1. Collaboration for Effective Educator Development, Accountability and Reform H325A120003 Disciplinary Literacy

2. Every teacher a reading teacher?  Shift away from every teacher a reading teacher  Explore the overlay of generic content and discipline-dependent literacy practices GOAL: Every teacher teaches literacy skills essential to their discipline

3. Objectives: After studying this module, you will be able to:  Define disciplinary literacy  Note how the CCSS address disciplinary literacy  Explain why disciplinary literacy is important for all students  Articulate what teachers and students need to know and be able to do  Apply the components of close reading

4. Objectives (continued)  Discern unique literacy skills utilized in: –History –Mathematics –Science & Technical Subjects –Literary Genres  Model how to think aloud to teach close reading of disciplinary literacy  Plan effective, evidence-based scaffolds for students with learning difficulties

5. Common Core State Standards Instructional Shifts Emphasis on increased 1.reading of complex informational text 2.knowledge of disciplines 3.reliance on evidence from text 4.critical & analytical writing 5.academic vocabulary Source: Adapted from www.engageNY.org, Instructional Shifts for the Common Corewww.engageNY.org

6. Why Are Disciplinary Texts Difficult for Students? Students may lack: 1. Experience reading lengthy expository text 2.Content-specific vocabulary 3. Decoding skills 4. Comprehension strategies 5. Background knowledge and interest in the content

7. Disciplinary Literacy Standards Activity  Form pairs of partners A & B  A’s move to the right and partner with another A  B’s move to the left and partner with another B  Materials Needed: The Common Core State Standards for your discipline (or your state standards)

8. What are Students Expected to Know about Disciplinary Literacy? Partner A: –6-12 ELA Standards for Informational Text & Writing pg. 39-47 Partner B: –CCSS for Literacy in History/Social Studies, Science and Technical Subjects pg. 60-66 NOTE: New insights and challenges

9. Partner Insights  On chart paper, write 2-3 insights  Post  You have 3 minutes

10. Teachers Expected to Know 1.1 Teacher candidates and completers know subject matter (including pedagogical content knowledge) and pedagogy CAEP 3.1 Beginning special education professionals understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach, and can organize this knowledge, integrate cross- disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities CEC CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts CCSS

11. What is Disciplinary Literacy?  Knowledge of the unique protocols for each discipline  Historians, scientists, mathematicians, poets, musicians, artists–all approach text from unique perspectives

12. Successful reading in various disciplines involves:

13. Disciplinary Literacy  Includes specialized skills and activities  Considers the learning demands of a subject matter  Focuses on the specialized problems of a subject area  Recognizes that each discipline possesses its own language (Jetton & Shanahan, 2012)

14. Disciplinary Knowledge “Recognizing disciplinary ways of using language is important because one cannot fully comprehend the texts of a specific discipline— where disciplinary knowledge is produced, stored, transmitted, and evaluated—without having a sense of how the discipline organizes knowledge through language.” (Fang, 2012, p. 36)

15. Disciplinary Literacy Instruction  Refers to the specialized ways of knowing and communicating in the different disciplines to make meaning  Encompasses the idea that students need to be taught specialized routines (Jetton & Shanahan, 2012)

16. Activity: Examine Your Text 1.What about the text is unique to your discipline? 2.What might be difficult for students? 3.What are examples of academic vocabulary specific to your discipline? 4.Select parts to model.

17. Model: Talking to the Text Partner A: Annotations Partner B: Strategies All:Anticipated challenges for your students Watch Student Reading Reflections

18. Your Turn to Talk to the Text Partner B: Read and talk to the text Partner A: Scribe At the end of the second stanza, switch roles. What strategies did you use?

19. Teacher thinking about thinking Watch the Teacher Reflection video

20. Disciplinary Literacy is NOT:  Another term for content area reading  A method to work with poor readers  A generalized approach to literacy across disciplines  Limited to study skills

21. What About These Strategies? 1. KWL and KWHL 2. Anticipation guides 3. Semantic feature analysis 4. Text structure analysis 5. Graphic organizers 6. Other

22. The Increasing Specialization of Literacy Development Basic Literacy Disciplinary Literacy Specialized literacy skills Adapted from Shanahan & Shanahan, 2008

23. Reflections of a Researcher  Let’s listen to Tim Shanahan, a researcher in this field from the University of Illinois at Chicago. Listen to Dr. Shanahan's comments

24. Dr. Shanahan’s Comments … disciplinary literacy is engaging students “in not just learning about the discipline, but actually in using reading and writing in the same way the historian or scientist does.”

25. 10 Strategies to Read Complex Texts in the Disciplines 1.Start with easier texts; build complexity 2.Start with small chunks of text & increase 3.Celebrate when students read longer text 4.Model struggling with text; honor the struggle 5.Teach students to pay attention to important parts of the text (graphic organizers, annotation)

26. Strategies (continued) 6.Set authentic purposes for reading 7.Model working carefully through text 8.Before teaching, determine the key ideas & significant details; plan supports 9.Teach students to collaborate with peers 10.Talk less; listen more. Allow students to figure out the text & answer their own questions

27. To be continued…  3 questions you have  2 things you learned  1 thing you’ll use Remember, I am modeling activities you can use with your students! This is an exit card activity.

28. Part 2: Refresh Activity 1.What new information did you learn that is beneficial to you? 2.What do you want to remember to use with your students? 3.What other skills might struggling readers need to learn?

29. Close Reading  The standards focus on students reading closely to draw evidence and knowledge from the text.  Close reading and gathering knowledge from specific texts should be at the heart of classroom activities. Coleman & Pimentel (2012) p. 1 & 9.

30. Components of Close Reading  Read and reread for different purposes  Be an active reader—annotate  Summarize  Self-explain, ask and answer questions  Determine the significance of ideas and information Hinchman & Moore (2013), adapted

31. Why Reread?  1 st reading: What are the main ideas of this text? (basic comprehension)  2 nd reading: How does this text work? (devices used by the author, word choice, quality of evidence, how data was presented)

32. Leading to Deep Comprehension  3 rd reading: What does this text mean? (critical analysis, connect to other texts and to me)  After reading, students engage in high-level discourse to further analyze the text Shanahan, T. (June, 2013). Shanahan on Literacy.

33. Close Reading 1.Takes time 2.May mean reading less text 3.Increases comprehension 4.Increases learning the discipline

34. Discipline-Specific Strategies for Previewing Text  Model previewing literature: What is the significance of the title? Who is the author? What is the genre?

35. Discipline-Specific Strategies for Previewing Text  With a partner teaching the same subject, list what students should attend to when previewing a piece of text (pre-reading strategies).  Write the critical points on chart paper.

36. Previewing Mathematics  Skim the chapter for an overview.  Read the chapter introduction, section titles, and section summaries.  Note (and mark) unknown terms.

37. Previewing History  Who is the author?  When was it written?  What is the topic?

38. Previewing Science  What is the problem or phenomenon?  What do I know about this topic?  What do I predict about this problem or phenomenon?

39. Modeling Close Reading of Complex Disciplinary Text  Don’t commit “assumicide”  Students need explicit instruction  Remember to Model Model… your thinking as a historian, a scientist, a mathematician, a literary expert!

40. Let’s Try It!  Read an article by Thomas Paine.  Be prepared to tell me the main idea.

41. POP QUIZ!  Who was Thomas Paine?  To whom did he write?  Why did he write this?  What is the main idea?  Write a five-paragraph essay explaining why you agree or disagree with the author. THIS IS A NONEXAMPLE! THIS IS NOT BEST PRACTICE! DO NOT DO THIS!

42. Thomas Paine, 1737–1809

43. Common Sense

44. Model: Think Aloud  What strategies does this teacher model that help solve comprehension problems? Watch “A Better Example”

45. Practice Think Alouds  Partner A reads and thinks aloud while solving comprehension problems  Partner B scribes A’s think alouds  Switch roles  Compare strategies used

46. Strategies Good Readers Use  With your partner, list the strategies you used  Add to the class poster of effective strategies  Circle the strategies that pertain to the discipline  Underline generic strategies

47. Metacognitive Thoughts Illustrate…  Accessing of prior knowledge  Awareness of rhetorical devices  Use of imagery and visualization  Linking of information with prior knowledge (also text to text)  Use of context clues to find word meaning

48. Metacognitive Thoughts Illustrate continued…  Accessing vocabulary knowledge  Monitoring understanding (infer text and fix-up)  Identifying unknown vocabulary

50. Reading Comprehension Strategies versus Instructional Strategies for Reading Comprehension Strategies Activate prior knowledge, question, determine importance Make predictions & check validity Instructional Strategies K-W-L DTRA

51. CCSS & Students with Disabilities “The Standards allow for the widest possible range of students to participate fully from the outset and with appropriate accommodations to ensure maximum participation of students with special education needs.” Source: Common Core State Standards, p 9.

52. Differentiation of Instruction Students who struggle are heterogeneous & require individualized planning Students with reading difficulties or disabilities English Language Learners Others Consider: Access to learn the material Opportunities to practice Multiple ways to demonstrate new knowledge

53. Universal Design for Learning 1.Provide multiple means of representation 2.Provide multiple means of action and expression 3.Provide multiple means of engagement http://www.udlcenter.org/ Brainstorm!!

54. Access  Audio recordings of material  Partner reads  Modified or different text on same theme  Assistive Technology  Preteach text  Preteach decoding & meaning of difficult vocabulary  Explicit modeling of expected skills  Systematic instruction with scaffolding

55. Demonstration of Knowledge  Presentations integrating technology  Visual arts  Music  Performance  Debate  Role play  Project based

56. Scaffolding Instruction  Increase opportunities to practice skills  Provide instruction in small groups –Preteach –Smaller tasks –Specific strategies  Require reading of less text  Provide more time  Provide intensive interventions as needed

57. Scaffolding Struggling Students Researcher’s Reflections Don Deshler, Ph.D. The University of Kansas Center for Research on Learning Listen to Dr. Deshler on teacher balance What do we need to do on the instructional front to enable students to engage in and respond to expectations required by the readings in their classes?

58. Returning to Paine…  With your partner, consider how you would modify this lesson to ensure ALL students have access to the learning.  Consider students who: –Are struggling readers –Have a learning disability –Are English Language Learners

59. The Reading IC  Documents evidence based practices in disciplinary literacy  Indicates level of implementation from awareness to application with students  Supports curriculum alignment throughout program

60. Application Activity!! 1.Review the Paine lesson plan 2.Create a lesson including 2 or more metacognitive reading strategies 3.Teach the lesson 4.Reflect: How would you teach it differently next time? 5.Be prepared to discuss

61. What is Disciplinary Literacy? EXIT CARD  Write a definition of disciplinary literacy, as you interpret it now.  Provide an example from your field.

62. Course Enhancement Modules

63. Disclaimer The contents of this webinar were developed under a cooperative agreement from the U.S. Department of Education, H325A120003. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal government.