Transcript Slide 1
Disciplinary Literacy
Brought to you by….
• A message about Disciplinary Literacy from the DPI 2
DPI Overview Jigsaw
• What is Disciplinary Literacy?
• Why is Disciplinary Literacy important?
• 4 Foundations of Disciplinary Literacy 3
Disciplines Listed by DPI
Agriculture and Natural Resources Art and Design Education Business and Information Technology Dance Early Learning Standards English Language Arts Environmental Education Family & Consumer Sciences Marketing, Management & Entrepreneurship Mathematics Music Nutrition Physical Education School Counseling Science Social Studies Fine Arts Health Education Health Science Occupations Technology & Engineering Theatre World Languages
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Turn and Talk
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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 6
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 7
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,
Disciplinary Literacy: CCSS Literacy Standards
Disciplinary Literacy
Intermediate Literacy Basic Literacy
Doug Buehl, Developing Readers in the Academic
Disciplines, 2011, p.13
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Disciplinary Literacy, Activity # 1: Defining Disciplinary Literacy
Directions:
• Working independently or with a partner from your table, complete the graphic organizer to solidify your thinking about disciplinary literacy 10
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
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Disciplinary Conventions
Developing 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 12
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.
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Reading
Disciplinary Literacy
Writing
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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 Major Organizing Structure Throughout the Reading Standards Specific Standards are Provided in Each Category by Grade Level/Band 15
2 Sets of Reading Standards for 6-12
• History/Social Sciences • Science and Technical Subjects
1 Set of Reading Standards for K-5
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Key Ideas and Details • Understand explicit ideas and make inferences • Determine central ideas and themes; summarize • Analyze development of ideas Craft and Structure • Interpret words and phrases • Analyze structure of a text • Assess how point of view and purpose shape text Integration of Knowledge and Ideas • 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
Range of Reading and Level of Text Complexity (10)
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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.
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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.
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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 Major Organizing Structure Throughout the Writing Standards Specific Standards are Provided in Each Category by Grade Level/Band 20
Text Types and Purposes • Write arguments to support claims • Write informative/explanatory texts to examine and convey complex ideas • Write narratives to develop real or imagined experience Production and Distribution of Writing • Produce clear and coherent writing • Planning, revising, editing, rewriting • Use technology to produce, publish, interact and collaborate Research to Build and Present Knowledge • Conduct short/sustained research projects • Gather information from multiple sources • Draw evidence from literary/informational texts
Range of Writing: Write routinely for range of tasks, purposes, and audiences
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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 22
Considering Text Complexity
• Dr. Tim Shanahan Intro to Text Complexity 23
Text complexity is defined by: 1.
Quantitative measures
– readability and other scores of text complexity often best measured by computer software.
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Qualitative measures
– levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.
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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.
Reader and Task
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Step 1: Quantitative Measures Measures such as:
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Word length
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Word frequency
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Word difficulty Sentence length
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Text length Text cohesion
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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 .
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Step 2: Qualitative Measures Measures such as:
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Levels of meaning
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Levels of purpose
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Structure Organization
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Language conventionality Language clarity Prior knowledge demands
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Step 3: Reader and Task
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Considerations such as: Motivation Knowledge and experience Purpose for reading Complexity of task assigned regarding text Complexity of questions asked regarding text
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Turn and Talk
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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) 30
Informational Text
• Literary Nonfiction • Historical, Scientific, and Technical Texts Both 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 31
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 32
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
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Turn and Talk
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Activity 3 Examining 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.
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Activity #3 Was This Helpful?
• How might you use this information?
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Today’s material was compiled and adapted from: Common Core State Standards Initiative Deeper Study, CESA #7 WI Department of Public Instruction
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Sherri Torkelson Billie Finco Please fill out an exit ticket!