disciplinary literacykeynotewegmann

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Disciplinary Literacy: Another Name for Teaching

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Disciplinary Literacy: Another name for Teaching

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Dr. Susan Wegmannswegmann@mail.ucf.edu

Council for Online Literacy EducatorsInaugural Conference,

November 18, 2010

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Agree/Disagree

1. Reading is a one-way road from text to person.

2. Most content area texts are written on grade level.

3. Learning language is a social activity.

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In every case, it is the reader who reads the sense. . .We read to understand, or to begin to understand. We cannot do but read. Reading, almost as much as breathing, is our essential function.

Alberto Manguel, (1996). A History of Reading. NY: Viking.

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Disciplinary Literacy. . .

“…requires an understanding of how

knowledges are constructed and organized

in the content area, an understanding of what

counts as warrant or evidence for a claim,

and an understanding of the conventions of

communicating that knowledge” (Moje,

Ciechanowski, Kramer, Ellis, Carrillo &

Collazo, 2004, p. 45).

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LANGUAGE

Building Blocks for Disciplinary Literacy

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LANGUAGE

READING PROCESSES

Building Blocks for Disciplinary Literacy

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LANGUAGE

READING PROCESSES

STRATEGIES

Building Blocks for Disciplinary Literacy

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LANGUAGE

READING PROCESSES

STRATEGIES

SUBJECT MATTER

Building Blocks for Disciplinary Literacy

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Defining Disciplinary Literacy

"Literacy is the state of being able to participate fully in a to-and-fro interplay between person and text.”

“Disciplinary Literacy” then, is being literate in a particular discipline or content area.

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1.2 million students tested – only 51% labeled as “ready for college”

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Discipline Specific Literacy Skills

Acknowledge the interplay between self and text

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Discipline Specific Literacy Skills

Knowledge of specialized vocabulary

Acknowledge the interplay between self and text

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Discipline Specific Literacy Skills

Test taking ability

Knowledge of specialized vocabulary

Acknowledge the interplay between self and text

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Discipline Specific Literacy Skills

Knowledge of content text structure

Test taking ability

Knowledge of specialized vocabulary

Acknowledge the interplay between self and text

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Discipline Specific Literacy Skills

Knowledge of content text structure

Test taking ability

Knowledge of specialized vocabulary

Ability to identify important information

Acknowledge the interplay between self and text

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Discipline Specific Literacy Skills

Ability to synthesize information using LER first, then external sources

Knowledge of content text structure

Test taking ability

Knowledge of specialized vocabulary

Ability to identify important information

Acknowledge the interplay between self and text

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Discipline Specific Literacy Skills

Ability to synthesize information using LER first, then external sources

Knowledge of content text structure

Test taking ability

Knowledge of specialized vocabulary

Ability to identify important information

Ability to read visual/graphic information

Acknowledge the interplay between self and text

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Discipline Specific Literacy Skills

Ability to synthesize information using LER first, then external sources

Knowledge of content text structure

Test taking ability

Knowledge of specialized vocabulary

Knowledge of organizational patterns

Ability to identify important information

Ability to read visual/graphic information

Acknowledge the interplay between self and text

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Discipline Specific Literacy Skills

Ability to synthesize information using LER first, then external sources

Knowledge of content text structure

Test taking ability

Knowledge of specialized vocabulary

Knowledge of organizational patterns

Ability to identify important information

Ability to read visual/graphic information

Research skills

Acknowledge the interplay between self and text

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Expert readers. . . • activate prior knowledge (LER)• set goals for reading• make predictions• self-monitor • construct the main idea • critique the text’s propositions • evaluate the structure of the text

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Disciplinary Reading StrategiesBefore Reading During Reading After Reading

Anticipation Guides Choose 10 Anticipation Guides

SQ3R QAR SQ3R

Structural Analysis SQ3R RAP

Read alouds RAP Written responses

Alternative Texts Graphic Organizers Read alouds

Scavenger Hunt QtA Reader’s Theatre

Graphic organizers Read alouds Alternative Texts

Interviews Text Sets Graphic Organizers

Text Sets Semantic Feature Analysis In just 10 minutes. . .

Digital Stories Read Encode Annotate Ponder

Interviews

WebQuests Text Sets

WebQuests/Digital Stories

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Semantic Feature Analysis

•  •  

Democrat Republican Former Governor

Former Vice-President

2 Full Terms in Office

Still Living

L. B. Johnson

–— –— –— –—

Nixon –— –— –— –—

Ford –— –— –—

Carter –— –— –—

Reagan –— –— –—

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DIRECTED TEXT MARKING

Instructor Directed Markings Type of Markings To Be Used

Title circle

Paragraphs number: 1, 2, 3, etc. (left margin)

Paragraph summary main idea word or brief phrase (right margin)Challenging vocabulary words box:

Location names bracket: [ ]

People named in the story wavy line vvvvvvvvvvvvvvv

Data that contains dates, asterisk numbers, distances or amounts; anything numerical

Webklipper.com

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Limited amount of vocabulary words per week.

Explicit vocabulary instruction

Disciplinary Vocabulary Instruction

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Vocabulary Frame

Antonym Definition

Silly sentence with definition of word Graphic/ Picture

Word

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K.I.M.

Key idea Information Memory clue

Drought Little or no rain (picture)

Coup Takeover of government by the military

(picture)

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RAP: Paraphrasing

• Read a paragraph

• Ask yourself what is the main idea and what are important supporting details

• Put the main idea and supporting details into your own words

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Concept Map of Learning Unit

Unit Essential Question Examples/Steps/Vocab

Unit Topic/Concept

Major Concepts/Skills/Key Questions

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Written responses to text:Postcard/Letter to the (Textbook)

Editor

Student Authored Study Guides

Textbook Chapter Rewrites

Narrative about “Being there.”

Journal or diary entries

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Written responses to text: (cont)

Write a Memoir

Sharing/Interactive writing

Written dialogue

Manga

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Strategic Activities

Read Alouds

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Read Alouds

WebQuests WIPs

Strategic Activities

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Read Alouds

WebQuests WIPs

Text Sets

Strategic Activities

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Read Alouds

Reader’s Theatre

WebQuests WIPs

Text Sets

Strategic Activities

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Strategic Activities

Read Alouds

Reader’s Theatre

WebQuests WIPs

Interviews

Text Sets

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Strategic Activities

Read Alouds

Reader’s Theatre

Alternative Texts

WebQuests WIPs

Interviews

Text Sets

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In just 10 minutes. .

Strategic Activities

Read Alouds

Reader’s Theatre

Alternative Texts

WebQuests WIPs

Interviews

Text Sets

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In just 10 minutes. .

Scavenger Hunt

Strategic Activities

Read Alouds

Reader’s Theatre

Alternative Texts

WebQuests WIPs

Interviews

Text Sets

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In just 10 minutes. .

Scavenger Hunt

Strategic Activities

Read Alouds

Reader’s Theatre

Alternative Texts

WebQuests WIPs

Digital Stories

Interviews

Text Sets

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Best Web 2.0 Applications for 2010

1. Sitehoover

2. Titan Pads

3. Clp.ly

4. Flisti

5. Send Shots

6. Simple Guide Tool

7. Copytaste

8. Twextra

9. Mappy Friends

10.Explorra

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Best Web 2.0 Applications for 2010

11. Life’s Photo timeline

12. Crocodoc

13. WebKlipper

14. ZooBurst

15. Fotobabble

16. Tripline

17. Story Jumper

18. TxBear

19. Wallwisher

20. Simple Booklet

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Magic Wand

Alternative Texts

Read Alouds WebKlipper

ZooBurst In just 10 minutes. . .

WebQuests/WIPs

Interviews Digital Stories

Scavenger Hunt

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I was more than a teacher. And less. In the . . . classroom you are a drill sergeant, a rabbi, a shoulder to cry on, a disciplinarian, a singer, a low-level scholar, a clerk, a referee, a clown, a counselor, a dress-code enforcer, a conductor, an apologist, a philosopher, a collaborator, a tapdancer, a politician, a therapist, a fool, a traffic cop, a priest, a mother-father-brother-sister-uncle-aunt, a bookkeeper, a critic, a psychologist, the last straw.

Frank McCourt

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Miscellaneous Treats

• Electronic Field Trips – Yellowstone National Park– http://www.windowsintowonderland.org/

• Google Earth (earth.google.com)• TeacherTube (www.teachertube.com)

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References

Allington, R. (2002) You can’t learn much from books you can’t read. Educational Leadership, 60 (3). 16-19.

Beck, I. L., McKeown, M. G., Hamilton, R. L., & Kucan, L. (1997).Questioning the author: An approach for enhancing student engagement with text. Newark, DE: International Reading Association.

Lewin, L. (2006). Reading response that really matters to middle schoolers. New York: Scholastic.

Rasinski, T. (2000). Speed does matter in reading. The Reading Teacher, 54, 146–151.

Scraper, K. (2006, May). What a character! Bringing out the best in your students through reader’s theater. Paper presented at International Reading Association, Chicago, IL. Retrieved August 9, 2007 from http://www.edwriter.com/downloads/2006_IRA_Handout.pdf

Swanson, H.L. (1999). Instructional components that predict treatment outcomes for students with LD: Support for a combined strategy and direct instruction model. Learning Disability Research and Practice, 14(3), 129-140

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• Au, K. H. & Raphael, T. E. (2000). Equity and literacy in the next millennium. Reading Research Quarterly, 35, 170-188. Pp. 178-18

• Bercaw, L., & Wegmann, S. (2003) Literature Discussions, Participant Stance, and the Discussion Filter American Reading Forum Yearbook of Proceedings, 2003. Available online: http://www.americanreadingforum.org/03_yearbook/html/Bercaw.htm

• Bloom, B. (1975). Language development. In F. D. Horowitz (Ed.) Review of child development research, 4, (pp. 245-303). Chicago: University of Chicago Press.

• Britton, J. (1993). Language and learning. Portsmouth, NH: Boynton/Cook. • Cazden, C. (1988). Classroom discourse. Portsmouth, NH: Heinneman. • Draper, R. J. (2002) Every teacher a literacy teacher? An analysis of the literacy-related messages in secondary

methods textbooks. Journal of Literacy Research. • Find Articles at http://findarticles.com/p/articles/mi_qa3785/is_200210/ai_n9087467 • McCourt, F. (2005) Teacher Man. New York: Scribner. An excellent website for videos for content area teachers:

http://school.discovery.com/teachers/archive/ • Mehan, H. (1979a) Learning Lessons. Cambridge: Harvard University Press. • Mehan, H. (1979b) What time is it, Denise?: Asking known information questions in classroom discourse. Theory

into Practice, 18, 285-294. • Piaget, J. (1964). Six Psychological Studies. New York: Vintage. For more information about Piaget's work:

www.piaget.org or perform a Google search. • Probst, R. (1987) Available online: http://www.ericdigests.org/pre-926/theory.htm • Rosenblatt, L. (1938/1983). Literature as exploration (4th ed.). New York; MLA. • Rosenblatt, L. (1994) The reader, the text, the poem. Carbondale, IL: Southern Illinois University Press. • For a great article that examines the contribution of Rosenblatt to literary interpretation, see

http://www.vccaedu.org/inquiry/inquiry-spring97/i11chur.html • Street, B. V. (1999). The meanings of literacy. In d. A. Wagner, R. L. Venezky, & B. V. Street (Eds.), Literacy: An

international handbook. (pp. 34-42). Boulder, CO:  Westview Press. • Taylor, B. M., & Beach, R. W. (1984). The Effects of Text Structure Instruction on Middle-Grade Students'

Comprehension and Production of Expository Text. Reading Research Quarterly, Vol. 19, 2. pp. 134-146. • Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard University Press. For more information about

Vygotsky's work: http://www.kolar.org/vygotsky/ or perform a Google search. • Wikipedia definition of Literacy • Wimsatt, W. K. (1954) The Verbal Icon: Studies in the Meaning of Poetry. Kentucky: University of Kentucky Press.

Disciplinary Literacy: Another name for Teaching

Texts

Dr. Susan Wegmannswegmann@mail.ucf.edu

Council for Online Literacy EducatorsInaugural Conference,

November 18, 2010