Disciplinary Literacy

Disciplinary Literacy
“. . .experts read their respective texts quite differently.” -Shanahan & Shanahan Thank you for your commitment and dedication to ENTER CONTENT AREA/TOPIC OF PRESENTATION and for being with us today! (IF THIS IS A 1 HOUR SESSION, SAY THE FOLLOWING:) Our focus for this session is to develop an understanding of disciplinary literacy and how it differs from literacy in the disciplines as well as develops an understanding that reading, writing, speaking and listening, and language is a shared responsibility across all disciplines. (Only show slides 1-7, 9,14, 21-26, 41,47, 51, Hide the rest of the slides by right clicking on the slides located in the panel view on the left.) (IF THIS IS A ½ - 1 DAY WORKSHOP, SAY THE FOLLOWING:) Our focus for this (½ - 1 day) workshop is to develop an understanding of disciplinary literacy and how it differs from literacy in the disciplines as well as develops an understanding that reading, writing, speaking and listening, and language is a shared responsibility across all disciplines. We will dig deeper into these understandings as we examine how to select appropriate texts for the discipline and use these texts to deepen students’ understanding of the discipline through close reads, text-dependent questions, and text-dependent tasks. (Show all of the slides.) As the research by Shanahan and Shanahan (U of Illinois at Chicago) indicates…”experts read their respective texts quite differently”. They studied how a variety of content experts and secondary content teachers read disciplinary texts in their classrooms, applied comprehension strategies, and how they taught these strategies to adolescent students. The findings were not surprising, but they do validate that reading done in each of the disciplines is different from one another. The purpose and strategies applied when students read and write in English Language Arts are different from those they use in ENTER CONTENT AREA/TOPIC OF PRESENTATION . This concept will be the basis of our work together in disciplinary literacy! DPI training developed in partnership with Lisa Arneson, CESA 3 Director of Curriculum & Instructional Services

Agenda 2017 Standards & Instruction What and how should kids learn?
Assessments and Data Systems How do we know if they learned it? School and Educator Effectiveness How do we ensure that students have highly effective teachers and schools? School Finance Reform How should we pay for schools?

Target Goals By 2017, we need to reach target goals that prepare our students for success in further education and career: Further increase graduation rate from percent to 92 percent. Increase career and college readiness from 32 percent to 67 percent. Close graduation and career and college readiness gaps by 50 percent. Increase the percentage of students scoring proficient in third-grade reading and eighth-grade mathematics. Adopt the Fair Funding for Our Future plan to make school finance more equitable and transparent.

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. DPI content consultants, along with teacher leaders across the state, have spent considerable time unraveling this thing called “disciplinary literacy.” This is the Wisconsin definition: (read out loud)...

Read, Write, Listen, Speak, and Think Content Knowledge, Experience, and Skills So in other words, disciplinary literacy is learning content by focusing on the way reading, writing, speaking and listening, and language are used in the discipline. It’s being able to read, write, listen, speak, and think in a way that is meaningful within the context of a given field. What types of texts do historians read? How do they approach a text? What types of texts do they write? When historians listen, for what are they listening? To whom do they speak? For what purpose? What about biologist? Musicians? Linguists? Artists? Economists? Marketers? Nutritionists? There are a variety of materials published that we will be using over the next few (hours, days,…) to provide guidance and support to us as we learn more about disciplinary literacy.

“Literacy… becomes an essential aspect of disciplinary practice, rather than a set of strategies or tools brought into the disciplines to improve reading and writing of subject-matter texts.” Elizabeth Birr Moje Elizabeth Birr Moje, a professor of Literacy, Language and Culture in the Educational Studies Department at the University of Michigan, Ann Arbor, is urges educators to give attention to disciplinary literacy. She makes the case for a disciplinary literacy that, rather than hewing to generic literacy “strategies,” focuses on the literacy skills required of practitioners in a content field. “Foregrounding the Disciplines in Secondary Literacy Teaching and Learning: A Call for Change.” Journal of Adolescent & Adult Literacy. Oct

Generic Reading Strategies Disciplinary-Specific 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 Disciplinary-Specific Reading Strategies Build prior knowledge Build specialized vocabulary Learn to deconstruct complex sentences Use knowledge of text structures and genres to predict main and subordinate ideas Map graphic (and mathematical) representations against explanations in the text Pose discipline relevant questions Compare claims and propositions across texts Use norms for reasoning within the discipline (i.e., what counts as evidence) to evaluate claims *Handout: Literacy in the Disciplines and Disciplinary Literacy (marked as handout A) While early reading focuses on learning that letters make sounds, and that words carry meaning, reading quickly develops to a point where the message taken from text depends on what the reader brings to it. The Carnegie Report, Reading in the Disciplines (2010) describes this phenomenon: “The ability to comprehend written texts is not a static or fixed ability, but rather one that involves a dynamic relationship between the demands of texts and prior knowledge and goals of the reader.” Therefore, a musician reading a journal article that describes concepts in music theory will take more information away from the text than a music novice because of their knowledge and experience in music. As well, an individual who spends a significant amount of time reading automobile manuals will more easily navigate a cell phone manual because of familiarity with that type of text. This side-by-side comparison from the Carnegie Report (f2010) details a few of the generic and more discipline-specific strategies that support students as they attempt to comprehend complex text. While the generic strategies pertain across content areas, discipline-specific ones must be tailored to match the demands of the content area. (Give a few minutes for people to read the slide.)

Common Core State Standards
“The CCSS insist that instruction in reading, writing, speaking, listening, and language is a shared responsibility within the school.” We are going to watch a video about a high school in Massachusetts that increased student achievement with a comprehensive school-wide literacy plan that was implemented by every teacher in every discipline. (Picture is hyperlinked to a 13 minute PBS video on a school in Massachusetts that increased student achievement with a literacy plan.) The language of the Common Core State Standards is clear. Literacy is a “shared responsibility” and it must occur in a “variety of content areas.” The foundation of the CCSS is that all teachers, in all disciplines “use their content area expertise” to improve the literacy skills of our students. (Have a copy of the DPI report on Adolescent Literacy available…Share with learners the research by Heller and Greenleaf on page 12, third paragraph under “Literacy instruction in the content areas…”) The research from Heller and Greenleaf (2007) as cited in the “State Superintendent’s Adolescent Literacy Plan” declares that “all content area teachers should know what is distinct about the reading, writing, and reasoning processes that go on in their discipline, they should give students frequent opportunities to read, write and think in these ways; and they should explain how those conventions, formats, styles, and modes of communications differ from those that students encounter elsewhere in school.” (State Superintendent's Adolescent Literacy Plan. p.12. Madison, WI: DPI, 2008. ) Part of the motivation behind the interdisciplinary approach to literacy promulgated by the Standards is extensive research establishing the need for college and career ready students to be proficient in reading complex informational text independently in a variety of content areas. Most of the required reading in college and workforce training programs is informational in structure and challenging in content; postsecondary education programs typically provide students with both a higher volume of such reading than is generally required in K–12 schools and comparatively little scaffolding. Let’s take a deeper look into the CCSS for Literacy in All Subjects.

Range of Texts “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.” Distribution of Literary and Informational Passages in the 2009 NAEP Reading Framework *Handout: Range of Text (B) The CCSS are not alone in calling for a special emphasis on informational text. The 2009 reading framework of the National Assessment of Educational Progress (NAEP) requires a high and increasing proportion of informational text on its assessment as students advance through the grades. The Standards aim to align instruction with this framework so that many more students than at present can meet the requirements of college and career readiness. In K–5, the Standards follow NAEP’s lead in balancing the reading of literature with the reading of informational texts, including texts in history/social studies, science, and technical subjects. In accord with NAEP’s growing emphasis on informational texts in the higher grades, the Standards demand that a significant amount of reading of informational texts take place in and outside the ELA classroom. Fulfilling the Standards for 6–12 ELA requires much greater attention to a specific category of informational text—literary nonfiction—than has been traditional. Because the ELA classroom must focus on literature (stories, drama, and poetry) as well as literary nonfiction, a great deal of informational reading in grades 6–12 must take place in other classes if the NAEP assessment framework is to be matched instructionally.1 To measure students’ growth toward college and career readiness, assessments aligned with the Standards should adhere to the distribution of texts across grades cited in the NAEP framework.

Text Complexity Levels of meaning Structure Word frequency
Language conventionality and clarity Knowledge demands Word frequency Sentence length Text cohesion *Handout: Text Complexity sheet (C). Orient participants to handout, which directs people to the website for the more complex forms. When selecting texts for your students, it is important to pay attention to the complexity of the text. CCSS uses three measures to determine the complexity of a text: qualitative dimensions, quantitative dimensions, and reader and task considerations. Qualitative dimensions and qualitative factors refer to those aspects of text complexity best measured or only measurable by an attentive human reader, such as levels of meaning or purpose; structure; language conventionality and clarity; and knowledge demands. The terms quantitative dimensions and quantitative factors refer to those aspects of text complexity, such as word length or frequency, sentence length, and text cohesion, that are difficult if not impossible for a human reader to evaluate efficiently, especially in long texts, and are used today typically measured by computer software. You can use lexile.com or even Word with Microsoft Office to measure the quantitative dimensions of a text. While the prior two elements of the model focus on the inherent complexity of text, variables specific to particular readers (such as motivation, knowledge, and experiences) and to particular tasks (such as purpose and the complexity of the task assigned and the questions posed) must also be considered when determining whether a text is appropriate for a given student. Such assessments are best made by teachers employing their professional judgment, experience, and knowledge of their students and the subject. Motivation Knowledge/experiences Purpose Task complexity

Text Selection What texts do experts in your field read?
(CONSULTANTS: COLLECT DISCIPLINE SPECIFIC TEXTS TO ILLUSTRATE EXAMPLES OF TEXTS THAT EXPERTS IN YOUR FIELD READ.) We are going to continue developing our understanding of the texts we should select for students to read within our classroom. How do you get our students to read, write, speak, listen, and think like the experts in our respective fields? Well, we need to provide access to the types of texts and conversations that are authentic to our discipline. Are students reading the real thing—authentic texts that are commonplace in our discipline? Here are some samples that we’ve collected that aren’t necessarily traditional “school reading,” but they are discipline-specific. (Show various texts on document camera). ACTIVITY: Find a partner or join a small group of teachers in your discipline, brainstorm a list of texts that are commonly used by practitioners in your field. (Have participants write on sticky notes the text examples and add to a larger group list). Authentic materials is significant since it increases students' motivation for learning, makes the learner be exposed to the 'real' language (as discussed by Guariento & Morley (2001, p. 347)). The main advantages of using authentic materials are (Philips and Shettlesworth 1978; Clarke 1989; Peacock 1997, cited in Richards, 2001): They have a positive effect on learner motivation. They provide authentic cultural information. They provide exposure to real language. They relate more closely to learners ' needs. They support a more creative approach to teaching.

nonFiction Fiction Types of Texts
What types of text do experts in your field read? Fiction nonFiction Reading is critical to building knowledge in history/social studies as well as in science and technical subjects. College and career ready reading in these fields requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in history and science; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts. In history/social studies, for example, students need to be able to analyze, evaluate, and differentiate primary and secondary sources. When reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that often make extensive use of elaborate diagrams and data to convey information and illustrate concepts. Students must be able to read complex informational texts in these fields with independence and confidence because the vast majority of reading in college and workforce training programs will be sophisticated nonfiction. It is important to note that these Reading standards are meant to complement the specific content demands of the disciplines, not replace them. CCSS goes beyond classifying texts as fiction and nonfiction. Click for CCSS’s classification of text types. ACTIVITY: Now that you have brainstormed lists of texts that practioners in the field read, let’s sort them into categories . (Model this with the texts that you brought with you.)

Types of Texts What types of text do students read in your classes?
Reading Text Types Q1 Q2 Q3 Q4 Informational Texts Literary Nonfiction Nonfiction Literary Texts Stories Dramas Poetry What types of text do students read in your classes? *Handout Reading and Writing Text Types (D) and Text Types for Reading and Writing Brainstorm (E), but only focus on the reading side of each sheet. The READING side is in BLUE – the WRITING is in GREEN. Since it is important that students are able to read complex informational texts in ENTER CONTENT AREA, let’s take a look at what types of texts we are currently having students read. ACTIVITY: Write down the texts that you currently have students read. Where do you have plenty of texts? Where do you need to add more texts?

Text Resources BadgerLink (www.badgerlink.net/)
“Article of the Week” ( Time Magazine ( The Week Magazine ( The New Yorker ( The New York Times ( Where can you access authentic texts? There are many places where you can find interesting articles for your students—short texts that are relevant and interesting for students. In addition to Badgerlink, we’ve listed several more—and you are probably familiar with others connected directly to your discipline. ACTIVITY: One of the reasons we asked that you bring your laptops today is so you could explore these sites and perhaps find others, that are relevant resources for text in your classes. (Give them time to play)

Readicide: The systematic killing of the love of reading
Requiring students to read difficult texts without proper instructional support Insisting that students focus solely on academic texts Ignoring the importance of developing recreational reading Losing sight of authentic instruction Selecting texts is the first step in getting students to authentically read within your discipline. The next step is to decide what you want your students to do with the text. Kelly Gallagher, a high school English teacher, author and literacy advocate defines readicide as : Read-i-cide n: The systematic killing of the love of reading, often exacerbated by the inane, mind-numbing practices found in schools. His book indicates the drastic need to change how we do business in schools. (Paraphase the forward of the book to the group): “Readicide: How schools are killing reading and what you can do about it” claims that reading is dying in our schools. Educators are familiar with many of the factors that have contributed to the decline—poverty, second-language issues, and the ever-expanding choices of electronic entertainment. Kelly Gallagher suggests that American schools are the reason that there is a decline of reading by students. Specifically, he contends that the standard instructional practices used in most schools are killing reading by: valuing the development of test-takers over the development of lifelong readers; mandating breadth over depth in instruction; requiring students to read difficult texts without proper instructional support; insisting that students focus solely on academic texts; drowning great books with sticky notes, double-entry journals, ignoring the importance of developing recreational reading; and losing sight of authentic instruction in the shadow of political pressures. ACTIVITY: Do you agree with the author? How will this information inform how you will have students interact with texts within your classroom? Share with a partner. Gallagher, Kelly. Readicide:The killing of reading and what we can do about it . NY: Stenhouse Publishers, Print.

Literacy Skills: Reading
CCSS for Literacy in All Subjects Standard Anchor Standard (6-8) (9-10) (11-12) Reading/History (RH) 1 Explicit/implicit meanings Cite specific textual evidence to support analysis of primary and secondary sources. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. RH 2 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. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. Determine the central ideas or information of a primary or secondary source; providing an accurate summary that makes clear the relationships among key details and ideas. RH 3 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). Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. RH 4 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. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history / social studies Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term of the course of a text (e.g., how Madison defines faction in Federalist No. 10). RH 5 Text structure Describe how a text presents information (e.g., sequentially, comparatively, causally). Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. RH 6 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). 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. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. RH 7 Visual literacy/ technology Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. RH 8 Argument and support Distinguish among fact, opinion, and reasoned judgment in a text. Assess the extent to which the reasoning and evidence in a text support the author’s claims. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information. RH 9 Multiple texts Analyze the relationship between a primary and secondary source on the same topic. Compare and contrast treatments of the same topic in several primary and secondary sources. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. RH 10 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. By the end of grade 10, read and comprehend history / social studies texts in the grades text complexity band independently and proficiently. By the end of grade 12, read and comprehend history / social studies texts in the grades 11 – 12 text complexity band independently and proficiently. For the first time ever, the Common Core State Standards identify the specific literacy skills that should be a part of our disciplines. It forces us to examine what it really means to “teach reading.” Most people think that teaching reading includes helping students decode words and study phonics. That is not what we are talking about with disciplinary literacy. Our task, as experts in our fields, is to expose students to the authentic literacy activities of the discipline and teach them how to interact with those texts. Literacy looks differently in Family and Child Development classes than it might in American History or in AgricScience. We have always taken it for granted that by high school, students should be able to read what we give them, but research now tells us otherwise. The standards make it clear: We have to teach—not assign—literacy within every classroom, every day. Let’s look at the College and Career Readiness and Literacy Standards for Reading. *Handout the Common Core State Standards for Literacy in All Subjects (if you have them and have made copies) OR the handout titled CCSS-Lit Chart w-Cheats (F), which is an abridged form of the CCSS Literacy Standards and the Cheat Sheet- Anchor Standards – CCSS for Literacy (G).

Paragraph Index Photo Title Table of Content Illustration Caption
Text Features Paragraph Index Photo Text features help students identify important details in the text and become more efficient in their reading. Title Table of Content Illustration Caption Bold Print Diagram Teaching students about text features and text structures, both of which address the reading literacy standards, will help students read texts in your discipline. (Animation: Text features will pop up once slide is clicked.) Many times we do not teach or discuss text features with students in our classes because we believe this has been “covered” already in another class…however, it is critical that when using informational texts text features be reviewed to help students identify the important details in the text and become more efficient in their reading. Text features of a poem – stanza and lines – are dramatically different than the text features of a bar graph – labels and graphics. *Handout: Text Features (H) Heading/Subheading Date line Glossary Paragraph

Text Features Text Feature Scavenger Hunt
Locate text features within a variety of texts, and identify in which text you found it, the page number, which section of the text you found it, and how it helps you as a reader. Text Feature Title of Text Page Number Section Helps the Reader We are going to do an activity to see the text features of texts within our discipline. Break up into Each group is going to get a different text. Complete the text feature scavenger hunt. ACTIVITY: (Divide participants into groups of 4-5. For each group, hand out different texts from your content area. Use text feature and scavenger hung handout. Have each group identify the text features for their texts. Bring small groups back together. Debrief in whole group.) What text features did you notice? Is there commonality between the texts? Refer back to the Reading Standards. Which standards are being addressed by having students pay attention to the text features of texts within your discipline? (Participants should identify R7 and R10.)

Definition or Description
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 Similarly to how discipline specific texts have certain text features, they also have certain text structures. Text structure refers to the ways that authors organize information in text. Teaching students to recognize the underlying structure of content-area texts can help students focus attention on key concepts and relationships, anticipate what’s to come, and monitor their comprehension as they read. Text structures should be explicitly taught to teach students to comprehend more text structure more effectively. *Handout: Text Structures (I)

Text Structures Chronological Order or Process: Teacher cuts up a published text, and students put it in order Cause & Effect: Students stand in line, and teacher gives a prompt that ends with “which caused…” and the students one-by-one create the subsequent effects Problem/Solution: Students write down problems that they notice in their school/society and exchange with another group who finds a solution to the problem Compare and Contrast: Students classify and divide themselves or a mixed bag of objects, identifying similarities and differences Definition or Description: Teacher puts a mystery item in a brown paper bag and have teams write definitions and other teams have to guess the object We are going to do an activity that we can do with our students to help them learn text structures. ACTIVITY: (Select a text structure that is used most often in your discipline, and facilitate an activity to highlight it. ) ACTIVITY: (Once you are finished facilitating the activity, have participants look at the Reading Standards and identify which standards are addressed by having students pay attention to the text structures of texts within your discipline. Participants should identify R3, R5, and R10.)

Vocabulary “Words are not just words. They are the nexus – the interface – between communication and thought.” - Marilyn Jager Adams In addition to text features and text structures, it is important to pay attention to vocabulary used in disciplinary textes. CCSS addresses vocabulary in both the reading and language standards. We are going to watch a video (6 minute video – you can show just the first 2 minutes to get the gist of it) about academic vocabulary. (The image is hyperlinked to the video, or you can access it at

Vocabulary Tier 1 Words used in everyday speech ELL’s may need support
General academic words Words found more often in written texts across disciplines Tier 3 Domain-specific words Words found more often in written texts within a specific discipline “While the term tier may connotate a hierarchy, a ranking of words from least to most important , the reality is that all three tiers of words are vital to comprehension and vocabulary development.” *Handout: Vocabulary Overall, there are four important considerations when selecting words to teach: 1) text factors (e.g.., the natural context in which the word appears), 2) the importance of the word (e.g., how often the student will come across the word), 3) student factors (e.g., specific considerations pertaining to the learning needs of the student), and 4) whether the word is a Tier 1, 2, or 3 word. Some vocabulary will be taught briefly, using brief instruction, but more complex words without familiar synonyms may require systematic, elaborate instruction. Because instructional time is limited, it is important that the number of words taught is manageable (i.e.,, approximately 10 words). As we go over a close reading, you will how teachers address vocabulary with text-dependent questions as one way to address vocabulary instruction.

Integrated Model of Literacy
Knowledge builds on knowledge. The CCSS are constructed using an integrated model of literacy and are cross-referenced across all four strands – Reading, Writing, Language, and Speaking and listening – so they can be clustered for instruction. As an intertwined strand of DNA, the CCSS are bundled in a manner that facilitates a systematic link of knowledge, concepts, and vocabulary across strands. The idea is that knowledge builds on knowledge. The integrated approach to literacy addresses the need for college-and career-ready students to be proficient in reading complex information text in a variety of subject areas. Pay particular attention to this idea of an integrated model of literacy as we look at a close reading.

Close Reading Teacher introduces the text and sets the purpose, and students read. 2. Students annotate the text, i.e., “read with a pencil” or “interrogate the text.” 3. Students talk through their understanding of the text with a partner. 4. Teacher reads passages of text out loud as students follow along. Essential to CCSS is close reading. There are six steps of a close reading. We are going to watch a video of a close reading that takes place in an English classroom. Although you may not be an English teacher, think about how a close reading would look in your classroom. What text would you have students do a close read? Pay particular attention to the six elements of a close reading. (If you can, locate a video of a close reading in your content area and show it instead.) ACTIVITY: (*Handout the Close Reading Viewing Guide (K). The “Close Reading” title of this slide is hyperlinked to the video, which can be accessed at Have participants do a think-pair-share, analyzing how the video illustrates a close reading. Then facilitate a discussion to the following questions: How is this similar or different to reading in your classroom? What do you need to continue doing? Do differently? ) There are endless ways to “read with a pencil” or “interrogate the text.” You can have students read for a specific purpose, and annotate the text for that purpose. Or you can have students follow a more structured procedure. Here are two examples: (*Hand out Interrogating Texts from Harvard (L) and Collaborative Strategic Reading (M).) ACTIVITY: (Once you are finished reviewing a close read, have participants look at the Reading Standards, Writing, and Speaking and Listening, Language Standards and identify which standards are addressed by having students do a close reading. Participants should identify R2, R3, R4, R8, R10, SL 1, and W9.) *Handout: Close Reading (N) 5. Teacher guides discussion (whole group, small group, or partners) of the passage with text-dependent questions. 6. Students record their thinking.

Annotations Here is an example of a student’s thinking about a text… A student’s annotations shows you what the student was thinking as he/she was reading within your discipline.

Text-Dependent Questions
Text-dependent questions require students to return to the text to formulate responses. Within a close reading, teachers guide a discussion of the passage with text-dependent questions in a whole group, small group, or with partners. Text-dependent questions require students to return to the text to formulate responses. Text-dependent questions are asked when conducting a close read as you are going to see in this next activity.

Which of the following questions require students to read the text closely?
If you were present at the signing of the Declaration of Independence, what would you do? What are the reasons listed in the preamble for supporting their argument to separate from Great Britain? The following exercises are taken from Doug Fisher and Nancy Frey’s Website. They are so illustrative of what it means to ask text-dependent questions when reading to learn within a discipline. (Read the slide. Click to the next slide to reveal the answer.)

If you were present at the signing of the Declaration of Independence, what would you do?
What are the reasons listed in the preamble for supporting their argument to separate from Great Britain?

Text-Dependent Questions
General Understanding Key Details Vocabulary & Text Structure Author’s Purpose Inferences Opinions, Arguments, Intertextual Connections A progression of text-dependent questions develops critical thinking. Text-dependent questions allow students to learn about the discipline while reading texts. By asking a progression of text-dependent questions, students develop their ability to think critically. They move from factual information into more inferential thinking. We are going to go into more depth with an example that Nancy Frey created. *Handout: Text Dependent Questions (O)

A Close Reading of “American’s Growing Dependency on Food Stamps”
Introduce the text, and set the purpose for reading. Examine how the author uses evidence to determine why there has been an increase in the number of people receiving food stamps. ACTIVITY: *Handout: Text for a Close Read Activity: “AoW 26 Food Stamps” (P) This handout is a copy of “America’s Growing Dependency on Food Stamps,” an article from The Week magazine (see link above) and republished as a Kelly Gallagher Article of the Week, March 2, 2012. The first step to doing a close read is to introduce the text, and set the purpose for reading. “American’s Growing Dependency on Food Stamps” wonders why one in seven U.S. citizens receives aid to buy food and if we are feeding the hungry, breeding dependency or both? So, ask the audience this question: “how has the author used evidence to shed light on why so many people are receiving food stamps? (Image/graph taken from the Christian Science Monitor at (Article can be accessed at **OR – insert your own text for a close reading in your own content area here. You will need to change the slides from 30 (this one) to 40 to reflect the new text you choose.

A Close Reading of American’s Growing Dependency on Food Stamps”
Annotate: Circle powerful words or phrases that affect you. Underline that which confuses you. Quick-write: Describe your impression of food stamps. Students annotate the text, i.e., “read with a pencil” or “interrogate the text.” General Understanding Main idea of the text Overall organization of the text I would like you to annotate the text by circling powerful words or phrases that affect you; underline that which confuses you. When you are finished, do a quick write to demonstrate your general understanding of the text: What is your impression of food stamps?

Describe your understanding of food stamps. Remember to use accountable talk (asking questions, providing evidence from the text) to compare and contrast your impressions with one another. Students talk through their understanding of the text with a partner. Once you are finished, I would like you to talk through your understanding of the text with a partner: Describe your impression of food stamps. Remember to use accountable talk (asking questions, providing evidence from the text) to compare and contrast your impressions with one another. (Once chatter slows, move to the next slide.)

Orient students to the text, and ask them to follow along. Read the passage aloud without interruption. Read a passage of text out loud as students follow along. I am now going to read the “who qualifies for food stamps?” paragraph aloud and ask you to follow along as I read. American’s Growing Dependency on Food Stamps An excerpt from The Week publication Who qualifies for food stamps? Three quarters of SNAP recipients are children, teenagers, senior citizens, and people with disabilities, according to Agriculture Secretary Tom Vilsack. The average recipient household has a gross income of $8,532 a year, or just $711 per month. While Gingrich has said that African-Americans "should demand paychecks and not be satisfied with food stamps," they account for just 22 percent of recipients. About 34 percent of food American, and "unidentified." Four of 10 SNAP households have one family member who has a job — one with wages so low that the household still qualifies

Guide discussion (whole group, small group, or partners) of the passage with text-dependent questions. We are now going to discuss the text with a think-pair-share. I will pose a question, then you will record your thinking independently. Once you do, then share your thinking with a partner. What does SNAP stand for? What does “unidentified” mean? Can people applying for food stamps choose not to give certain demographic information? What do you think about the average recipient household having a gross income of $8,532/year?

Key Details Supporting details that support main ideas The who, what, when, where, why, how much, or how many Nuances in meaning Why are so many people living on food stamps? How much does the economic downturn contribute? What are the qualifications to be eligible for food stamps? (Read the questions on the slide. Here are some notes with references to the text to answer the questions. They will be helpful to facilitate the discussion. As partners are discussing, walk around the room to monitor discussions.) Needs: Why…high poverty, low income households making up 14% of the population were receiving food stamps. There are many factors including education, discrimination, etc. Economic downturn…sure, millions of people lost their jobs in the past four years, however, three quarters of food stamp recipients are children, seniors and people with disabilities. Qualifications…$19,090 per year for a family of three which constitutes a family of 2.2 people

Vocabulary & Text Structure Literal and inferential meanings Denotation and connotation Figurative language How organization contributes to meaning What does the word “rechristened” mean in the first paragraph? What is the Gingrich referring to when he says, “African Americans should demand paychecks and not be satisfied with food stamps?” (Read the questions on the slide. Here are some notes with references to the text to answer the questions. They will be helpful to facilitate the discussion. As partners are discussing, walk around the room to monitor discussions.) Rechristened? One meaning may be “reinvented” or “reestablished” What is the reason for using a religious-sounding word when referring to a government program? One definition (dictionary.com) is to name and dedicate: to christen a ship. Is it because the USDA renamed the program to SNAP? Gingrich’s statement seems out of context simply because only 22% of African Americans are receiving food stamps. His statement would be more valid if the majority of food stamp recipients were African American.

Author’s Purpose Purpose: Entertain? Inform? Persuade? Point of view: 1st person, 3rd person limited/omniscient, un/reliable narrator Critical Literacy: Who’s story is not represented? Is the author trying to entertain, inform, or persuade the reader? How do you know? From whose point of view is the article written? How would the article be different if it were told from a food stamp recipient perspective? (Read the questions on the slide. Here are some notes with references to the text to answer the questions. They will be helpful to facilitate the discussion. As partners are discussing, walk around the room to monitor discussions.) The author seems to be informing the reader through the use of questions and answers. The answers are in the form of facts, however, the author still leaves some questions in the readers mind. For example: “Do you think there are four times as many people who need food stamps today as in 2001?” Can this question even be answered? Who could answer it? The article is written from a 3rd person, omniscient point of view. It is factual and doesn’t place blame on any one entity or individual for the high cost of the food stamp program. The article might be different if the basis of it were from the perspective of a food stamp recipient. Especially after reading the last paragraph knowing that a recipient receives only $4.06/day.

Inference Probe each argument in persuasive texts* Probe each idea in informational texts* Probe each key detail in literary texts* * Observe how these build to a whole There is fraud in the food stamp program (SNAP), can spending be reduced to save American taxpayers money? (Read the question on the slide. Discussions will vary. As partners are discussing, walk around the room to monitor discussions.) Notice how these next questions now move beyond the text, but only after there has been a thorough discussion of the reading first: A May 2012 article from the MN Star Tribune on food stamp fraud can help the facilitator “dig deeper” to see how food stamp fraud can be curbed in the US. What is the average amount of time that people are on food stamps? Can a timeline contribute to lowering the cost? Americans want to help fellow citizens put food on the table, but at what cost to them? Agriculture Secretary Tom Vilsack has a tough job in controlling food stamp fraud. Does he have enough staff to monitor the abuse of this social program? What are some reasons that it may be difficult to control fraud?

Opinions, Arguments, Intertextual Connections Author’s opinion and reasoning (K-5) Evidence Claims and counterclaims Rhetoric What are your thoughts about the free breakfast and lunch program at our school? (Read the questions on the slide. Discussions will vary. As partners are discussing, walk around the room to monitor discussions.) Notice how these next questions now move beyond the text, but only after there has been a thorough discussion of the reading first. Refer to the National School Lunch Program guidelines to get a snapshot of what it is and how a child qualifies. Is this program fair? What can an improved economy and more jobs do to assist families currently in poverty.

In the article, “American’s Growing Dependency on Food Stamps” determine and defend if we are feeding the hungry, breeding dependency or both? Ask students to write an essay. Students record their thinking. This final step of the close reading is also a text-dependent task. Students must INTERACT with the text, not just passively read and answer questions. (Bring group together and facilitate a whole group discussion.) What did you notice about the progression of the text-dependent questions? What did you notice about the think-pair-share? How does the close reading support the integrated model of literacy? What are the benefits of an integrated model of literacy?

Text-Dependent Tasks Students must INTERACT with the text, not just passively read and answer questions. Are your student tasks useful, authentic, and rigorous? Are they tasks experts in your field do on a regular basis? The close reading is illustrative of CCSS vision of the integrate model of literacy. While the Standards delineate specific expectations in reading, writing, speaking, listening, and language, each standard need not be a separate focus for instruction and assessment. Often, several standards can be addressed by a single rich task. For example, when editing writing, students address Writing standard 5 (“Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach”) as well as Language standards 1–3 (which deal with conventions of standard English and knowledge of language). When drawing evidence from literary and informational texts per Writing standard 9, students are also demonstrating their comprehension skill in relation to specific standards in Reading. When discussing something they have read or written, students are also demonstrating their speaking and listening skills. The CCR anchor standards themselves provide another source of focus and coherence. The same ten CCR anchor standards for Reading apply to both literary and informational texts, including texts in history/social studies, science, and technical subjects. The ten CCR anchor standards for Writing cover numerous text types and subject areas. This means that students can develop mutually reinforcing skills and exhibit mastery of standards for reading and writing across a range of texts and classrooms. Students must interact with the text, not just passively read and answer questions. Are your student tasks useful, authentic, and rigorous? Are they tasks experts in your field to on a regular basis?

Integrated Model of Literacy
Knowledge builds on knowledge. ACTIVITY: (Handout the literacy standards.) We are going to deconstruct sample performance tasks provided by CCSS. What is the content to be learned? What reading is required? Writing? Speaking and listening? Language?

CCSS Sample Performance Tasks
What content knowledge is assessed in this performance task? Which literacy standards are embedded within this performance task? Students determine the central ideas found in the Declaration of Sentiments by the Seneca Falls Conference, noting the parallels between it and the Declaration of Independence and providing a summary that makes clear the relationships among the key details and ideas of each text and between the texts. ACTIVITY: (Read the performance task, and model the deconstruction of this performance task for the whole group.) Students determine the central ideas found in the Declaration of Sentiments by the Seneca Falls Conference, noting the parallels between it and the Declaration of Independence and providing a summary that makes clear the relationships among the key details and ideas of each text and between the texts. This performance task is from a junior/senior history class as shown in blue. It is specifically addressing RH.11–12.2 as shown in gold. In order for students to demonstrate their learning, I would provide students both texts; have students do a close read of both texts, which addresses RH ; discuss the texts in collaborative groups, which addresses SL ; and write a Classification & Division essay, which addresses W , 4, 5 and L , 2. ACTIVITY: (Divide participants into 4 groups. Provide each group one of the four performance tasks. Have each group deconstruct each performance task as you have modeled. Use the four following slides for each group to talk through how they deconstructed each performance task.) *You will need to make copies of “CCSS Sample Performance Tasks” before your meeting – there are 4 tasks on there which will be cut up to be provided to different groups. *Handout: Performance Tasks (Q)

What content knowledge is assessed in this performance task? Which literacy standards are embedded within this performance task? Students integrate the information provided by Mary C. Daly, vice president at the Federal Reserve Bank of San Francisco, with the data presented visually in the FedViews report. In their analysis of these sources of information presented in diverse formats, students frame and address a question or solve a problem raised by their evaluation of the evidence. [RH.11–12.7] ACTIVITY: (Use this slide for a group to talk through how they deconstructed each performance task.)

What content knowledge is assessed in this performance task? Which literacy standards are embedded within this performance task? Students analyze the hierarchical relationships between phrase searches and searches that use basic Boolean operators in Tara Calishain and Rael Dornfest’s Google Hacks: Tips & Tools for Smarter Searching, 2nd Edition. [RST.11–12.5] ACTIVITY: (Use this slide for a group to talk through how they deconstructed each performance task.)

What content knowledge is assessed in this performance task? Which literacy standards are embedded within this performance task? Students analyze the concept of mass based on their close reading of Gordon Kane’s “The Mysteries of Mass” and cite specific textual evidence from the text to answer the question of why elementary particles have mass at all. Students explain important distinctions the author makes regarding the Higgs field and the Higgs boson and their relationship to the concept of mass. [RST.11–12.1] ACTIVITY: (Use this slide for a group to talk through how they deconstructed each performance task.)

What content knowledge is assessed in this performance task? Which literacy standards are embedded within this performance task? Students determine the meaning of key terms such as hydraulic, trajectory, and torque as well as other domain-specific words and phrases such as actuators, antilock brakes, and traction control used in Mark Fischetti’s “Working Knowledge: Electronic Stability Control.” [RST.11–12.4] ACTIVITY: (Use this slide for a group to talk through how they deconstructed each performance task.)

Text-Dependent Tasks Students must INTERACT with the text, not just passively read and answer questions. Are your student tasks useful, authentic, and rigorous? Are they tasks experts in your field do on a regular basis? ACTIVITY: With a partner, find/write a performance task from your discipline. Deconstruct it. What is the content to be learned? What reading is required? Writing? Speaking and listening? Language? How is it illustrative of the integrated model of literacy? What needs to be added so it is? Many performance tasks are writing based, so we are going to take a deep look at writing.

Writing “Writing assessments aligned with the Standards should adhere to the distribution of writing purposes across grades outlined by NAEP.” Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing Framework Writing is a shared responsibility throughout the school day. NAEP outlines a distribution across the grades of the core purposes and types of student writing. The 2011 NAEP framework, like the Standards, cultivates the development of three mutually reinforcing writing capacities: writing to persuade, to explain, and to convey real or imagined experience. Evidence concerning the demands of college and career readiness gathered during development of the Standards concurs with NAEP’s shifting emphases: standards for grades 9–12 describe writing in all three forms, but, consistent with NAEP, the overwhelming focus of writing throughout high school should be on arguments and informative/explanatory texts.2 It follows that writing assessments aligned with the Standards should adhere to the distribution of writing purposes across grades outlined by NAEP. Some things to think about when planning: Do students know why they are writing what you ask them to write? Are they given opportunities to do real-world writing? We are not talking about formal research papers, but real-life products that include: brochures, handbooks, guides, lists, articles, and more.

Text Selection What texts do experts in your field write?
Just as there are authentic texts that experts in your field read, there are authentic texts that experts in your field write. ACTIVITY: Find a partner or join a small group of teachers in your discipline, brainstorm a list of texts that are commonly written by practitioners in your field. (Have participants write on sticky notes the text examples and add to a larger group list).

Types of Texts Opinion/ Argumentative Texts Informative/
Explanatory Texts Narrative Texts Articles Critical Analyses Essays Letters Position Papers Report Abstracts Speeches White Papers Autobiographies Biographies Lab Reports Literature Review Memoirs Memos Poetry Research Proposals Adventure fiction Allegories Graphic novels Fantasy fiction Historical fiction Mystery fiction Parodies Personal narratives Plays Realistic fiction Satires Science fiction What types of text do experts in your field write? ACTIVITY: (Refer to the sheet that you already handout out by orienting participants to the Writing Texts side of the Text Types Categories for Reading and Writing.) With your partner, classify the texts as opinion/argument, informative, explanatory, or narrative.

Types of Texts What types of text do students write in your classes?
Grade: Quarter 1 Quarter 2 Quarter 3 Quarter 4 Opinion/ Argumentative Texts Informative/ Explanatory Texts Narrative Texts What types of text do students write in your classes? Since it is important that students are able to write in ENTER CONTENT AREA, let’s take a look at what types of texts we are currently having students write. ACTIVITY: (Refer to the sheet that you already handout out by orienting participants to the Handout sheet on Writing Text Types). Where do you have plenty of texts? Where do you need to add more texts?

Literacy Skills: Writing
CCSS for Literacy in All Subjects Standard (6-8) (9-10) (11-12) Writing/History (WHST) 1 Argumentative writing Write arguments focused on discipline-specific content. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim (s) from alternative or opposing claims, and organize the reasons and evidence logically. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. Establish and maintain a formal style. Provide a concluding statement or section that follows from or supports the argument presented. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons and evidence. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons and evidence. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. WHST 2 Informative/ explanatory writing Write informative / explanatory texts, including the narration of historical events, scientific procedures / experiments, or technical processes. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables, and multimedia when useful to aiding comprehension. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to inform about or explain the topic. Establish and maintain a formal style and objective tone. Provide a concluding statement or section that follows from and supports the information or explanation presented. Introduce a topic clearly and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables) and multimedia when useful to aiding comprehension. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Introduce a topic clearly and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables) and multimedia when useful to aiding comprehension. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. Use precise language and domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. WHST 3 Narrative (not applicable as a separate requirement in social studies) WHST 4 Task, purpose & audience Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST 5 Writing process With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. WHST 6 Technology Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. WHST 7 Inquiry & research Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject; demonstrating understanding of the subject under investigation. WHST 8 Relevant & reliable resources Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism, and overreliance on any one source and following a standard format for citation. WHST 9 Evidence for analysis & reflection Draw evidence from informational texts to support analysis, reflection, and research. WHST 10 Routine writing Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a. day or two) for a range of discipline-specific tasks, purposes, and audiences Refer to the writing standards that I handed out earlier. The CCSS clearly state the writing skills students should develop within your discipline. ACTIVITY: Let’s brainstorm: Given the writing standards, what are some authentic writing tasks you either currently do or could begin do to help your students meet the CCSS? (Record answers on flipchart paper.)

Learning to Write and Writing to Lean
“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 Not all writing is the same. In broad strokes, we can classify writing into two categories: learning to write and writing to learn. LEARNING TO WRITE is what we think of when we say “formal writing.” Often, it is developed through a process of drafts, revisions, and editing. It partners Writing Standards 1, 2, 3 with Writing Standards 4, 5, and 6. Then there is WRITING TO LEARN, which is different than LEARNING TO WRITE, but it is just as important, and the CCSS includes it in Writing Standards 9 and 10. This type of writing is informal, and it is generally quick and used as a formative measure or a tool to aide in comprehension. It can be as simple as asking students to put text into their own words, summarizing, taking notes, jotting downs questions, and so on. Research shows that having students stop and write several times during a class period, a film, a text, increases their learning significantly. Many teachers use “exit tickets,” which are short responses that students write and turn in (often on note cards) before leaving class which can be used to gauge learning and misconceptions. ACTIVITY: Brainstorm times when you have used learning to write and writing to learn. Popcorn around the room, and record examples on flipchart paper.

Writing Texts Opinion/Argumentative Writing
Informative/Explanatory Writing Narrative Writing Task, Purpose, and Audience Writing Process Research Writing to Source Thinking about the types of writing tasks you have students do in class, the Common Core State Standards emphasizes FIVE considerations. First, student writing should be responsive to the needs of the audience and the particulars of the text in question. When possible, ensure writing tasks are as authentic as possible – authentic task, purpose, and audience. Stretch to go beyond the classroom. Second, students should be given ample opportunities to develop and strengthen their writing through the writing process. Seldom does a writer get it “right” on the first draft. It is important that students learn to plan, write, revise, and edit their writing with others. Third, research is no longer “an event” that occurs junior year. The CCCSS emphasizes the need for students to conduct short as well as more sustained research projects. Fourth, students not only need to show that they can analyze and synthesize sources but also to PRESENT careful analysis, well--‐defended claims, and clear information through their writing. Several of the Writing Standards, including most explicitly Standard 9, require students to draw evidence from a text or texts to support analysis, reflection, or research. Materials aligned with the Common Core State Standards should give students extensive opportunities to write in response to sources throughout grade--‐level materials. And fifth, students should use technology to produce and publish writing and to interact and collaborate with others. Think about what you read--- and where you read it. The Internet. Technology is interwoven throughout the entire writing process. ACTIVITY: *Handout: Writing Considerations Worksheet (R). Each of the writing considerations is written in the first column. In the second column, there is a description of each of the considerations. To fill in the third column, you are going to do a give one-get one. Before you start moving around the room, you are going to record one idea that you do in your classroom for each of the considerations. They you are going to walk around the room to give one idea to a colleague as well as get one. (Allow participants time to walk around the room and give and get ideas.) You should have several ideas that you can implement in the classroom. When having students write in your classes, it is also important to model rubrics for the writing assignments as well as high--‐quality student samples should also be provided as guidance. Be confident in modeling the writing you expect students to do. Technology

IMAGINE… IMAGINE … What could you do to incorporate more literacy into one unit that you are teaching? ACTIVITY: take 2-3 minutes of silence and write down specific ways that you can incorporate more literacy into one unit that they currently teach. Think about the idea of an integrated model of literacy. Share your ideas with your “elbow partner”. (Then popcorn around the room.)

DPI Disciplinary Literacy Google Sites
As education consultants continue to develop materials around disciplinary literacy, they will add them to their DL Google Sites. As you develop more examples from your classroom, submit them to your discipline's education consultant, so he/she can share your resources with others. (Image is hyperlinked to the DPI Disciplinary Literacy Webpage at

Closing Thoughts Final words from CCSS author, David Coleman in The Hunt Institute’s video, “Literacy in Other Disciplines.” We’ve covered a lot of material today, and much is new. Let’s close today with some final words from CCSS author, David Coleman. (Image is hyperlinked to )

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