Disciplinary Literacy - Lesson Planning Tool
Implementing Close, Analytical Reading Instruction Aligned with CCSS Expectations
Location of reading:
http://www.nasa.gov/topics/earth/features/derecho.html
Three Text Complexity
Content Specific and Common
Factors:
Core
Title- NASA Satellites Examine
State Standard(s)
a Powerful Summer Storm
Key Ideas and Details
Standard 1: Cite specific textual
evidence to support analysis of
science and technical texts.
Range of Reading and Level of Text
Complexity:
Standard 10:
By the end of grade 8, read and
comprehend science/technical
texts in the grades 6-8 text
complexity band independently
and
proficiently.
HCPSS EC 1.2.e
Identify and describe the
atmospheric and hydrospheric
conditions associated with the
formation and development of
hurricanes, tornadoes, and
thunderstorms.
Content/Disciplinary
Literacy Reading
Behaviors
Performance Task Components:
Questioning
Goal, Role, Audience, Situation,
Understand the text, first,
Pulling Together
before making connections
outside the text.
QuantitativeLexile- 1750
Benchmark Z-College Level
Scientists make close connections
about what they are observing,
reading, and thinking.
QualitativeMostly Complex
Scientists read back and forth
between the text and visual diagrams
because the visuals are essential for Develop a short class list to
deep understanding of concepts.
describe several characteristics
of the derecho.
Scientists read segments of the text
Thinking about its size, was this
closely.
a large or small storm?
Purpose – Informational
Primarily single theme.
Text StructureMostly Complex. Some
complexities and
unconventionalities.
Language ClarityMostly Complex. Long sentence
structure with dates and times
included. Some sophisticated
vocabulary that is academic.
Knowledge DemandsMostly SImple. Requires some
discipline-specific content
knowledge. Requires knowledge
of the map of the eastern United
States.
Prompts for Oral Discussion-
Goal: Students will discover how the
storm changed as it moved
Think-Share-Pair to discuss your eastward in order to explain the
experience of the storm on
formation of larger storm systems.
June 30, 2012.
Text-dependent, Disciplinespecific
Question-for Close, Analytic
Reading
(response requires text
evidence)
When watching the video, in
which geographical direction is
the storm travelling?
Why does the damage from a
derecho occur in one direction?
Reader & TaskReaders will be able to make
connections between the content
of the text and their experience
of the storm.
How many miles long was the
line of severe storms, and how
fast were the wind gusts?
Which states were affected
when was the storm the
largest?
Based on the information,
summarize how the the
smaller storm system develop
into the larger derecho storm?
CCSS-Standard 2. Determine
the central ideas or conclusions
of a text; provide an accurate
summary of the text distinct
from prior knowledge or
opinions.
Role: Entire class discusses how the
derecho storm system changed over
time, and then students break into
small groups to create weather
reports.
Audience: Small groups.
Situation/Pulling Together: In small
groups, students will create a
weather report about the storm
from the different perspectives of
people in Illinois vs. the people in
Maryland.
Describe the cloud coverage, wind
speed, wind direction and damage
that occurred.
Use web 2.0 tools to present the
weather report.