies

Discipline-specificDiscipline-specific Close Reading ApproachesClose Reading Approaches

Disciplinary Literacy Reading Disciplinary Literacy Reading Approaches Approaches

• SourcingSourcing• ContextualizationContextualization• CorroborationCorroboration• Text structureText structure• Graphic elementsGraphic elements• Critiquing of argumentCritiquing of argument• Close readingClose reading

Reading & Writing Standards for Reading & Writing Standards for Literacy in History and Social StudiesLiteracy in History and Social Studies

--RI.8.1RI.8.1-Cite -Cite the textual evidence the textual evidence that that most strongly supports an most strongly supports an analysisanalysis of what the text says explicitly as of what the text says explicitly as well as well as inferencesinferences drawn from the drawn from the text. text.

RH.6-8.1RH.6-8.1-Cite specific -Cite specific textual textual evidenceevidence to support analysis of to support analysis of primary and secondary sourcesprimary and secondary sources..

W.8.1W.8.1-Write -Write argumentsarguments to to support support claims claims with clear reasons and with clear reasons and relevant relevant evidenceevidence. (a-e) . (a-e)

WH.8.1WH.8.1-Write arguments focused on -Write arguments focused on discipline-specific content. discipline-specific content. (a-e)(a-e)

Reading Like a Historian Reading Like a Historian BehaviorsBehaviors

Historians Historians contextualizecontextualize by by asking asking questions about what was happeningquestions about what was happening in in the world at the time the text was the world at the time the text was written.written.

HistoriansHistorians see the text as an see the text as an argumentargument. They . They challenge the textchallenge the text.. HistoriansHistorians use use sourcingsourcing to determine to determine what influenced the author’s what influenced the author’s perspectiveperspective.. HistoriansHistorians corroboratecorroborate by by comparing comparing the text with other sourcesthe text with other sources..

HistoriansHistorians evaluate credibility evaluate credibility of the of the author.author. HistoriansHistorians wrestle/notice with wrestle/notice with contradictionscontradictions in different texts in different texts. .

Discipline-Specific, Discipline-Specific, Text-Dependent QUESTIONINGText-Dependent QUESTIONING

“Questions of high quality cause students to think and reflect, to deepen their understanding…” Danielson 2011

“The whole world is watching as we provide more complex instruction, covering a wider range of skills, to an increasingly diverse group of students. It is not these challenges that will define our generation of teachers, however – but our response.”

- Steven White, 2010

•

Questions and ThoughtsQuestions and Thoughts

Presented byPresented by

Dr. Dr. Thomasina Piercy and Dr. William PiercyThomasina Piercy and Dr. William Piercy thommiepiercy@gmail.com

piercys@aol.compiercys@aol.com