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Common Core Disciplinary Literacy Instruction: Instruction: Understanding Text Complexity in Understanding Text Complexity in History and Science Literacy.

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Presentation on theme: "Common Core Disciplinary Literacy Instruction: Instruction: Understanding Text Complexity in Understanding Text Complexity in History and Science Literacy."— Presentation transcript:

1 Common Core Disciplinary Literacy Instruction: Instruction: Understanding Text Complexity in Understanding Text Complexity in History and Science Literacy Standards History and Science Literacy Standards Authors: Authors: William Piercy Ph.D. Thomasina Piercy Ph.D. William Piercy Ph.D. Thomasina Piercy Ph.D *Disciplinary Literacy Wiki ppt:-Based on the Common Core book and seminar- “Disciplinary Literacy: Redefining Deep Understanding Leadership 21 st Century Demands” published by Lead+Learn Press.com

2 Today’s Disciplinary Literacy Outcomes Participants will: Identify how to develop Coherence of Cognitive Demand between the CCSS, Complex Texts, and Performance TasksIdentify how to develop Coherence of Cognitive Demand between the CCSS, Complex Texts, and Performance Tasks Identify how Disciplinary Literacy supports deep understanding of Complex Texts across disciplinesIdentify how Disciplinary Literacy supports deep understanding of Complex Texts across disciplines

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4 1998- Google1998- Google 1999-Blogging1999-Blogging 2003-Second Life2003-Second Life You Tube2005- You Tube 2006-Twitter2006-Twitter 2007-iphone2007-iphone Amazon Kindle2008- Amazon Kindle 2008-Facebook2008-Facebook 2010-ipad2010-ipad

5 Common Core State Standards- As a result, the standards demand growth to ensure students reach graduation targets.As a result, the standards demand growth to ensure students reach graduation targets. Strong Learning Progressions spiral from College and Career Readiness through Kindergarten.Strong Learning Progressions spiral from College and Career Readiness through Kindergarten. Intentional connections are integrated between the Strands for Reading and Writing.Intentional connections are integrated between the Strands for Reading and Writing. Text difficulty is central.Text difficulty is central.

6 Disciplinary Literacy Disciplinary 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

7 Disciplinary Literacy Disciplinary Literacy Content teachers focus on how to teach literacyContent teachers focus on how to teach literacy required in their discipline, not on teaching how to apply general reading strategies in content areas required in their discipline, not on teaching how to apply general reading strategies in content areas Informational texts have an increased focus with specific expectations, distribution is not an optionInformational texts have an increased focus with specific expectations, distribution is not an option Greater expectations for reading multiple texts, including non-text sourcesGreater expectations for reading multiple texts, including non-text sources Emphasis on demands required for Close Reading to acquire evidence and make accurate claimsEmphasis on demands required for Close Reading to acquire evidence and make accurate claims

8 Coherence Closing the Text Complexity Gap Standards- unpacked for rigor Text Complexity level- identified Performance Tasks- cognitive demand aligned with standards

9 Common Core State Standards- The Unpacking Process Common Core State Standards- The Unpacking Process Unpacking reveals cognitive demand of essential skills and knowledge in the Maryland Common Core State Curriculum Frameworks which inform instruction and assessment design.

10 STANDARD 10 In response, the Common Core State Standards have woven text complexity expectations into every grade, beginning with Grade 2, through the progression of Standard 10. Kindergarten and Grade 1 are exposed to complex texts.In response, the Common Core State Standards have woven text complexity expectations into every grade, beginning with Grade 2, through the progression of Standard 10. Kindergarten and Grade 1 are exposed to complex texts. Increased Text Complexity is a key requirement in the Common Core document (CCSSI, 2010, Appendix A)Increased Text Complexity is a key requirement in the Common Core document (CCSSI, 2010, Appendix A)

11 Focusing on Text Complexity -Quantitative Factors -Readers and Task Factors -Qualitative Factors: Purpose, Structure, Language Conventionality, Knowledge Demands

12 Shanahan & Shanahan What Do the Researchers Say? DisciplinaryLiteracy Intermediate Literacy

13 Disciplinary Literacy Disciplinary Literacy instruction identifies and provides literacy skills, aligned with literacy actions, which teach students how to comprehend with deep understanding- using specific demands in the content areas including History, Science, Literature, Mathematics and Music Disciplinary Literacy instruction identifies and provides literacy skills, aligned with literacy actions, which teach students how to comprehend with deep understanding- using specific demands in the content areas including History, Science, Literature, Mathematics and Music.

14 Reading Like A… Reading Like A…  Historian-  Scientist-  Mathematician-  Literary Critic-  Musician-

15 Reading 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.

16 Generalized Content Reading Strategies Reading Strategies Discipline-specific Close Reading Approaches Close Reading Approaches

17 Disciplinary Literacy Reading Approaches SourcingSourcing ContextualizationContextualization CorroborationCorroboration Text structureText structure Graphic elementsGraphic elements Critiquing of argumentCritiquing of argument Close readingClose reading

18 Reading & Writing Standards for Literacy in History and Social Studies  -RI.8.1-Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.  RH Cite specific textual evidence to support analysis of primary and secondary sources.  W.8.1-Write arguments to support claims with clear reasons and relevant evidence. (a-e)  WH.8.1-Write arguments focused on discipline-specific content. (a-e) Reading Like a Historian Behaviors Reading Like a Historian Behaviors  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 challenge the text.  Historians use sourcing to determine what influenced the author’s perspective.  Historians corroborate by comparing the text with other sources.  Historians evaluate credibility of the author.  Historians wrestle/notice with contradictions in different texts.

19 Discipline-Specific, Text-Dependent QUESTIONING “Questions of high quality cause students to think and reflect, to deepen their understanding…” Danielson 2011

20 “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

21 Questions and Thoughts Presented by Presented by Dr. Thomasina Piercy and Dr. William Piercy Dr. Thomasina Piercy and Dr. William Piercy


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