10/31/2012
Reading Demands are Changing
– Reading is an experience that is….
multi-text
multi-modal
 Critical
multi-media
core
multi-genre
 High
thinking is at the
levels of reading
competence are required
in nearly every job and
every profession.
Comprehend and
Communicate
Create
• Read-write
• Own
• Listen-speak
understanding of
• Watch-present different media
• Observe• Original work
Illustrate
• Remix other ideas
Connect
• Local
• Worldwide
• Previous
knowledge
• Ideas
• Concepts
Collaborate
• With peers
• With experts
• With personal
learning
network
• Across
geographic
borders
• Across socioeconomic
backgrounds
• Across cultural
boundaries
• Knowledge
• Sharing
1. Building Knowledge
Through Content-Rich
Nonfiction
2. Reading, Writing and
Speaking Grounded in
Evidence From Text,
Both Literary and
Informational
3. Regular Practice with
Complex Text and Its
Academic Language
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10/31/2012
The Why: Shift One
Building knowledge through content-rich nonfiction
 Much of our knowledge base comes from informational text
 Informational text makes up vast majority of required reading
in college/workplace (80%)
 Informational text harder for students to comprehend than
narrative text
 Yet students are asked to read very little of it in elementary
and middle school
 CCSS moves percentages to
50:50
70:30 at secondary level (includes ELA, science,
social studies)
What is disciplinary literacy?
• Reading and writing within the
specific context of a discipline. To
read successfully within this context,
individuals must possess knowledge
of the discipline that includes:
– Knowledge of the way information is created,
communicated, and evaluated;
– Knowledge of the authors, the genres they use
and audiences they reach, and their purposes
for reaching them;
– Knowledge of what counts asCenter
quality.
on Instruction, 2010
5
What does it take to
be a history
teacher?
What does it take
to be a math
teacher?
Knowledge
of the
student
What does it
take to be a
science
teacher?
What does it
take to be an
English
Language
Arts
teacher?
Knowledge
of the
Discipline
Pedagogical
Knowledge
Literacy
Knowledge
(Manderino, 2012)
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10/31/2012
Literacy-What is needed?
Domain
Knowledge
Topic
Knowledge
Disciplinary
Knowledge
• History
• The Civil War
• Science
• Titration
• The ways knowledge is
created
• Mathematics
• Linear Algebra
• The ways knowledge is
shared
• ELA
• Literary Criticism
• The texts that are
utilized by the
discipline
• The practices and
discourses utilized by
the discipline
• Business Education
(Manderino, 2012)
Why Disciplinary Literacy Matters
Each discipline poses
its own literacy
challenges
Vocabulary
Concepts
Discourses
Language use
Each discipline
requires
Explicit instruction in the
literacies of the discipline
(HOW)
Explicit instruction of
content
(WHAT)
(Institute for Learning University of Pittsburgh)
CONTENT
What
Growth in
knowledge of core
concepts, big ideas,
& driving questions
in a discipline.
For students to become literate in a content area of discipline, they
need to develop knowledge along two dimensions.
Students develop
disciplinary literacy by
learning about the core
ideas and concepts of a
discipline while learning
to investigate, reason,
read, and write in that
discipline.
PROCESS
How
Growth in habits of mind in a discipline. Development of ways of
investigating, reasoning, reading, writing, talking, and problem-solving in a
discipline.
(Institute for Learning University of Pittsburgh)
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10/31/2012
Teaching on the Diagonal
Teachers must then be able to teach on the diagonal.
Content
expertise
Teaching
strategies and
habits of practice
• Conceptual knowledge
• Habits of thinking of their
disciplines
• Reading
• Writing
• Talking
(Institute for Learning University of Pittsburgh)
“Disciplinary literacy is based on the premise
that students can develop deep conceptual
knowledge in a discipline only by using the
habits of reading, writing, talking, and thinking
which that discipline values and uses.”
(McConachie, Hall, Resnick, Raci, Gill, Bintz, & Taylor, 2006)
1. Building Knowledge
Through Content-Rich
Nonfiction
2. Reading, Writing and
Speaking Grounded in
Evidence From Text,
Both Literary and
Informational
3. Regular Practice with
Complex Text and Its
Academic Language
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10/31/2012
The Why: Shift Two
Reading, writing & speaking grounded in evidence, both
literary and informational
 Most college and workplace writing is evidence-based and
expository in nature (not narrative)
 Ability to cite evidence differentiates student performance on
NAEP
 Standards in writing ask students to respond to evidence-based
writing prompts (inform/argue)
 Standards in speaking and listening require students to prepare for
and refer to evidence on ideas under discussion
 Standards in reading require students to respond to
text-dependent questions with evidence-based claims
(Retrieved from Achievethecore.org)
Shift #2
Text-Dependent Questions
Not Text-Dependent
 In “Casey at the Bat,” Casey
Text-Dependent
•
strikes out. Describe a time
when you failed at
something.
 In “Letter from a
Birmingham Jail,” Dr. King
discusses nonviolent protest.
Discuss, in writing, a time
when you wanted to fight
against something that you
felt was unfair.
•
What makes Casey’s
experiences at bat
humorous?
What can you infer from
King’s letter about the
letter that he received?
Text-Dependent Questions
Shift #2
Not Text-Dependent
Text-Dependent
In “The Gettysburg Address”
Lincoln says the nation is
dedicated to the proposition
that all men are created equal.
Why is equality an important
value to promote?
“The Gettysburg
Address” mentions the
year 1776. According to
Lincoln’s speech, why is
this year significant to
the events described in
the speech?
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10/31/2012
Sample Informational Text Assessment
Question: Pre-Common Core Standards
High school students read an excerpt of James D.
Watson’s The Double Helix and respond to the
following:
James Watson used time away from his laboratory
and a set of models similar to preschool toys to
help him solve the puzzle of DNA. In an essay
discuss how play and relaxation help promote
clear thinking and problem solving.
Sample Literary Question: Pre-Common Core
Standards
From The Adventures of Tom Sawyer
Have the students identify the different methods of removing
warts that Tom and Huckleberry talk about. Discuss the
charms that they say and the items (i.e. dead cats) they use.
Ask students to devise their own charm to remove warts.
Students could develop a method that would fit in the time
of Tom Sawyer and a method that would incorporate items
and words from current time. Boys played with dead cats
and frogs, during Tom’s time. Are there cultural ideas or
artifacts from the current time that could be used in the
charm?
Sample Text Dependent Question:
Common Core Standards
From The Adventures of Tom Sawyer
Why does Tom hesitate to allow Ben to paint
the fence? How does Twain construct his
sentences to reflect that hesitation?
What effect do Tom’s hesitations have on
Ben?
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10/31/2012
Shift 2
1. Building Knowledge
Through Content-Rich
Nonfiction
2. Reading, Writing and
Speaking Grounded in
Evidence From Text,
Both Literary and
Informational
3. Regular Practice with
Complex Text and Its
Academic Language
The Why: Shift Three
Regular Practice with Complex Text and its Academic Language
 Gap between complexity of college and high school texts is huge
 What students can read, in terms of complexity is greatest
predictor of success in college (ACT study)
 Too many students reading at too low a level
(<50% of graduates can read sufficiently complex texts)
 Standards include a staircase of increasing text complexity from
elementary through high school
 Standards also focus on building vocabulary that is shared across
many types of complex texts and many content areas
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10/31/2012
Reading a Complex Text
1. Read the text silently and try to make
meaning
Rate your understanding
Write what is contributing to the
complexity in the box below
2.
Reread the text silently and try to make meaning


3.
Discuss your understanding with one person
Rate your understanding
Reread the text silently and try to make meaning


Engage in a group discussion about the meaning
Rate your understanding
Intro to Text Complexity-Appendix A
# of words
# of sentences
Readability
Text structure
Language use
Motivation
Background knowledge
Higher order thinking
What educators need to DO…
Foster Close
Reading
Teach students
to write for
argument
Assemble sets
of multiple
texts
Integrate
multimedia
texts
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10/31/2012
Foster Close Reading
• Teaching with complex texts vs assigning
complex texts
• Build routines for close reading
Annotation, think-alouds
• Gateway texts and activities
Evaluate text and task together
Use multimedia texts to scaffold complex
written text
Use Multiple Texts
• Assemble text sets for learning
• Range of text types
• Strategies for single text reading vs. multiple
text reading
Multiple text gist, Synthesis journals
• Assessments using multiple texts
Integrate Multimedia Texts
Model, model, model
• How to query
• Website evaluation
–
–
–
–
C-Currency
R-Reliability
A-Authority
P-Purpose/point of view
Utilize sites that encourage cross-curricular learning
 Library of Congress http://memory.loc.gov/ammem/index.html
 Google
http://www.google.com/insidesearch/searcheducation/#utm=Edu1207
 America’s Library http://www.americaslibrary.gov/about/purpose.html
 School tube http://www.schooltube.com/
 Teacher tube http://teachertube.com/
 Best of History Websites http://www.besthistorysites.net/
 Khan Academy http://www.khanacademy.org/
 80 Online Tools http://www.edutopia.org/groups/57108
 Thinkfinity http://www.thinkfinity.org/welcome
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10/31/2012
Teaching Argumentation
•
•
•
•
Argument vs. persuasion
Standards for claims, evidence, and warrant
Use mentor disciplinary texts
Argument tasks
Deliberation, 4 corners, Likert Scales
• Assessment
Implications –
Shifts to support learning
Text complexity
vs
Critical/close reading
vs. Personal reading
Multiple texts and text
synthesis
vs. Single texts
Writing about text
vs. Writing about experience
New literacies and
technology
vs. Conventional texts
Disciplinary literacy
Leveling texts
vs. Content-area reading
(Shanahan, 2012)
Disciplinary Literacy
• Facilitate student interaction with the texts and
discourses of a discipline
• Reading, writing, speaking, and listening like a …
Historian
Chemist
Literary critic
Mathematician
• Emphasis on learning content by focusing on the
way reading, writing, and language are used in
the discipline
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