Common Core State StandardsCommon Core State Standards

Exploring Professional Practices in Exploring Professional Practices in Disciplinary Literacy to Support Disciplinary Literacy to Support Student LearningStudent Learning Leadership I and II Howard County Public Schools Presented by Thomasina Piercy Ph.D.

Today’s OutcomesToday’s Outcomes• Increase my understanding of the HCPSS Plan for

Disciplinary Literacy as it relates to Student Learning• Acquire a common language in support of the

Common Core State Standards One and Ten• Determine how text complexity informs instructional

decisions• Understand how insightful questions support

professional conversations to leverage student growth• Enhance relationships between and among DOI

colleagues to strengthen our learning community

Professional ConversationsProfessional Conversations:The The CenterpieceCenterpiece for Growth for Growth

Professional Conversations Professional Conversations are are conducted to conducted to focusfocus improvement improvement efforts within the context of the efforts within the context of the Framework for Teaching Domains.Framework for Teaching Domains.

These conversations focus on These conversations focus on

means, not ends, in an means, not ends, in an environment of professional environment of professional respectrespect. . Charlotte DanielsonCharlotte Danielson

The Centerpiece of Professional Conversations The Centerpiece of Professional Conversations Invites Invites SLO’s to ThriveSLO’s to Thrive

Professional Professional Conversations Conversations require require Reflective Reflective Questioning Questioning to to provide the provide the contextcontext for for trusttrust and rand respectespect, the , the foundations for foundations for growth. growth.

“ “Student Learning Objectives Student Learning Objectives promote promote critical conversations critical conversations about instruction and about instruction and assessment, and use evidence assessment, and use evidence of student growth to guide of student growth to guide professional development professional development that targets instructional that targets instructional improvement.” improvement.” MD Teacher/ Principal MD Teacher/ Principal Evaluation Guidebook, 2012, p. 84Evaluation Guidebook, 2012, p. 84

Professional ConversationsProfessional Conversations

“ “Research has clearly demonstrated Research has clearly demonstrated reflectionreflection on practice on practice improves teaching.”improves teaching.” Charlotte DanielsonCharlotte Danielson

Today’s Urgency Today’s Urgency What ACT Reveals About College and Career What ACT Reveals About College and Career

Readiness in Reading Readiness in Reading 1. Reading demands in the 1. Reading demands in the workforceworkforce, , collegecollege, and , and lifelife have held have held

steady or steady or increasedincreased, yet K-12 texts have , yet K-12 texts have declineddeclined in in sophistication sophistication

(CCSSI, 2010, Appendix A, p. 2)(CCSSI, 2010, Appendix A, p. 2)

2. Gap between end of high school text readability demands and 2. Gap between end of high school text readability demands and university text is university text is increasingincreasing

(Williamson, 2008, p. 618; ACT 2011)(Williamson, 2008, p. 618; ACT 2011)

3. Students’ ability to 3. Students’ ability to understand and respond to questions, understand and respond to questions,

about complex text about complex text was the main differentiator of student was the main differentiator of student success success

(CCSSI, Appendix A, 2010, p. 2; ACT 2006, p. 16)(CCSSI, Appendix A, 2010, p. 2; ACT 2006, p. 16)

4. Common Core Standards are 4. Common Core Standards are more truthfulmore truthful. Secondary . Secondary standards were not written in a different room. Problems are standards were not written in a different room. Problems are not avoided, but looked directly in the face! not avoided, but looked directly in the face!

Everything Little Thing Everything Little Thing is Going to be Alright! is Going to be Alright!

Disciplinary Literacy Systemic Disciplinary Literacy Systemic Professional Development OutcomesProfessional Development Outcomes

Common Core Disciplinary Literacy Related Common Core Disciplinary Literacy Related Behaviors Behaviors STUDENTSSTUDENTS Need to Know/Be Able to Do: Need to Know/Be Able to Do:

• Achieve SLOs-as identified• Achieve Grade Level Learning Progressions• Apply Literacy Actions Independently-for Critical Thinking • Read Texts Closely and Analytically• Respond Accurately to Text-dependent, Questions-which are Discipline-specific• Apply Disciplinary Literacy Reading Behaviors• Demonstrate Responsible Behaviors When Taking-in and Distributing Information• Proficiently respond to Performance Tasks• Apply Writing Skills for Argument, Informative and Explanatory Writing

• ccssGrade Level Learning Progressions

EDUCATORSEDUCATORS who Need to Know/Be Able to Do who Need to Know/Be Able to Do Common Core Disciplinary Literacy Related Behaviors:Common Core Disciplinary Literacy Related Behaviors:

• Classroom Teachers• Literacy Team Members• Instructional Team Leaders, RSTs,

MSTs, Special Educators, ISTs, TDLs• Site-based Administrators• Curriculum Coordinators, Resource

Teachers, Facilitators• Directors• Board Members• Parents/Community Members

How to Hold On? How to Hold On?

Disciplinary Literacy Lesson Planning ToolDisciplinary Literacy Lesson Planning Tool: : Implementing Close Analytical Reading Implementing Close Analytical Reading

Instruction Aligned with CCSS Expectations Instruction Aligned with CCSS Expectations

• Identify Identify CCSS Standards CCSS Standards and Content Standards and Content Standards for Lesson-for Lesson-

• Determine Determine Text Complexity- Text Complexity- • Identify Identify Disciplinary Literacy Disciplinary Literacy Reading Behaviors- Reading Behaviors- • Text-dependentText-dependent, Discipline-specific Questions-, Discipline-specific Questions-• Performance Task Performance Task Components-Components-

Disciplinary Literacy Lesson Planning ToolDisciplinary Literacy Lesson Planning Tool

Column 1 Column 1 Common Core Standard 1-Close Analytic Reading• Content Standard-Common Core Standard 10-Text Complexity

Professional ConversationsProfessional Conversations: : Write an insightful question to guide teachers to Write an insightful question to guide teachers to reflect on- reflect on- the impact of the impact of instruction which is instruction which is alignedaligned with concepts and skills in the CCSS, with concepts and skills in the CCSS, Domain 1. Domain 1.

CoherenceCoherenceClosing Text Complexity GapClosing Text Complexity Gap

STANDARD 10STANDARD 10

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

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

Stand Independently!Stand Independently!

GRADES K-12 & CCR-GRADES K-12 & CCR- By the end of By the end of grade 12grade 12, read and comprehend grade , read and comprehend grade 12 complex texts i12 complex texts independentlyndependently and and proficiently. proficiently.

GRADES K-12 & CCR-GRADES K-12 & CCR- By the end of By the end of grade 12grade 12, read and comprehend grade , read and comprehend grade 12 complex texts i12 complex texts independentlyndependently and and proficiently. proficiently.

ConstructionConstructionManagerManager

How Do Text Complexity & Instruction How Do Text Complexity & Instruction for ANY Content, Discipline or for ANY Content, Discipline or

Career Path Career Path FitFit? ?

Reader & TaskReader & TaskReader & TaskReader & Task

ONLY One PerspectiveONLY One Perspective

Quantitive MeasuresQuantitive Measures:•Coh-MetrixCoh-Metrix•Lexile FrameworkLexile Framework•Flesh-KincaidFlesh-Kincaid•Dale ChallDale Chall•ATOS analyzerATOS analyzer

Text Dimensions:Text Dimensions:•Word lengthWord length•FrequencyFrequency•Sentence LengthSentence Length•Text Cohesion Text Cohesion

Focusing on Text ComplexityFocusing on Text Complexity

-Quantitative Factors-Quantitative Factors-Reader and Task FactorsReader and Task Factors-Qualitative Factors: Purpose, Structure, Language -Qualitative Factors: Purpose, Structure, Language ConventionalityConventionality, Knowledge Demands, Knowledge Demands

How can Text Complexity Guide Planning How can Text Complexity Guide Planning for Disciplinary Literacy Instruction? for Disciplinary Literacy Instruction?

PARCC’s “Task Prototypes for LITERACYPARCC’s “Task Prototypes for LITERACY””

Analyze an Informational Topic Analyze an Informational Topic

using the Anchor Text, the using the Anchor Text, the

Biography of Amelia EarhartBiography of Amelia Earhart, to , to

introduce the Topic. introduce the Topic. Grade 7Grade 7

********************

1.1. Assess Qualitative Text Complexity with Matrix.Assess Qualitative Text Complexity with Matrix.2.2. For For COMPLEX indicatorsCOMPLEX indicators, discuss , discuss instructional strategies instructional strategies to support all to support all

students’ access with a partner. students’ access with a partner. 3.3. As a Table Team, refer to As a Table Team, refer to pinkpink Text Complexity chart to discuss Text Complexity chart to discuss

discrepancies/implications for instruction. discrepancies/implications for instruction. 4.4. As a Table Team, write 1 Complex indicator on As a Table Team, write 1 Complex indicator on tag striptag strip, & on back write 1 , & on back write 1

strategy to scaffold that difficult area. strategy to scaffold that difficult area.

Disciplinary Literacy Lesson Planning ToolDisciplinary Literacy Lesson Planning Tool

Column 2 Column 2 Write a brief summary of Text Complexity Factors

for Amelia Earhart: -Qualitative factors- -Reader & Task factors- -Quantitative Factor-

Professional Conversations:Professional Conversations:Write an insightful question to guide teachers to reflect on- the connection between the connection between Text Text Complexity factors Complexity factors (Standard 10) and (Standard 10) and instructional decisionsinstructional decisions, Domains 1 and 3. , Domains 1 and 3.

Qualitative Dimensions of Text Qualitative Dimensions of Text Complexity for Complexity for ReadabilityReadability and and InstructionInstruction

Complex Complex/implicit/unconventional informational

structures If present, illustrations/graphics/text features are

sophisticated, essential to understanding, and provide information not otherwise conveyed in the text

Mostly Complex Some complexities and unconventionality;

more implicit than explicit If present, illustrations/graphics/text features

are sophisticated, may be essential to understanding, and provide information not otherwise conveyed in the text

Mostly Simple Primarily simple and conventional; more

explicit than implicit If present, illustrations/graphics/text features

enhance reader’s understanding and supplement understanding of the text

Simple Simple/explicit/conventional informational text

structures If present, illustrations/graphics/text features

are unnecessary or supplementary to understanding the text

Language Conventionality and Clarity

Complex Complex sentence structures Strongly employs the use of irony, abstract,

and/or figurative language Complex language (generally unfamiliar, archaic,

ambiguous, and/or purposefully misleading) Sophisticated use of vocabulary that is multi-

meaning, connotative, conceptual, academic, and domain-specific

Mostly Complex Primarily complex sentence structures Employs the use of irony, abstract, and/or

figurative language Moderately complex language (generally

unfamiliar, archaic, ambiguous, and/or purposefully misleading)

Some sophisticated vocabulary that is multi-meaning, connotative, conceptual, academic, and domain-specific

Mostly Simple Primarily simple sentence structures with

modest use of complex structures Predominantly literal language with moderate

use of figurative language and/or irony Primarily clear, contemporary, familiar, and/or

conversational language Largely simple vocabulary with moderate use

of vocabulary that is multi-meaning, connotative, conceptual, academic, and/or domain-specific

Simple Simple sentence structures. Literal language Clear, contemporary, familiar, and/or

conversational language Simple vocabulary

Levels of Meaning or Purpose

Complex Subtle, implied, difficult to determine theme

and/or purpose Sophisticated, multiple themes and perspectives Perspectives and experiences distinctly different

from the common reader High inter-textuality (many references to/citations

of other texts)

Mostly Complex Implied but fairly easy to infer theme and/or

purpose Multiple themes and perspectives Perspectives and expeiences uncommon to

most readers Inter-textuality (some references to/citations of

other texts)

Mostly Simple Implied but easy to identify theme and/or

purpose based upon context Primarily single themes and perspectives Perspectives and experiences common to

many readers Moderate inter-textuality (few references

to/citations of other texts)

Simple Explicitly stated theme and/or purpose Single themes and perspectives Familiar perspectives and common everyday

experiences No inter-textuality (no references to/citations

of other texts)

Knowledge Demands

Complex Requires extensive and specialized experiences

and knowledge

Requires a depth of discipline-specific content knowledge

Mostly Complex Requires specialized experiences and

knowledge

Requires some discipline-specific content knowledge

Mostly Complex Requires everyday knowledge with modest

experiences Requires some discipline-specific content

knowledge

Simple Requires everyday knowledge Requires familiarity with genre conventions

Close Analytic Reading of Close Analytic Reading of anyany Complex Text Complex Text

Close Reading of Close Reading of any any complex text complex text carefully carefully examinesexamines and draws and draws evidenceevidence with details with details directly from the directly from the text/graphs to increase text/graphs to increase comprehensioncomprehension,,acquisition of acquisition of knowledgeknowledge, and , and insightinsight.

Close Analytic Reading of Close Analytic Reading of Complex TextComplex Text

Read the text-Read text more than once; Read the text-Read text more than once; focus on detailsfocus on details Analyze what the text says Analyze what the text says explicitlyexplicitly Analyze where the text Analyze where the text leaves matters uncertainleaves matters uncertain Make Make inferencesinferences drawn directly from the text drawn directly from the text Pay attention to word meaning, determine Pay attention to word meaning, determine meaning of meaning of

unknown words unknown words Determine how the text is organized-Text StructureDetermine how the text is organized-Text Structure Identify the Context- Determine possible Identify the Context- Determine possible influences on influences on

content-content-Identify Identify biasbias Focus on facts leading to Focus on facts leading to questionsquestions

• Disciplinary LiteracyDisciplinary Literacy- - “Literacy skills “Literacy skills specializedspecialized to to history, science, mathematics, literature, or some other history, science, mathematics, literature, or some other subject which are needed to read complex texts.”subject which are needed to read complex texts.”

• Intermediate LiteracyIntermediate Literacy- - “Literacy skills “Literacy skills commoncommon to many to many tasks, including generic comprehension strategies, tasks, including generic comprehension strategies, common word meanings, and basic fluency.” common word meanings, and basic fluency.” 

• Basic LiteracyBasic Literacy- - “Literacy skills such as decoding and “Literacy skills such as decoding and knowledge of high frequency words that knowledge of high frequency words that underlie all underlie all reading tasks.” reading tasks.”  

Content Instruction with Content Instruction with Discipline-specific Literacy Discipline-specific Literacy

• Content knowledge is Content knowledge is strengthenedstrengthened when discipline-specific literacy is when discipline-specific literacy is integrated into teaching and learning.integrated into teaching and learning.

• Elementary teachers provide K-5 instruction specific to content areas. Elementary teachers provide K-5 instruction specific to content areas. They They extend beyond content extend beyond content areas to provide general literacy instruction areas to provide general literacy instruction including reading, writing, speaking, listening, and thinking. including reading, writing, speaking, listening, and thinking.

• Disciplinary Literacy instruction Disciplinary Literacy instruction broadensbroadens this effort to include discipline- this effort to include discipline-specific instruction for complex text based on the unique demands of specific instruction for complex text based on the unique demands of each discipline. It increases close, analytical reading of complex texts in each discipline. It increases close, analytical reading of complex texts in contents to advance expectations for the CCR Anchor Standards. contents to advance expectations for the CCR Anchor Standards.

Disciplinary Literacy and Disciplinary Literacy and College & Career LiteracyCollege & Career Literacy

Disciplinary Literacy is the use of discipline-specific practices to access, apply, and communicate content knowledge, (MSDE).

It identifies and provides Reading Behaviors which guide students on how to comprehend complex text with deep understanding using specific demands in the content areas including History, Science, English, Mathematics and Technical Subjects.

College & Career Literacy Reading College & Career Literacy Reading Behaviors Behaviors increase students’ access increase students’ access into into career-specific complex text. career-specific complex text.

Reading Like a…Reading Like a…

Historian-Historian- ScientistScientist-- Mathematician-Mathematician- Health Advocate-Health Advocate- Literary Critic-Literary Critic- MusicianMusician Construction Construction Manager-Manager- Others? Others?

Reading & Writing Literacy Standards

for History/Social Studies

--RH.6-8.1RH.6-8.1 Cite Cite specific textual evidence specific textual evidence to support to support analysisanalysis of primary and of primary and secondary sources. secondary sources.

RH.6-8.10RH.6-8.10 ByBy the end of Grade 8, read the end of Grade 8, read and comprehend history/social studies and comprehend history/social studies texts in the grades texts in the grades 6-8 text complexity 6-8 text complexity band band independentlyindependently and and proficiently. proficiently.

WHST.6-8. 1WHST.6-8. 1 (a-e) (a-e) - Write - Write argumentsarguments focused on discipline-specific content. focused on discipline-specific content.

WHST.6-8.2WHST.6-8.2 (a-f)(a-f)-Write -Write informative/explanatoryinformative/explanatory texts, including texts, including the narration of historical events, the narration of historical events, scientific procedures/experiments, or scientific procedures/experiments, or technical processes.technical processes.

Disciplinary Literacy Reading Behaviors for History/Social Studies

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

Historians see the text as an argument. They read with caution, due to author bias, and challenge the text.

Historians use sourcing to determine what influenced the author’s perspective.

Historians critique the credibility of the author’s argument.

Historians incorporate close reading to carefully consider wording and word choice.

Historians corroborate by comparing the text with other sources.

Historians synthesize a large number of texts.

Historians evaluate the trustworthiness of multiple sources rather than memorize facts and dates.

Historians wrestle with contradictions in different texts.  

Reading & Writing Literacy Standards

for Science

Next Generation Science PracticesNext Generation Science Practices--

#7. ENGAGING IN ARGUMENT FROM EVIDENCE#7. ENGAGING IN ARGUMENT FROM EVIDENCE

--RST.6-8. 1RST.6-8. 1- Cite - Cite specific textual evidence specific textual evidence to support to support analysisanalysis of science and of science and technical texts. technical texts.

RST.6-8.10 RST.6-8.10 - - ByBy the end of Grade 8, read the end of Grade 8, read and comprehend science/technical texts in and comprehend science/technical texts in the grades the grades 6-8 text complexity 6-8 text complexity band band independentlyindependently and and proficiently. proficiently.

WHST.6-8.1 (a-e) WHST.6-8.1 (a-e) - Write - Write ArgumentsArguments focused on discipline-specific content. focused on discipline-specific content.

WHST.6-8.2 (a-f) WHST.6-8.2 (a-f) -Write -Write informative/explanatory texts, including the informative/explanatory texts, including the narration of historical events, narration of historical events, scientific scientific procedures/ experimentsprocedures/ experiments, or technical , or technical processes.processes.

Reading Like a Scientist-Reading Behaviors

Scientists judge and collect evidence during reading.

Scientists create questions based on facts and data.

Scientists use sourcing as a predictor

of quality.

Scientists read deeply to understand a

large number of discipline-specific terms.

Scientists consider data-based graphs

as important as the text. They read back and forth between the graphs and text.

Disciplinary Literacy Lesson Planning ToolDisciplinary Literacy Lesson Planning Tool

Column 3 Column 3 Identify 2 Disciplinary Literacy Reading Behaviors. These will

increase students’ deep understanding of the identified Complex Text, (Standard 10).

Professional ConversationsProfessional ConversationsWrite an insightful question to guide teachers to reflect on- connections between connections between Disciplinary Disciplinary Literacy Reading BehaviorsLiteracy Reading Behaviors and deeper and deeper understandingunderstanding of discipline-specific of discipline-specific Complex TextComplex Text, , Domain 3. Domain 3.

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

1.1. Identify the core understandings and Identify the core understandings and key ideas key ideas of the text.of the text.

2. Include 2. Include opening questions opening questions to orient students to the text and provide to orient students to the text and provide confidence.confidence.

3. Craft questions based on 3. Craft questions based on powerful academic words powerful academic words and text structures and text structures connected to the key ideas. connected to the key ideas.

4. Develop questions that 4. Develop questions that support tough sections of text. support tough sections of text.

5.5. Sequence a series of questions Sequence a series of questions to build deeper analysis.to build deeper analysis.

6. 6. Identify which standards Identify which standards are aligned with the questions. are aligned with the questions.

Disciplinary Literacy Lesson Planning ToolDisciplinary Literacy Lesson Planning Tool

Column 4 Column 4 Create a Text-dependent Question that will

require Close Analytic Reading of the Complex Text.

Professional ConversationsProfessional ConversationsWrite an insightful question to guide teachers to reflect on- the impact of Text-dependent the impact of Text-dependent Questions on helping students read Complex Text Questions on helping students read Complex Text Closely and Analytically, (Standard 1)-Domain 3. Closely and Analytically, (Standard 1)-Domain 3.

Increasing Student AccessIncreasing Student Access

All students must have opportunities to engage with complex texts and demonstrate and express their understanding.

Some students will need different representations of information and scaffolding to bridge student access to accelerate student progress toward independent reading of complex texts.

Universal Design for LearningUniversal Design for Learning

Increasing Student Access intoIncreasing Student Access into Complex Text Complex Text

• Integrating Universal Design for Learning PrinciplesIntegrating Universal Design for Learning Principles• AligningAligning instructional strategies needed for instructional strategies needed for ComplexComplex factors factors

in textsin texts• Developing solid Developing solid Text-dependent, Discipline-specific Text-dependent, Discipline-specific

Questions Questions which require Close Analytic Readingwhich require Close Analytic Reading• Including Disciplinary Literacy Reading Behaviors for Including Disciplinary Literacy Reading Behaviors for

students to students to “Read Like a…” “Read Like a…” for deeper understanding of for deeper understanding of discipline-specific complex textdiscipline-specific complex text

• Increasing exposure to complex texts, including all Tiers of Increasing exposure to complex texts, including all Tiers of written and spoken vocabulary. written and spoken vocabulary.

• Increasing communication with parents and community. Increasing communication with parents and community.

Aligning Performance Task RigorAligning Performance Task Rigor• Performance Tasks are Performance Tasks are alignedaligned with the CCSS. with the CCSS. • Performance Tasks are designed to support students’ Performance Tasks are designed to support students’

journey towards proficiency. journey towards proficiency. • The Disciplinary Literacy Lesson Planning Tool The Disciplinary Literacy Lesson Planning Tool aligns aligns

instructional decisions for instructional decisions for coherencecoherence of CCSS’ cognitive of CCSS’ cognitive demand with Performance Tasks. demand with Performance Tasks.

Guiding Question for Performance TasksGuiding Question for Performance Tasks: : “How “How can I help students engage in reading complex texts can I help students engage in reading complex texts with deep understanding to learn the CCSS concepts with deep understanding to learn the CCSS concepts and skills?”and skills?”

•

Disciplinary Literacy Lesson Planning ToolDisciplinary Literacy Lesson Planning Tool

Column 5 Column 5 Consider components to be included for

developing a Performance Task for this lesson.

Professional ConversationsProfessional Conversations

Write an insightful question to guide teachers to reflect on- the need to the need to develop Performance develop Performance TasksTasks which are which are aligned with the cognitive aligned with the cognitive demanddemand of the CCSS and complex texts. of the CCSS and complex texts.

REFLECTION: REFLECTION: Today’s OutcomesToday’s Outcomes

• Increase my understanding of the HCPSS Plan for Disciplinary Literacy as it relates to Student Learning

• Acquire a common language in support of the Common Core State Standards One and Ten

• Determine how text complexity informs instructional decisions• Understand how insightful questions support professional conversations

leverage student growth• Enhance relationships between and among DOI colleagues to strengthen

our learning community

It is the promise of the CCSS that we It is the promise of the CCSS that we coalesce as a one coalesce as a one united team united team of American of American educators dedicated to each ONE of our educators dedicated to each ONE of our students. It is our calling to believe students. It is our calling to believe allall students students willwill acquire knowledge and acquire knowledge and confidence to embrace the joy of confidence to embrace the joy of reaching reaching theirtheir dreams. dreams.