What does literacy mean in my discipline: Making meaning makers
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Secondary teachers often encounter significant challenges as they have students grapple with text. We will explore the distinctions of content literacy and disciplinary literacy, as well as research-based practiced to help students become receptive and productive meaning makers.
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What does literacy mean in my discipline: Making meaning makers
- 2. Interest-Making Comprehension- Making Sense-Making Meaning-Making “Hmm…Curious” “There it is” “Oh!” “A ha!” “Tell me more” “Now I know” “I understand” “I get it. Now let’s do something with it.” “But why does it matter?” “So that’s the answer” “That makes sense” “This connects to me” “That was interesting. Thanks.” “Is this on the test?” “I’ll file that away” “I’m taking the next steps”
- 3. Literacy is… Power and Privilege: to change the world
- 4. Early Literacy—birth to strategic reader Content-area Literacy—from the time of exposure to a text that can function beyond just decoding as we construct meaning from text Disciplinary Literacy— shifting from a focus on reading to a focus on learning
- 6. K-2: Building a foundation ◦ Decoding, Phonemic Awareness/Whole Language/ Balanced Literacy, Reciprocal Teaching, Read Aloud, et al 3-5: Encouraging autonomy ◦ Students moving to inference and argument with evidence ◦ Close reading 6-12: Facilitating learning ◦ Close reading with increasingly complex text ◦ Text as the access point and material for learning
- 7. Making meaning is: ◦ Receptive, but actively so Reading Listening Observing ◦ Productive, but not without meaningful stimuli Writing Speaking Creating All elements must be present, every day
- 9. “Disciplinary literacy is NOT the new name for content area reading. Rather, it is anchored in the disciplines with explicit instruction focused on discipline-specific cognitive strategies, language skills, and habits of practice. “The idea is not that content-area teachers should become reading and writing teachers, but rather that they should emphasize the reading and writing practices that are specific to their subjects, so students are encouraged to read and write like historians, mathematicians, and other subject-area experts.” Dr. Tim Shanahan
- 10. Each discipline has its own literacy and by stripping away the one-size-fits-all literacy "strategies" and engaging students in the way historians and scientists actually read and write, literacy learning will be central, no longer a side dish—Dr. Elizabeth Moje, U. of Michigan
- 11. • Build from prior knowledge of students • Implement strategies to build specialized vocabulary (Tier 3) • Teach and model how to deconstruct complex sentences • Teach and model text structures and genres to predict main and subordinate ideas • Map graphic (and mathematical) representations against explanation in the text • Pose discipline-relevant questions • Compare claims and propositions across texts • Use norms for reasoning within the discipline and evaluate claims--i.e. what counts as evidence and the ranking of that evidence From: Shanahan & Shanahan Carnegie 2010 report Discipline-Specific Reading Strategies:
- 14. Author-Centered ◦ Students identify author’s Argument Perspective Evidence Emphasizes the literacy practices and tools of professionals in a content area ◦ Modeling how historians/scientists/mathematicians/etc. read, listen, converse, and write
- 15. What kinds of things surprised you as you read? What literary tools, patterns, or systems did you use? How did you get to the meaning of your text? Students identify author’s ◦ Argument ◦ Perspective ◦ Evidence Literacy Standards in History/Social Studies, Science, and Technical Subjects ◦ 1-3: What does the text say? ◦ 4-6: How does it say it? ◦ 7-9: Why is it significant? How does it connect with other texts and ideas?
- 16. Students present: ◦ Argument ◦ Perspective ◦ Evidence CCSS: Literacy in History/Social Studies, Science, and Technical Subjects ◦ 1-3: What does the text say? ◦ 4-6: How does it say it? ◦ 7-9: Why is it significant? How does it connect with other texts and ideas?
- 18. Implement the four Cs with your students and colleagues each day Continue your collaborative discussions as you develop your units of study Develop systems that capitalize on disciplinary literacy—reading, observing, listening, speaking, presenting, writing,… Infuse the notion of literacy as student power and privilege to change the world Preparing today’s students for tomorrow’s world
- 20. http://www.corestandards.org/ http://www.nextgenscience.org/ http://www.smarterbalanced.org/ http://www.cde.ca.gov/re/cc/ http://pinterest.com/hesperiak12/ http://www.cccoe.k12.ca.us/edsvcs/commoncore.html http://www.ocde.us/commoncoreca/Pages/default.aspx http://www.schoolimprovement.com/video.php?video= http://beta.schoolimprovement.com/docs/common- core-standards-video.mp4 https://www.teachingchannel.org/ http://www.p21.org/storage/documents/P21CommonC oreToolkit.pdf www.eyeoneducation.com/white-papers
- 21. http://achievethecore.org/ http://www.engageny.org/ http://www.definedstem.com/index.cfm http://www.marzanoresearch.com/services/ccss.aspx http://blogs.egusd.net/ccss/ http://www.doe.k12.de.us/commoncore/math/teachert oolkit/assessement.shtml http://commoncoremath.us/professional- development/examining-the-common-core-aligned- bundle#axzz28B2EqOHn http://insidemathematics.org/ http://teachershero.com/html/common_core_ss.html http://www.lexile.com/using-lexile/lexile-measures- and-the-ccssi/defining-text-complexity/
Editor's Notes
- On a sticky note, then share with your team and share out to whole group.