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Disciplinary Literacy

History/Social Studies Science and Technical Subjects. Disciplinary Literacy. Secondary Principal Session Educator Effectiveness Academy 2012. Career Readiness. What skills do 21 st century careers require?. WHO AM I?. Job responsibilities:

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Disciplinary Literacy

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  1. History/Social Studies Science and Technical Subjects Disciplinary Literacy Secondary Principal Session Educator Effectiveness Academy 2012

  2. Career Readiness • What skills do 21st century careers require?

  3. WHO AM I? Job responsibilities: Adjudicate cases and grant/deny applications for benefits Independently research, interpret, and analyze an extensive spectrum of sources Interview applicants, assessing credibility, and analyzing information to identify facts and considerations Exercise sound judgment in decision-making Write persuasive reports to communicate findings and recommendations to appropriate agencies Ensure national security by conducting background investigations and identifying individuals who pose a threat

  4. Immigration Officer

  5. Capacities of Literate Individuals INDEPENDENCE COMPREHEND AND CRITIQUE STRONG CONTENT KNOWLEDGE UNDERSTAND PERSPECTIVES AND CULTURES USE TECHNOLOGY VALUE EVIDENCE RESPOND TO VARIOUS DEMANDS

  6. Session Objectives • Participants will understand: • the impact of disciplinary literacy on preparing students for college, career, and civic life. • the key points and structure of the Disciplinary Literacy Frameworks. • the application of Disciplinary Literacy to classroom instruction.

  7. NOT just Content Area Reading! Disciplinary Literacy is not using “generic reading and writing strategies to learn about science, math, history and literature.” McConachie and Petrosky, Content Matters, 2010

  8. What is Disciplinary Literacy? Disciplinary Literacy is the use of discipline-specific practices to access, apply, and communicate content knowledge. 

  9. Why Disciplinary Literacy? • Each discipline has specialized: • Ways of thinking • Language and vocabulary • Types of text to comprehend • Ways of communicating in writing

  10. The Standards Side-by-Side History/Social Studies Reading, Grades 6-8 English Language Arts Reading Informational Text, Grade 8 Science and Technical Subjects Reading, Grades 6-8

  11. DECONSTRUCTING THE FRAMEWORKS Anchor Standard Cluster Cluster Grade-level Standard Essential Skills & Knowledge

  12. Deconstructing the Code RST.6-8.1 RH.9-10.5 WHST.11-12.8 Strand Grade band Standard

  13. What does Disciplinary Literacy look like in a classroom?

  14. Moving….. From….. To…… Evidence -based responses both orally and in writing. Students immersed in “the work.” Increased close reading of a variety of informational texts. Analyze, synthesize, and critique information. Multiple sources of information. • Writing from a personal perspective… I think, I feel. • Teacher interpreting text. • Reading only textbooks. • Identify and memorize facts. • Using a single text to gather information.

  15. CCSS Application– Social Studies Disciplinary Literacy Reading Standards for History/Social Studies, RH. 11-12. 1 • Describe and analyze population growth, migration and settlement patterns in early world history by integrating data from maps and charts with print and digital sources. (Ancient World History) Disciplinary Literacy Writing Standards for History/Social Studies, WHST. 11-12.1 • Write an argument making a claim about the constitutionality of FDR’s plan to increase the number of Supreme Court justices. Support your claim with supporting evidence drawn from primary and secondary sources and refute the claims of the opposing view. (AP US History)

  16. CCSS Application– Science Disciplinary Literacy Reading Standards for Science, RST. 11-12. 1 • Analyze the concept of mass based on the reading of Gordon Kanes “The Mysteries of Mass” and cite specific textual evidence from the text to answer the question of why elementary particles have mass at all. Include important distinctions the author makes regarding the Higgs field and the Higgs boson and their relationship to the concept of mass. (C0mmon Core Literacy Standards, Appendix B) Disciplinary Literacy Writing Standards for Science, WHST. 6-8 .1 • Use argumentation to evaluate the competing demands for various human use of fresh water and biosphere resources. (Next Generation Science Standards)

  17. Strive for classrooms that look and feel like literacy is a vehicle and not an addendum.

  18. Suggestions for School-Based PD • Share this presentation with staff • Analyze Literacy in All Subjects • Present 7 Capacities of Literate Individuals for career and college readiness • Compare the CCSS side-by-side documents • Explore available digital resources

  19. Next Steps • Access the Frameworks Online • Follow-Up Webinar • Disciplinary Literacy Conference • Regional Disciplinary Literacy Workshops

  20. Contact the MSDE Disciplinary Literacy Team • Martha Alexander – Science malexander@msde.state.md.us • Kim Callison – ELA kcallison@msde.state.md.us • Jennifer Frieman – Social Studies jfrieman@msde.state.md.us • Valerie Johnson – Social Studies vjohnson@msde.state.md.us • JoAnn Roberts – Science jroberts@msde.state.md.us

  21. Sites to Explore • www.achievethecore.org • http://www.shanahanonliteracy.com/2008/01/vita-timothy-shanahan-personal.html • http://www.ascd.org/professional-development/webinars/common-core-webinars.aspx#archived • http://www.parcconline.org/parcc-content-frameworks • http://dpi.wi.gov/standards/disciplinaryliteracy.html

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