Disciplinary Literacy Practices 6-12

Disciplinary Literacy Practices 6-12St. Thomas More High SchoolDrew Cordell, Math Mike Fricke, Science Kevin Gleeson, History Mike Greuel, Theology Mary Burke, Academic Deanwww.tmore.org2014 Catholic Educators Convention, Catholic Schools: Leading the LearningDISCIPLINARY LITERACY

Doug Buehlour mentor Author Literacy Consultant Past President WSRA History Teacher Reading Teacher

DISCIPLINARY LITERACYWhat are the various texts that students are expected to read to access knowledge and understanding in your discipline?How are those texts organized in your academic discourse?How does the discourse specific material govern the thinking and types of questions asked?What are the comprehension processes that lead students to greater understanding in your discipline?How does our teaching in discipline specific discourses encompass rich and ongoing literacy instruction?

DISCIPLINARY LITERACYMiddle and high school teachers need to integrate literacy practices into the instruction of their disciplines.

The idea is not that content-area teachers should become reading and writing teachers, but rather they should emphasize the reading and writing practices that are specific to their subjects, so students are encouraged to read and write like historians, scientists, mathematicians, and other subject-area experts. (Pearson, 1996)Alliance for Excellent EducationDISCIPLINARY LITERACYMiddle and high school teachers need help to understand how they can develop content knowledge at the same time that they improve student literacy; that in fact, effective teaching in their subject areas will be boosted by complementary literacy instruction related to the texts (and the other communication demands) characteristic of their subjects.IRA with collaboration NCTE, NCTM, NSTA, and NCSSDISCIPLINARY LITERACY How do teachers mentor students as disciplinary readers, writers and thinkers?What are the literacy practices that underlie the thinking in the disciplines?

I Do, I Do, You Do, You Do, You Watch You Help I Help I WatchDISCIPLINARY LITERACYMike Greuel

The Marquette University

Theology

Literacy for Theology StudentsMoving at a manageable pace

Changing student perception about texts

Consistently/correctly using new vocabularyHeres some activities that went OKTrue/FalseAnnotation KeyReading Guides

And a look into the futureusing all 3 on the same text! True/FalseAfter we had done a lot of work with vocab orallyBackground knowledge

Key instructionsRead statement as isProvide rationale (I could be convinced either way)Ask for details/supporting statements

True/FalseThen, read the text Identify where statements are supported/refutedCome to some sort of consensus

Sweet things can happenperson PersonMultiple answers

Annotation KeyLonger texts, esp. arguments or defenses of an idea

Categories What are we looking for?

Fighting perception of philosophical or theological text

Annotation KeyAdapted from a Philosophy prof

Gradually with freshmenStated Purpose, Key Term/Defined

All at once with seniors

Annotation KeyBeneficial in discussionCommon languageTargeted questionsProductive disagreements can arise

Key information for later reviewEncourage to couple with brief notes to self

Reading GuidesMakes longer texts more approachable

Ask different types of questionsTaxonomy of ?ing

Can use with Annotation KeySame categories, information to look for

Reading GuidesHelps with discussionsQuick reference to textual support

Target vocab in a new context

Noah and the FloodIm trying this out in two weeksjigsaw the intro with these three strategies!

Then move on to a closer study of the body of the text (History, Science, and Theology sections)

Suggestions? Help a new(er) guy out!

DISCIPLINARY LITERACY

Drew Cordell, MathNorthern Illinois UniversityDISCIPLINARY LITERACYGoals:Provide an approach to meaningful teaching of vocabulary, emphasizing student engagementBuild vocabulary and improve mathematical reading comprehension and writing styleEncourage increased student independence when reading math texts and story problemsWord WallsStudents collaboratively define a vocab word in their own languageWe mix their definition with the formal definitionAll definitions go into notebook glossaryWord wall grows and remains for entirety of chapter

Word WallsHelps build vocabulary, which improves reading comprehensionEmphasizes student engagement, collaboration and higher level thinking skillsHelps improve understanding for ESL students

Vocabulary Knowledge GlossaryTraditional graphic organizer style glossary Inclusion of a before/after understanding scaleStudents self-assess their knowledge prior and post formal introductionValuable formative assessment and organizational tool

Vocabulary Knowledge GlossaryStages of understanding1 Never seen the word before2 Seen the word. Dont know the definition.3 Know the word, but rely on contexts to define it4 Know the word and can use it comfortably

DISCIPLINARY LITERACY

Kevin Gleeson, History

Marquette University Literacy for Social SciencesGoals:1. Keep sight of the narrative and perspective rather than acquisition (memorization) of facts 2. Emphasis on authentic sources (when available) to humanize authors and characters

3. Develop interpretive reasoning for interdisciplinary use

Narrative- Unit Layout Chart (US)Helps sort through the mass of informationRepetition- recognize reoccurring trendsVisually presents movement and changeEasy to facilitate discussion

Categories-Points of Focus-Contributing Factors-Exs/People/Vocabulary-Source work Anticipation Guide (WH) Brings out PKSparks conversationPresents multiple-narrative perspectivesVersatile usePredict Support your positionDirect connection to source work

Interpretive Reasoning- Presidential Exploration (Gov)Utilizes elements of interpretive reasoning that culminate in a historically literate student

The Issue Historical Events (Biographical narrative)The Context Executive Branch(Professional Writing)The AnalysisEvidence (Independent Research) The SynthesisDrawing Conclusions (Effective Discernment)The ApplicationInterdisciplinary (Collegiate/Career Skill)

Job Posting-Cover Letter- Resume- Letters of Recommendation

DISCIPLINARY LITERACY

Mike Fricke, Science2 Strands of Science LiteracyFundamental Science LiteracyVocabularyConceptsContentDerived Science LiteracyRelevancy to me. Applying their understanding of science to societal and world issues.Buehl, D. (2011). Developing readers in the academic disciplines (p. 57). Newark, DE: International Reading Association.Inviting students into the conversationWe need show students how to converse with in the context of science so that they able to read, write, and think through a scientific lens.In essence they need to become disciplinary insiders.Two activities that have had some success.Together they key in on the two strands of science literacy.Textbook Activity GuideFundamental Science LiteracySource: Strategies to Enhance Literacy and Learning in Middle School Content Area Classrooms, by Judith L. Irvin, Douglas R. Buehl, Barbara J. Radcliffe

Wide ReadingDerived Science LiteracySource: Developing Readers in the Academic Disciplines, by Doug Buehl

Inviting students into the conversationAddressing Fundamental Science LiteracyScience texts rarely depend on language alone to explain science concepts, they are often reinforced by pictures, diagrams, drawings, models, figures, tables, and other graphic representations.Buehl, D. (2011). Developing readers in the academic disciplines (p. 56). Newark, DE: International Reading Association

This is were a Textbook Activity Guide can helpUses a code key and guided questioning to help students work through the different elements of a scientific text, making it a useful tool for understanding, and feel less foreign to them.Source for this TAG Prentice Hall biology By: Miller, Kenneth R., Joseph S. Levine, and Inc. Hall, p.49-53.

Inviting students into the conversationAddressing Derived Science LiteracyThis is were Wide Reading can helpWide reading can help make that connection between science learning and real life application. Considerations with wide readingTends to be most successful when the teacher connects material to the students.An array of choices with different levels difficultyA topic that piques students interest, something personal that can grab their attention.

Wide Reading Activity TopicSports Drinks and HomeostasisFollow-up activity to the opening unit What is LifeFocus on two important concept in biology HomeostasisFeedback LoopsIt includes two follow-up activities that help me gain insight into there ability to understand science concepts in societyHere are two examples of articles for the students to choose.

Follow-up activitiesWriting AssignmentsWrite a one page discussion about the scientific effects of sports drinks on homeostasis.Write a one page reflection about a personal experience.Take notes on each article to turn-in.

DISCIPLINARY LITERACYResearch Says: Which Strategy Works Best?When it comes to delivering instruction that sticks, the question isnt so much what to do, but when and why to do it.Knowledge that moves from short to long term memory starts with learners making personal meaning by relating new knowledge to own experience.Most important.repeat, repeat, repeat; rehearsing new knowledge and practicing new skills reinforces neural brain pathways.Distributed practice(sessions spread over time) and elaborative rehearsal (paraphasing and summarizing, making predictions, or generating questions) support long-term memory and accuracy.