Rituals and Routines of the Disciplinary Literacy Pattern. The Foundation of the Curriculum Danielle Harris August 13, 2008. . WELCOME. Please write your name and your school on your name tent
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Rituals and Routines
of the Disciplinary Literacy Pattern
The Foundation of the Curriculum
August 13, 2008
grammatical choices, need to be explicitly highlighted
lessons to support all learners, including English
learners, and those acquiring academic literacy skills
be treated as members of a community of practice
shared experiences, discussion, and reflection
Read to get the gist
Reread to find significant moments
Read again to interpret
the ideas in the text
Read again differently to analyze the author’s methods
Write to learn: know, express, and track thinking
Write to learn: select and explain ideas; reflect on writing and thinking
Write and talk to develop interpretation of ideas
WriteLike - Write like the text and in imitation of an author’s syntax and grammatical structures
Write and Talk to demonstrate understanding of ideas and genre.
Formative Assessment (which informs our understanding of where students are and what we need to do next with them, individually or in small/whole group) occurs at all stages in the pattern.
This information should be used to guide the teacher in her use/addition of scaffolds, models, additional practice, additional teacher support, and extended learning opportunities
Summative Assessments, which measure student gains at the end of a given arc of instruction include:
The Narrative: Perspectives on
Study an Excerpt from
Bone Black by Bell Hooks
Characteristics of a Narrative
What do you already know about narrative?
Turn and Talk
Turn to a colleague and briefly discuss the following:
• What makes a narrative interesting to readers?
Again, cite examples when possible. Take notes to help you in the whole group discussion
What Makes a Narrative Interesting to
• As a girl growing up in a family that includes five sisters, I am
amazed that our experiences were often incredibly different
even though we were in the same household. Our memories
reflect those differences.
• Bone Black, Memories of Girlhood is my story. An
unconventional memoir, it draws together the experiences,
dreams, and fantasies that most preoccupied me as a girl. I
share my secret world--the various names I created, for
example (calling my grandmother Saru in my imagination
because it was better than her real name, Sarah.)
That rebellious writer of the Beat generation Jack Kerouac
always declared “memories are inseparable from dreams.” In
Bone Black, I gather together the dreams, fantasies,
experiences that preoccupied me as a girl, that stay with me in
all my work. Without telling everything that happened, they
document all that remains most vivid.
hooks, b. (1996). Bone Black: Memories of Girlhood. Henry Holt and Co.: New York. xi-xv, foreword
Read to Get the Gist
Excerpt from Bone Black by Bell Hooks
Follow along as I read the excerpt from Bone Black by Bell Hooks. I will stop at a few points in the story and ask the following questions:
Reread for Significance
• Reread through the selection again to individually identify two
moments/sentences/phrases that strike you as most significant
to the text.
• Make a two-column note chart in your Reader's/Writer's
Notebook to record the moments/sentences/phrases you
selected. Write the significant moments in the left column of
your chart. Then, across from each, do a Quick Write to explain
the significance of each moment to Hooks’ narrative.
• When you are finished, share your significant moments with
another person by explaining why these are the most
significant. Be prepared to share your moments and
explanations with the whole group.
Model of the Significant Moment and
Significant Moment Explanation
It is my turn to iron. I can These two sentences,
do nothing right. positioned at the beginning of
paragraph three are the first time
that bell hooks uses “I” rather than
“we.” There is a noticeable shift in
the narrative from family actions and
emotions to how hooks feels as an
individual about herself……
• How did identifying and explaining the significant moments further your understanding of the narrative?
• What did you learn from sharing and explaining your significant moments with a colleague?
Engage in an Inquiry-based
In an inquiry-based discussion, readers discuss their responses
to an interpretive question about a text(s). An interpretive
question stems from a genuine inquiry about a text, is thought
provoking, and can sustain multiple and varied responses
supported by textual evidence.
The purposes of the discussion are to help readers to:
• “try out” their answers and explanations anchored with specific
moments from the text;
• accept alternative views/interpretations of the same text (not
about reaching consensus or proclaiming a winner);
• rethink what they think about the text; and
• understand that readers can have different valid interpretations of the same text.
Start of Inquiry-based Discussion
• Reread/Review the chapter
• Then, in your Reader’s/Writer’s Notebook, individually write a response to this question (about 3 minutes)
– Why does Bell Hooks burn herself?
• Then, discuss your ideas with a partner.
• Be prepared to share your ideas with the whole group.
Whole Group Inquiry-based Discussion
Why does Bell Hooks burn herself?
• Cite your written response in our discussion.
• Listen for different interpretations of our question.
Wrap up Inquiry-based Discussion
• As a result of our discussion, did your response change? If so, how?
• What are your lingering questions about Bell Hooks’ chapter and why are they unresolved?
StepBack: Reflect on Inquiry-based Discussion
1. What did you learn about the text’s meaning?
2. Task, Text, and Talk
– What do you see as the relationship among the
task (Quick Write on the guiding question); the
text (the chapter from Bone Black); and the talk
(the discussion you had with your colleagues
and with the whole group)?
– How did the text, task, and talk work together to
promote this level of discussion?
3. What did you learn about participating in an inquiry based discussion?
Analyzing the Design of the Inquiry-based
What did you notice?
What intended learning did each support?
• Selection of the text
• Choice and development of questions
• Role of the facilitator
• Routines: moving impetus for talk from teacher to
students (talk stems, wait time, physical space, etc.)
• Activities to support talk (writing before, partner work,
wait time, etc.)
Adding to Chart:
Questions, Comments, Concerns?
Have a great year!
The Core Curriculum
Embedded Vocabulary Revisions
Janine Fiorina Cody
Examine the rationale behind the new vocabulary work in the revised units
Practice instructional strategies for Rich Vocabulary Instruction
Reflect upon the implications for our practice in the classroom in the upcoming school year
“Beth couldn’t decide where to go for vacation, but she knew that she wanted to be free from the brumal landscape.”
A. Someplace warm
B. Somewhere cool
C. To the country
D. To the city
2. As it is used in the passage, what would be a synonym for brumal?
Your Working Memory can be used up in one of two ways while reading:
Strong readers have 10’s of thousands of words from prior knowledge stored for immediate retrieval in Long Term Memory. It happens in milliseconds, automatically.
Weak readers use working memory to figure out words, not meaning.
Practice Makes Permanent!
RICH VOCABULARY INSTRUCTION
By rich vocabulary we mean instructional techniques
“…designed to provide explicit explanations of word meanings, multiple exposures to word meanings and uses, and opportunities for students to interact with word meanings by discussing uses for them, making decisions about whether a word fits a context, and the like
(Beck, McKeown, Kucan, 2008).”
Definition through prior knowledge in the introduction of every word to create neural connections
Synonyms and antonyms that are familiar will be used when exploring the new word.
Use of contexts that are both like the originating text and expanded beyond that context will support transfer
Multiple meaning work will support transfer and “ownership.”
Word play with familiar words in the same word family will build a familiarity with word part, roots, affixes, and parts of speech.
Students will generate their own personal contexts for the words and be supported in using them daily in the ALL speaking and writing (productive vocabulary).
Go to your 6:00 meeting to share and compare.
Which of these words goes with the situations below? Tedious, Extravagant, Pretentious
Note: Unexpected association can supports learning and evidence understanding also, such as associating tedious with the first example by saying that it will be tedious and time consuming to have to save again for so long.
Context constant w/ varying word application:
What might prompt a teacher to say:
Ask student to:
Words that Describe People vs. Words that Describe places
Mr. Alums said to Byron: “If instead of trying to intimidate your young brother, you would emulate him and try to use that mind of yours, perhaps you’d find things much easier” What did he mean?
For Verbal Usage:
For Written Usage:
Tests and Quizzes:
Only the teacher can provide this essential aspect of instruction.
Word Play is natural to children and adults. Learning cannot happen with engagement.
The use of the prior knowledge, culturally relevant examples, synonyms and antonyms also increases engagement
Ask STUDENTS to provide local examples, current colloquialisms as synonyms/antonyms, popular culture connections.
How do you see this work impacting students in your buildings?
How has our work today helped you to better understand the Core Curriculum revisions?
The Instructional Handbook for English 6-12