2013

Disciplinary Literacyin 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. I know that the CCSS exist.2. I know where to find the CCSS.3. I have read the CCSS.4. I have considered instructional and curricular

practices with regard to the CCSS.5. I have created a cross walk of the CCSs to district

curriculum.6. I am prepared to address the needs of diverse

learners for college and careers using CCSS.7. I intentionally plan with the CCSS in mind and my

instruction is standards-based.8. I assess my students using a format similar to the

Smarter Balance Assessment Consortium.

It’s not quite as easy as 1, 2, 3!

Literacy is a complex process that requires a comprehensive approach.

Elementary: Literacy in All

SubjectsUsing the CCSS

Writing About Reading

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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DISCIPLINARY LITERACY DEFINED

Shifting paradigms

In Wisconsin. . .

. . .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.

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union, flowing

together

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.

Lesson Planning

interactive lesson planning template CCSS

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?

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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.

Where are our students headed?

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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.

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

Antique Road Show in Kdg. Show and Tell

What is a way to teach primary

students to think like a historian?

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Generic Reading Strategies

Monitor comprehension

Pre-read

Set goals

Think about what one already knows

Ask questions

Make predictions

Test predictions against the text

Re-read

Summarize

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

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”

PRC2

Directions: Read this article and mark up the text with text coding to indicate your thinking.

! = Surprised me

? = I have questions

• = connections

Circles = words and phrases on which to focus

Mentor Texts in the Disciplines

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

Tier

I• Everyday

speech

• ELL support needed

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

Tier

II

• Academic words

• Words found in texts across the disciplines

Tier

III • 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

•Word frequency

•Sentence length

•Text cohesion

•Motivation

•Knowledge/experiences

•Purpose

•Task complexity28

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.”

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Inst

ruct

ion

al P

urp

ose

Collection of Texts Multiple print and digital texts in diverse media, formats, and lengths

Instructional Texts

Gra

de

-lev

el t

exts

Tigh

t fo

cus

on

th

e st

and

ard

s

Bu

ild k

no

wle

dge

Lite

rary

mer

it, c

ult

ura

lly

resp

on

sive

, an

d r

ich

in

con

ten

t

Independent Texts

Ind

epen

de

nt-

leve

l tex

ts

Ap

ply

lear

nin

g o

ver

tim

e

Pro

mo

te jo

y o

f re

adin

g

Hig

h-i

nte

rest

tex

ts

Types of Texts

What types of text do

experts in your field

read?

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Text Features

Text features

help students

identify

important

details in the

text and

become more

efficient in

their reading.

Text Structures

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.

Cause & Effect

Chron. Order

Compare

Contrast

Process

Problem/ Solution

Definition or

Description

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

A progression of text-

dependent questions develops

critical thinking.

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Close Reading

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

Range of Texts for Writing

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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

Writing to Learn

• Facilitates learning

• “Informal” writing

• Standards 9 and 10

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Compare claims and propositions across texts

Expectation: Writing is a Shared Responsibility Across the Disciplines

Research by Graham and Hebert (2010)

Writing increases reading comprehension

Students’ comprehension of science, social studies, and language arts texts in grades 2-12 increased when they wrote about what they read.

Respond to a text in writing through: Summaries Notes Created and answered questions about a

text Create text

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

Types of TextsOpinion/

Argumentative TextsInformative/

Explanatory TextsNarrative Texts

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

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

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

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Opinion/Argumentative Writing

Informative/Explanatory Writing

Narrative Writing

Task, Purpose,

and Audience

Writing Process

ResearchWriting

to Source

Technology

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?

Become a Literacy Leader!Expertise Matters!