Disciplinary Literacy for
Deeper Learning
Dr. Hiller A. Spires,
North Carolina State University
August 13, 2015
Overview
• What is disciplinary literacy
and why is it important?
• Relating inquiry to
disciplinary literacy.
BREAK
• Getting close to close
reading.
• Doing close reading with
your students.
• Plus/Delta.
Newlit.org
What is
Disciplinary
Literacy &
Why is it
Important?
“The use of reading, reasoning,
investigating, speaking, and writing
required to learn and form complex
content knowledge appropriate to a
particular discipline.”
(McConanchie & Petrosky, 2010, p.6).
Common Core State Standards for
English Language Arts & Literacy
in History/Social Studies, Science
& Technical Subjects
Pedagogical Shifts Demanded
by CCSS
Key Research Assertions that
Prompted ELA CCSS Shifts
• Student ability to handle complex text is the
most important differentiator between students
who are ready for college level work and those
who are not (ACT, 2006).
• Different disciplines include norms and
expectations in practices of understanding and
generating new knowledge (Shanahan & Shanahan, 2008;
Shanahan, Shanahan, & Misischia, 2011).
How is Disciplinary Literacy
Different From Content Area
Literacy?
Content Area Literacy
Shanahan & Shanahan (2008).
Examples From Core Disciplines
• Construct claims with textual evidence and close examination
of language.
(English)
• Construct models & explanations to support scientific
hypothesis or design solutions.
(Science)
• Corroborate by comparing evidence from sources to develop
and strengthen claims.
(History/Social Studies)
• Construct viable arguments using abstract and quantitative
reasoning.
(Mathematics)
Argumentation
• How are arguments constructed in
the discipline?
• How are arguments documented?
• In what ways does a writer situate a
unique point-of-view within the work
of others?
Within your discipline
explore the literacybased activities related
to the inquiry process.
Identify which activities
you have engaged in
with your students.
Which activities are
you interested in
conducting with your
students?
Building Cultural Background Knowledge
WITH
Four Short Stories
● "Thank You Ma'm" (Langston Hughes)
● "The White Umbrella" (Gish Jen)
● "Everyday Use" (Alice Walker)
● “Kong Yi Ji” (Lu Xun)
Student Interactions with Texts
● Discussed prior knowledge of American and Chinese cultures
through
.
● Conducted close readings of American short stories with reflection
and discussion taking place on
.
● Posted character analyses of Kong Yi Ji on
and
discussed via
.
Analyze the quality of
the claims:
• Credibility of
sources?
• Did they answer
their compelling
question?
• How did they use
academic language
to support their
claims?
Take a BREAK
2:30 – 2:45
Getting Close
to Close
Reading
What is Close Reading?
Close Reading of text involves an investigation of a short
piece of text, with multiple readings done over multiple
instructional lessons.
Through text-based questions and discussion, students are
guided to deeply analyze and appreciate various aspects of
the text, such as:
• key vocabulary and how its meaning is shaped by
context;
• attention to form, tone, imagery and/or rhetorical devices;
• the significance of word choice and syntax;
• and the discovery of different levels of meaning as
passages are read multiple times. (Brown & Kappes, 2012, p. 2)
Example of a Close Reading in
English and History
https://www.youtube.com/watch?v=xoPtpdM
cNcc
What are the major differences?
Example of a Close Reading
in Mathematics
https://www.youtube.com/watch?v=lI7vZY8zJ
to
Example of a Close Reading
in Mathematics
Annotation Interactive
from Annenberg Learner
http://www.learner.org/courses/readwrite/interact
ive/close-reading-activity.html
Doing Close Reading Think-Alouds in a
One Take Video
1. Find a partner in your discipline.
2. Select a text.
3. Analyze the text content and language in
preparation for the think-aloud.
4. Use your i-pad to record an introduction to your
close reading in which you explain:
• what close reading is,
• why it is important,
• what text you chose,
• the purpose for reading,
• and your think-aloud
5. Upload your video to YouTube.
6. Be prepared to share your Close Reading ThinkAloud Video with the whole group
Contact
Hiller A. Spires
Email: haspires@ncsu.edu
Web: Newlit.org
References
• ACT. (2006). Reading between the lines: What the ACT reveals about college readiness in reading. Iowa
City, IA: Author.
• Griffith, R., & Froulz, J. (2014). Profile for teacher decision making: A closer look at beliefs and practice.
Journal of Research in Education, 24(2), 103-115.
• McConachie, S., Hall, M., Resnick, L., Ravi, A. K., Bill, V. L., Bintz. J., & Taylor, J. A. (2006). Task, text,
and talk: Literacy for all subjects. Educational Leadership, 64(2), 8-14.
• McGill-Franzen, A. (2000). Policy and instruction: What is the relationship? In M. L. Kamil, P. B.
Mosenthal, P. D. Pearson, & R. Barr (Eds.) Handbook of reading research, Vol. 3 (pp. 889-908).
Mahwah, NJ: Lawrence Earlbaum Associates.
• National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010).
Common core state standards for English language arts & literacy in history/social studies, science, and
technical subjects. Retrieved from http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
Washington, DC: Authors.
• Pearson, P. D. (2013). Research foundations of the common core state standards in English language
arts. In S. B. Neuman & L. B. Gambrell (Eds.) Quality reading instruction in the age of the common core
standards (pp. 237- 262). Newark, DE: International Reading Association.
• Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking contentarea literacy. Harvard Educational Review, 78(1), 40-59.
• Shanahan, C., Shanahan, T., & Misischia, C. (2011). Analysis of expert readers in three disciplines:
History, mathematics, and chemistry. Journal of Literacy Research 43(4), 393 – 429.
• Spires, H. A., Kerkhoff, S., Graham, A., & Lee, J. (2014). Relating inquiry to disciplinary literacy: A
pedagogical approach. Friday Institute for Educational Innovation. Raleigh, NC: NC State University.