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.