High School Chancellor’s Conference Day

1. High School Chancellor’s Conference Day What does it mean to read like a literary critic, historian, or scientist?

2. Agenda

3. Session Outcomes Participants will be able to: • Understand what it means to read like a literary critic, historian, or scientist • Deepen their understanding of close reading • Engage in strategies that support close reading and collaborative annotation • Provide scaffolds for students to access complex text

4. Instructional Shifts PK-5, Balancing Informational & Literary Texts 6-12, Knowledge in the Disciplines Engage students in a close reading of a content rich, complex text by employing the collaborative annotation strategy Provide scaffolds for diverse learners to support a close reading of a complex text Text-based Answers Writing from Sources Staircase of Complexity Attend to specific disciplinary reading practices that are aligned to the CCLS Academic Vocabulary

5. Citywide Curriculum Professional Development Activity 1 Reading Like a Literary Critic, Historian, or Scientist Outcome: Understand what it means to read like a literary critic, historian, or scientist .

6. Disciplinary Literacy-Literature • Read “Reading in the Disciplines: The Challenge of Adolescent Literacy” 2. Guiding questions: • What is disciplinary literacy? • What is the role of disciplinary literacy?

7. Examples of Discipline-Specific Skills: Literature • Detecting the symbolic from the literal • Understanding rhetorical tools authors use, such as: irony, satire, unreliable narration • Recognizing literary allusions • Understanding archetypal themes and characters

8. Disciplinary Literacy-History • Read “Thinking Like a Historian” 2. Guiding questions: • What is disciplinary literacy? • What is the role of disciplinary literacy?

9. Examples of Discipline-Specific Skills: History Sourcing: Think about a document's author and its creation. Contextualizing: Situate the document and its events in time and place. Close Reading: Carefully consider what the document says and the language used to say it. Using Background Knowledge: Use historical information and knowledge to read and understand the document. Corroborating: Ask questions about important details across multiple sources to determine points of agreement and disagreement. Reading the Silences: Identify what has been left out or is missing from the document by asking questions of its account.

10. Disciplinary Literacy-Science • Read “Reading in the Disciplines: The Challenge of Adolescent Literacy” 2. Guiding questions: • What is disciplinary literacy? • What is the role of disciplinary literacy?

11. Examples of Discipline-Specific Skills: Science • Identify phenomena or scientific questions to investigate before reading • Make connections between written text and visuals such as diagrams, mathematical figures, drawings, and photos • Recognize and make use of text structures that emphasize cause and effect, sequencing, and extended definitions • Demonstrate persistence in making meaning of technical terms and abstract concepts • Consider the function of an investigation while evaluating evidence presented • Make links between data, findings, related research, and accepted theories

12. Disciplinary Literacy and Alignment to the Common Core Crosswalk • Take out CCLS Crosswalk graphic organizer. • Read the CCLS for your content area/grade level. • Think about the connections you can make between the CCLS and what literary critics/historians/scientists do as readers based on what we read? • Record your notes in the last column of the graphic organizer.

13. Disciplinary Literacy and Alignment to the Common Core What connections did you make between disciplinary literacy and the CCLS?

14. Citywide Curriculum Professional Development Activity 2 Practice in Action: Close Reading Outcomes: Deepen understanding of close reading.

15. What is your definition of close reading?

16. Close Reading Myths • Select a myth about close reading from the center of your table. 2. Share the myth and your thinking: • with a partner • with a different partner • with yet another partner Protocol

17. What changed? • How has your definition of close reading changed? • What is the same or different from your earlier definition of close reading?

18. Tim Shanahan’s idea of what close reading is… • an outcome and goal to strive for • requires readers to “figure out” a complex text through reading, re-reading, and discussing • lets the text dictate the purposes for reading • requires students to grapple with challenging ideas

19. What other experts have said… • It is about making careful observations of a text and then interpretations of those observations (P. Kain, The Writing Center at Harvard, 1998) • It involves rereading; often rereading a short portion of a text that helps a reader to carry new ideas to the whole text (Kylene Beers, Robert Probst, Notice & Note, 2012) • The term close reading draws its roots from a passion for talking and writing about texts…  Close reading must lead to students’ own thoughtful reading.  (C. Lehman and K. Roberts, Falling in Love with Close Reading, 2013) • Essentially close reading means to uncover layers of meaning that lead to deep comprehension.  (Nancy Boyles, “Closing in on Close Reading.” EL, Jan. 2013)

20. Citywide Curriculum Professional Development Activity 3 Practice in Action: Collaborative Annotation • Outcomes: • Participants will be able to: • Engage in strategies that support close reading and collaborative annotation • Provide scaffolds for students to access complex text

21. Harvey “Smokey” Daniels Collaborative Annotation

22. Setting-up for Collaborative Annotation Silently and independently read the text. As you read, you should annotate the text. ELA: • Text used: “Letters To a Young Poet: Letter #1”, by Rainer Maria Rilke History: • Text used: “Early Victorian Tea Set” from The History of the World in 100 Objects, by Neil MacGregor Science: • Text used: “The Greatest Thrill: Skydiving” from Death Rays, Jet Packs, Stunts and Supercars, by Barry Parker.

23. Pre-highlights of text • Numbered Lines of the text Scaffolds What did the facilitator do to support your independent reading of the text? • Guiding questions in the margins • Vocabulary definitions/translations

24. Collaborative Annotation Round 1 (silent): Annotate the poster size text using your personal annotations from your copy of the text. Round 2 (silent): Collaboratively annotate text with questions, responses, reactions, challenges, extended thinking on the poster size text. Round 3: Respond to annotations that others made on poster size text.

25. Facilitation Moves

26. Reflection After engaging in the collaborative annotation: • What insights did you gain? • How has this experience deepened your understanding of close reading?

27. Additional reading on disciplinary literacy: • Eyes on Disciplinary Literacy by Vicky Zygouris-Coe • Professor Elizabeth Birr Moje on Disciplinary Literacy: Why It Matters and What We Should Do About It (video) • Webinar “Disciplinary Literacy: Navigating Literacy Contexts in Secondary Schools” from the TextProject'sYouTube channel • Developing Readers in the Academic Disciplines by Doug Buehl

28. Citywide Curriculum Professional Development Activity 4 Processing and Planning

29. Force Field Analysis Use the Force Field Analysis to planhow you can use the learning of the day to think about your school’s strengths, minimizeits challenges and work toward a goal.