Southern Regional Education Board Literacy Design Collaborative Disciplinary Reading and Working on Modules Day 4 Lynda Gillespie Linda Mabe SREB Literacy.

Southern

Regional

Education

Board

Literacy Design CollaborativeDisciplinary Reading

andWorking on Modules

Day 4

Lynda GillespieLinda Mabe

SREB Literacy Consultants

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2

Share lessons learned from Days 1-3 trainings and task implementation specific to each discipline. Scaffold literacy skills to advance achievement in the discipline area.Fully develop a Module using Task 2 for jurying.

Goals of the LDC WorkshopGoals of the LDC Workshop

Where are we in this Where are we in this adventure?adventure?

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1. What have you done with LDC in your schools?

2. What stumbling blocks have you struggled over?

3. What support do you need?

Two Approaches to Two Approaches to Secondary Literacy Secondary Literacy Instruction Instruction

Content area reading Disciplinary literacy

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Content Area ReadingContent Area Reading

Has long history in education Many secondary teachers have

preparation in content area reading Lots of books and resources for teachers

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But…But…

Disciplinary literacy is the approach that the common core has taken.

Let’s… explore dimensions of disciplinary

literacy distinguish between content area

reading and disciplinary literacy

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Disciplinary Disciplinary LiteracyLiteracy

IntermediateIntermediateLiteracyLiteracy

BasicBasicLiteracyLiteracy

Generic comprehension strategies, common word meanings, & basic

fluency

Decoding and knowledge of high frequency words.

Skill specialized

to history, science,

literature, math, and other

subjects

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Disciplinary Reading Disciplinary Reading InstructionInstruction

Not the popular new name for content area reading Each discipline possesses its own language, purposes,

and ways of using text that students should be inducted into

There are special skills and strategies needed for students to make complete sense of texts from the disciplines

As students begin to confront these kinds of texts (especially in middle school and high school), instruction must facilitate their understanding of what it means to read disciplinary texts

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Jigsaw ReadingJigsaw Reading

In content groups, read your section: Create a T-chart

Reading skill Reading Strategy

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Mathematicians’ Reading Mathematicians’ Reading

Rereading Close Reading Precision of Meaning Create Truth Truth = Error Free Vocabulary – precise, must be memorized

letters, symbols have

meaning

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Scientists’ ReadingScientists’ Reading

Transformation of Information from one form to another

Create knowledge through experimentation

Findings generalizable Use knowledge to predict Vocabulary: general/specific meanings;

nominalization; lexical density

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Historians’ ReadingHistorians’ Reading

Consider the author and the source What is the story being told? Interpretation of events, not truth Document Analysis Vocabulary: not as technical; words not

specific to history but highly complex; some words not current or metaphorical; nominalization of events

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Disciplinary LiteracyDisciplinary Literacy

Provide literacy strategies to guide students to read specifically for the content area

Read like a mathematician, historian or scientist

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Reading in MathematicsReading in Mathematics

Literacy Strategy

Cornell or 2-Column Notes

Topic Notes

Summary:

Disciplinary Lit. Strategy

3-Column Notes

Big Explanation Example

Idea

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Reading in ScienceReading in Science

Literacy Strategy

Graphic Organizer

Disciplinary Lit. Strategy

Graphic Organizer

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Reading in HistoryReading in History

Literacy Strategy

Generating

Integration between

Schemata and

Text (G.I.S.T)

25-Word Summary

Disciplinary Lit. Strategy

Who, What When Where, Why, How

Multiple Gist (multiple text)

25-Word Summary

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Back to the work at hand . . .Back to the work at hand . . .

Module

Using all the resources available, continue filling in (or polishing) your Module using the template provided..

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Discipline Reports: Questions, Thoughts, and Insights

With your discipline team:Describe one module-in-progress and discuss your questions, thoughts, and insights about module development. Be prepared to briefly report out to the large group.

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Taking a look at Good-to-GoTaking a look at Good-to-Go

What does a publishable module look like?

Examining the Jurying Tool

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Become the Judge and JuryBecome the Judge and Jury

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• With a partner from your content area, evaluate each partner’s module using the Jurying Tool.

• Make notes of changes that need to be made.

• Work on making the Task Good-to-Go

• SREB trainer will work with individuals

Exit Pass:Exit Pass:

How are you going to work directly with How are you going to work directly with teachers to spread LDC?teachers to spread LDC?

What will stand in your way?What will stand in your way?

What support will you need?What support will you need?

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ReflectionsReflections