materials handoutsitems disciplinary literacy texts daniels zemelman (2014) example passages word...

MaterialsHandouts Items

Disciplinary Literacy Texts

Daniels & Zemelman (2014) example passages Word doc

Scan and copy DZ p. 7-9 for handout

Anticipation GuideQuick WriteSharpie TalkAdmit SlipKnowledge Rating Chart

Concept WebsVenn DiagramsSequence ChartsCause and EffectProblem and Solution

Giant Sticky Notes

Sharpies

Index Cards

Lesson Goals• Students will discuss strategies to build or

tap into prior knowledge.

• Students will discuss disciplinary literacy and differentiated instruction.

• Students will practice crafting a literacy lesson that demonstrates the concepts discussed in class.

Agenda – September 15th

1. Dr. Spector Visit2. Housekeeping3. Reading Response #3 Discussion 4. How Smart Readers Think5. Stages of Reading6. Before Reading Activities 7. Differentiated Instruction8. Disciplinary Literacy9. Lesson Plan Practice #2 & 310. SESS Teachers Workshop: Reading Strategies Specific

to Social Studies Classrooms + Guest Speaker

Housekeeping• Grades• 4 A’s and other multistep strategies• Upcoming Assignments

Example: 4 A’s1. As you read the text, identify four ideas, one in each of the following

categories:1. An ASSUMPTION the author makes2. An idea with which you AGREE3. An idea with which you can ARGUE4. And idea to which you ASPIRE

2. Highlight the ideas in the text and record each idea—and the page and paragraph found in the text.

3. Choose a facilitator and timer for each group. Each person shares there ideas for up to 1 minute without being interrupted. When each person finishes, the other members each have up to 30 seconds each to respond.

4. As a group, synthesize and share with the class in the form of oral presentation or through a poster.

Upcoming Assignments• October 10th

• Clinical Experiences Project: Rich Description• 2 Pages/50 points• Due via email by midnight. • https://pgelmorecrd412.wordpress.com/clinical-experiences-project/

• October 10th

• Clinical Experiences Project: Describe 3 Focal Students in your placement. Be clear about the logic that led you to choose to focus on them.

• 1 page/25 points• Due via email by midnight.

Reflective Journals• 1 per placement visit • Paragraph minimum• Typed or NEATLY handwritten• Words should be spelled correctly. Sentences should end with

punctuation. Paragraphs should be coherent. • We will start sharing them in class once Music has been

placed/had a chance to start.

• I will be reading for content such as evidence of your capacities as a reflective practitioner. I will be looking for what you are learning, what strategies and practices you agree/disagree with, and how you are connecting what you observe in the field with what you have learned in your coursework.

Reflective Journal Heading ExampleName/Content: Sloan Godsey, HistoryClass: American History, 10th Topic of Class: Economic Factors of the Civil WarClass Layout: 34 desks in rows facing the frontDate/Time: 09/03/15 – 3 hoursHashtags: #ClassroomManagement

*Hashtags are just a snapshot of what your journal entry was about in terms of educational practice

Reading Response #41. Create a T-Chart that

demonstrates the internal vs external structures of Ch. 10 (Vacca, Vacca, & Mraz, 2014).

2. Next time: bring the textbook from your placement or checkout a textbook from McClure Library next door.

Ch. 10 Vocabulary

1. External Text Structure (p. 313)2. Internal Text Structure (p. 315)3. Text Patterns (p. 315)4. Signal Words & Long Stretches (p. 316)5. Graphic Organizers (p. 320)6. Writing Summaries (p. 327)7. Notes (p. 331)8. Study Guides (p. 337)

Reading Response #3

• Ch. 1 (Vacca, Vacca, & Mraz, 2014)• Differentiated Instruction• Disciplinary Literacy• Multimodal• Schema Activation

“Read This for Friday”• Passage from Daniels & Zemelman (2014)

How Smart Readers Think(Daniels & Zemelman, 2014)

1. Reading is more than decoding.• Example passage

2. Effective readers visualize, relate, infer, evaluate, analyze, recall, & self-monitor

3. Effective readers activate prior knowledge (schemata)• Example passage

What do good readers do?Discuss with a partner & complete the chart on your own paper.

Before Reading During Reading After Reading

Stages of Reading(Daniels & Zemelman, 2014)

Before Reading During Reading After Reading

Set purpose for readingActivate prior knowledgeDevelop questionsMake predictions

Sample textVisualizeHypothesizeConfirm/Alter predictionsMonitor comprehension

Recall/RetellEvaluateDiscussRereadApplyRead more

Daniels & Zemelman (2014) p. 41Subjects Matter: Exceeding Standards through Powerful Content-Area Reading 2nd Ed.

• “Knowing that prior knowledge is the strongest determinant of understanding, and that new knowledge can only be built upon existing knowledge, we understand better where to begin—with students’ conceptions and misconceptions about our subject, whatever they are, and with connections to ideas that the kids do know about within their own experience”

• “We are specialists—[language arts], science, math, history, art, music, foreign language people—to the bone. The difference is, we’ll break the work into steps for kids, and provide help along the way. We’ll be using methods, tools, activities that are particular to our fields of learning, and engaging reading materials that help our students understand and remember our content better—and maybe even, dare we hope, get interested in it. Which is where we started”

Before Reading Activities

Consider the purposes of before strategies:1. Activate prior knowledge.2. Build background knowledge.3. Generate questions.4. Make predictions.5. Discuss vocabulary.6. Establish a purpose for reading/lesson.

Before Reading Activities Consider the content of the lesson:1. Is it a new concept to most of the students? If so, choose a strategy

that will allow students to build some background knowledge about the concept.

2. It is a review or continuation of content that students are familiar with? If so, choose a strategy that will allow students to activate prior knowledge.

3. Is there vocabulary in the lesson that may interfere with comprehension for some students? If so, choose a strategy that will involve discussion of unfamiliar words.

4. Are there particular parts of the content that need to be emphasized? If so, choose a strategy that draws attention to important concepts.

Before Strategies

• Many Before Reading Strategies can be completed in less than 5 minutes.

• However, it is common for teachers to extend “before” portions of a lesson in order to allow for deeper discussion.

• https://pgelmorecrd412.wordpress.com/before-strategies/

Anticipation Guide Example

Describe a good memory that you have. This memory should be one that cheers you up when you are sad. It should be a moment that you wish you could return to. Describe it in at least three sentences on an index card.

Before – Quick Write

Before: Quick WriteToday we are going to begin talking about a

historical event known as the Holocaust. Write down on an index card anything you have already read or heard about the Holocaust, even if you’re not sure if what you’ve read or heard is correct.

If you’ve never heard of the Holocaust, write down your predictions about what the Holocaust might have been, and perhaps what the word “holocaust” means.

Before: Quick WriteEveryday this month we are going

to learn more about an instrument that someone is playing in this room. Today we’re going to learn more about the cello. Write down everything you know about the cello on an index card.

*pair with a short passage of interesting information about the cello, historical, fictional, etc.

Rate your current knowledge of the following:

Knowledge Rating Chart

Vocabulary Word

Word I know Word I’ve heard

Word I don’t know

Jim Crow

Agriculture

Economics

Civil Liberty

Political LibertyRacism

Rate your current knowledge of the following:

Knowledge Rating Chart

Vocabulary Word

Word I know Word I’ve heard

Word I don’t know

Pianissimo

Crescendo

Forte

Fortissimo

Decrescendo

Rate your current knowledge of the following:

Knowledge Rating Chart

Vocabulary Word

Word I know Word I’ve heard

Word I don’t know

Participle

Gerund

Infinitive

Preposition

Subject-Verb Agreement Parallelism

Rate your current knowledge of the following:

Knowledge Rating Chart

Vocabulary Word

Word I know Word I’ve heard

Word I don’t know

Differentiated InstructionDisciplinary LiteracyMultimodal

Schema ActivationRTI

Explicit Instruction

Sharpie TalkPost pre-reading or review questions

around the room.

Students silently respond to the questions, and to each other’s responses, via markers.

The teacher uses the students comments to activate prior knowledge, discussion, or review previous material needed for the day’s lesson.

Differentiated Instruction

• Is a way of teaching. •Planning is key.•All students have unique needs.•We are multimodal learners.

Differentiated Instruction

• Information: • can be visual, spoken, gestural,

written, 3D etc.• is organized to make meaning.• is socially shaped over time.

Differentiated Instruction

•Meaning-making is orchestrated through selection; foregrounding of meaning by that person in that moment

• Therefore, we need to provide multiple, diverse entry points for students to take in our content-area’s information.

Go beyond assumptions based on appearance. Get to know your students.

Tips1. Use ongoing both form and informal assessment to help you plan

for differentiated instruction.

2. Allows students to work in groups. Humans learn through socialization, observation, and discussion.

3. Don’t group people by ability. Don’t have “smart groups” and “dumb groups”. Kids know when teachers are doing this.

4. Focus on problem solving and discussing issues and concepts rather than just “the chapter”. Choose concepts and problems that are interesting, relevant, and important to your content area.

5. Provide opportunities for choice in your classroom readings and responses. Provide variety.

Disciplinary Literacy1. Disciplinary Literacy is the ability to

think critically in a given discipline.

2. What should students be able to do in your content area that demonstrates their disciplinary literacy? In other words, what does is mean to be functionally literate in your content area? Beyond functionally literate?

Disciplinary Literacy Design Principles1. Learning is apprenticeship2. Teachers are mentors of

apprentices 3. Classroom culture socializes

intelligence4. Instruction and assessment drive

each other

Lesson Plan Practice #2&3Focus on Demonstrating Differentiated InstructionTheme: September 11th

• 1. Literacy Standard:• 2. Objective(s):• 3. Text(s):• 4. Before:• 5. During:• 6. After: •How will they TWIRL?• How will you assess?

Next Time: A Message from Kid President

SELA and Music: 1. Watch

https://www.youtube.com/watch?v=km7X5kQYOg8

2. Complete an Exit Slip (to be completed in class; due by 8PM via email or you can return to class and hand it in)

3. Exit Slip: Which pieces of advice do you agree with the most? The least? Explain.

After Strategy: Exit SlipOn an index card, write down

the following:

Name (optional)Content Area

1) Things you have found useful in class thus far.

2) Things you want to know more about3) Questions/concerns

SESS WorkshopReading Strategies Specific to

Social Studies Classrooms

List all the texts students may read in a SESS classroom.

How do historians read?Emphasize paying attention to the author or source

when reading a text.

They read with the view that both “author and reader are fallible and positioned.”

Their purpose in reading a history book is to figure out what story a particular author wanted to tell (rather than discover one truth).

Additionally, reading historical texts meant encountering words that are not current, for example “aeroplane,” and that are metaphorical, for example “Black Friday.”

https://www.youtube.com/watch?v=mSJLmWnxrPghttps://www.youtube.com/watch?v=wWz08mVUIt8

Popular Strategies in SESS classrooms:

Concept Webs/Clustering/Mapping◦ Activate prior knowledge◦ Connect ideas◦ Show relationships

Venn Diagrams◦ Compare/Contrast (governments, civilizations, laws etc.)

Sequence Charts◦ Cause/Effect

Word Walls◦ Activate knowledge◦ Reference source

Webs

Clustering and Mapping

Venn Diagram

Sequence Charts

Vocabulary Strategy:

Word WallsA Word Wall is literacy tool

composed of an organized collection of words which are displayed in large visible letters on a wall, bulletin board, or other display surface in a classroom.

Word Wall: Social Studies

Tech Toolshttp://

www.sheppardsoftware.com/web_games.htm

http://playinghistory.org/http://besthistorysites.net/genera

l-history-resources/games-animations/

Animoto: https://animoto.com/play/30TG5SpYpu13ypvd100KPQ

https://animoto.com/play/6pkS0Cu92tjNgF2ntu9Pqw