disciplinary literacykeynotewegmann
TRANSCRIPT
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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 [email protected]
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 [email protected]
Council for Online Literacy EducatorsInaugural Conference,
November 18, 2010