Disciplinary Literacy Brought to you by….. A message about Disciplinary Literacy from the DPIA...
-
Upload
garry-nelson -
Category
Documents
-
view
217 -
download
2
Transcript of Disciplinary Literacy Brought to you by….. A message about Disciplinary Literacy from the DPIA...
Disciplinary Literacy
Brought to you by….
2
• A message about Disciplinary Literacy from the DPI
3
DPI Overview Jigsaw
• What is Disciplinary Literacy?
• Why is Disciplinary Literacy important?
• 4 Foundations of Disciplinary Literacy
4
Disciplines Listed by DPIAgriculture and Natural Resources
Marketing, Management & Entrepreneurship
Art and Design Education Mathematics
Business and Information Technology
Music
Dance Nutrition
Early Learning Standards Physical Education
English Language Arts School Counseling
Environmental Education Science
Family & Consumer Sciences
Social Studies
Fine Arts Technology & Engineering
Health Education Theatre
Health Science Occupations
World Languages
5
Turn and Talk
6
Consider…
“Content-area teachers use reading and writing in ways peculiar to their subject matter. Their goals are content achievement and student success.”
Harry Stein
7
And…
“. . . each academic discipline or content-area presupposes specific kinds of background knowledge about how to read texts in that area, and often also requires a particular type of reading.”
Lee & Spratley, 2010, p. 2
8
Official Wisconsin Definition
“In Wisconsin, disciplinary literacy is defined as the confluence of content knowledge, experiences, and skills merged with the ability to read, write, listen, speak, think critically and perform in a way that is meaningful within the context of a given field.”
WI Department of Public Instruction,document on disciplinary literacy, May
2011
9
Disciplinary Literacy: CCSS Literacy Standards
Intermediate Literacy
Lite
rary
Fi
ctio
n
Bio
Sci
en
ce
Math
em
ati
cs
Ph
y S
cien
ce
His
tory
Soci
al
Stu
die
sTe
chn
ical
Healt
h
Fitn
ess
Hu
man
itie
s
Basic Literacy
Doug Buehl, Developing Readers in the Academic Disciplines, 2011, p.13
Disciplinary Literacy
10
Directions:• Working independently or with a
partner from your table, complete the graphic organizer to solidify your thinking about disciplinary literacy
Disciplinary Literacy, Activity # 1:Defining Disciplinary Literacy
11
Disciplinary Conventions“. . . appreciation of the norms and
conventions of each discipline. . .”
• History / Social Studies– Kinds of evidence used and valued– Understanding of domain-specific words– Analyze, evaluate ,and differentiate primary and
secondary sources
• Science / Technical Subjects– Kinds of evidence used and valued– Understanding of domain-specific words– Gain knowledge of from challenging texts that
use diagrams and data to convey information
12
Disciplinary ConventionsDeveloping an “insider perspective”• Ability to “read, write, and think in ways
that are characteristic of discrete academic disciplines” (Buehl, p. 10)– Access communications in particular subject
area through reading and listening– Communicate (through writing and speaking)
in ways that “insiders” do• Leads to full participation in the discipline
13
Disciplinary Literacy, Activity # 2:Disciplinary Conventions
Directions:• Think about the discipline you most
closely identify with. Complete the chart with information about “your” discipline.
• Talk with a colleague about his/her discipline. Share information from the chart below in a brief conversation. Record information about the conversation.
• Continue talking with different colleagues to learn about several disciplines.
14
Disciplinary Literacy
Reading Writing
15
College & Career Readiness (CCR) Anchor Standards for Reading
CCR Categories• Key Ideas and
Details• Craft and Structure• Integration of
Knowledge and Ideas
• Range of Reading and Level of Text Complexity
Specific Standards are
Provided in Each Category by
Grade Level/Band
Major Organizing Structure
Throughout the Reading
Standards
16
2 Sets of Reading Standards for 6-12
• History/Social Sciences• Science and Technical Subjects
1 Set of Reading Standards for K-5
17
•Understand explicit ideas and make inferences
•Determine central ideas and themes; summarize
•Analyze development of ideas
Key Ideas and Details
•Interpret words and phrases
•Analyze structure of a text
•Assess how point of view and purpose shape text
Craft and Structure
•Integrate and evaluate information presented in diverse formats
•Delineate and evaluate arguments and claims
•Analyze how two or more texts address a theme or topic
Integration of
Knowledge and Ideas
Range of Reading and Level of Text Complexity (10)
18
Jigsaw
• Find the category you are assigned in both sets of standards in grades 6-12
• Consider how they are alike and different depending upon the subject area.
• Complete the Venn diagram and be prepared to report to the group.
19
Jigsaw Part Two
• Now look at the K-5 Standards for Informational Text for your same category
• Consider how these are alike and different depending upon the subject area
• Complete the Venn diagram and be prepared to report to the group.
College & Career Readiness (CCR) Anchor Standards for Writing
CCR Categories • Text Types and
Purposes• Production and
Distribution of Writing
• Research to Build and Present Knowledge
• Range of Writing
20
Specific Standards are
Provided in Each Category by
Grade Level/Band
Major Organizing Structure
Throughout the Writing
Standards
•Write arguments to support claims
•Write informative/explanatory texts to examine and convey complex ideas
•Write narratives to develop real or imagined experience
Text Types and Purposes
•Produce clear and coherent writing
•Planning, revising, editing, rewriting
•Use technology to produce, publish, interact and collaborate
Production and Distribution of
Writing
•Conduct short/sustained research projects
•Gather information from multiple sources
•Draw evidence from literary/informational texts
Research to Build and Present
Knowledge
21Range of Writing: Write routinely for
range of tasks, purposes, and audiences
22
What About Disciplinary Writing?
• Select a grade level at K-5 and also 6-12. Look at the first category “Text Types and Purposes” in both sets of Standards.
• What do you see as areas of focus for younger children?
• Continue through the reset of the categories
23
Considering Text Complexity
• Dr. Tim Shanahan Intro to Text Complexity
24
Text complexity is defined by:
Qua
litat
ive
2. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.
Quantitative
1. Quantitative measures – readability and other scores of text complexity often best measured by computer software.
Reader and Task3. Reader and Task considerations –
background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.
25
Measures such as:• Word length• Word frequency• Word difficulty• Sentence length• Text length• Text cohesion
Step 1: Quantitative Measures
26
Quantitative Measures Continued
Remember, however, that the quantitative measures is only the first of three “legs” of the text complexity triangle.
Your final recommendation may be validated, influenced, or even over-ruled by your examination of qualitative measures and the reader and task considerations.
27
Step 2: Qualitative Measures
Measures such as:• Levels of meaning• Levels of purpose• Structure• Organization• Language conventionality• Language clarity• Prior knowledge demands
28
Step 3: Reader and Task
Considerations such as:• Motivation• Knowledge and experience• Purpose for reading• Complexity of task
assigned regarding text• Complexity of questions
asked regarding text
29
Turn and Talk
30
What is Meant by Text?
Text refers broadly to any communication product:
• Oral (e.g. speeches, conversations, and audiotapes)
• Written (e.g. essays, stories, articles, novels, and poems)
• Visual (e.g. illustrations, films, or computer displays)
31
Informational Text
• Literary Nonfiction• Historical, Scientific, and Technical TextsBoth Found in Many formats (print &
digital):– biographies and autobiographies– books about history, social studies,
science, and the arts – technical texts, including directions, forms– information displayed in graphs, charts, or
maps
32
Informational Text: Literary Nonfiction
• Type of informational text important in the discipline of English language arts
• Also called:– Creative nonfiction– Narrative nonfiction– Fact-based narrative
• Communicates information in a way that reads like fiction
• Biographies, political and personal essays, character sketches are examples
33
Informational Text:Historical, Scientific,
Technical Texts• Type of nonfiction• Share information about the natural or social
world• Various graphical devices
– Charts, graphs, tables– Photographs– Captions
• Various formats (print and digital) and lengths
Nell Duke, Reading and Writing Informational Texts in the Primary Grades
34
Turn and Talk
35
Activity 3Examining Text
Complexity• Examine the books you have been
given.
• Create a chart like the example in your bag. Discuss and fill it in.
• Be ready to show and share.
36
Activity #3Was This Helpful?
• How might you use this information?
37
Comments?
Concerns
?Questions?
38
Today’s material was compiled and adapted from:
Common Core State Standards Initiative Deeper Study, CESA #7
WI Department of Public Instruction
Please fill out an exit
ticket!
Sherri Torkelson
Billie Finco