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Disciplinary Literacy for Deeper Learning
Dr. Hiller A. Spires,North Carolina State University
August 13, 2015
Overview
• What is disciplinary literacy and why is it important?
• Relating inquiry to disciplinary literacy.
BREAK• Getting close to close
reading.• Doing close reading with
your students.• Plus/Delta.
Newlit.org
What is Disciplinary Literacy & Why is it
Important?
“The use of reading, reasoning, investigating, speaking, and writing required to learn and form complex content knowledge appropriate to a
particular discipline.” (McConanchie & Petrosky, 2010, p.6).
Common Core State Standards for English Language Arts &
Literacy in History/Social Studies, Science & Technical Subjects
Pedagogical Shifts Demanded by CCSS
Key Research Assertions that Prompted ELA CCSS Shifts
• Student ability to handle complex text is the most important differentiator between students who are ready for college level work and those who are not (ACT, 2006).
• Different disciplines include norms and expectations in practices of understanding and generating new knowledge (Shanahan & Shanahan, 2008; Shanahan, Shanahan, & Misischia, 2011).
How is Disciplinary Literacy Different From Content Area
Literacy?
Content Area Literacy
Shanahan & Shanahan (2008).
Examples From Core Disciplines• Construct claims with textual evidence and close
examination of language.(English)
• Construct models & explanations to support scientific hypothesis or design solutions.(Science)
• Corroborate by comparing evidence from sources to develop and strengthen claims.(History/Social Studies)
• Construct viable arguments using abstract and quantitative reasoning.
(Mathematics)
Argumentation
• How are arguments constructed in the discipline?
• How are arguments documented?
• In what ways does a writer situate a unique point-of-view within the work of others?
Within your discipline explore the literacy-based activities related to the inquiry process.
Identify which activities you have engaged in with your students.
Which activities are you interested in conducting with your students?
Building Cultural Background Knowledge
Four Short Stories● "Thank You Ma'm" (Langston Hughes)● "The White Umbrella" (Gish Jen)● "Everyday Use" (Alice Walker)● “Kong Yi Ji” (Lu Xun)
Student Interactions with Texts● Discussed prior knowledge of American and Chinese cultures
through .● Conducted close readings of American short stories with reflection
and discussion taking place on .● Posted character analyses of Kong Yi Ji on and
discussed via .
WITH
Analyze the quality of the claims:
• Credibility of sources?
• Did they answer their compelling question?
• How did they use academic language to support their claims?
Take a BREAK
2:30 – 2:45
Getting Close to Close Reading
What is Close Reading?
Close Reading of text involves an investigation of a short piece of text, with multiple readings done over multiple instructional lessons.
Through text-based questions and discussion, students are guided to deeply analyze and appreciate various aspects of the text, such as:• key vocabulary and how its meaning is shaped by
context; • attention to form, tone, imagery and/or rhetorical devices; • the significance of word choice and syntax; • and the discovery of different levels of meaning as
passages are read multiple times. (Brown & Kappes, 2012, p. 2)
Example of a Close Reading in English and History
https://www.youtube.com/watch?v=xoPtpdMcNcc
What are the major differences?
Example of a Close Readingin Mathematics
https://www.youtube.com/watch?v=lI7vZY8zJto
Annotation Interactive from Annenberg Learner
http://www.learner.org/courses/readwrite/interactive/close-reading-activity.html
Doing Close Reading Think-Alouds in a One Take Video
1. Find a partner in your discipline.2. Select a text.3. Analyze the text content and language in
preparation for the think-aloud.4. Use your i-pad to record an introduction to your
close reading in which you explain:• what close reading is, • why it is important,• what text you chose, • the purpose for reading,• and your think-aloud
5. Upload your video to YouTube.6. Be prepared to share your Close Reading Think-
Aloud Video with the whole group
References• ACT. (2006). Reading between the lines: What the ACT reveals about college readiness in reading. Iowa
City, IA: Author.
• Griffith, R., & Froulz, J. (2014). Profile for teacher decision making: A closer look at beliefs and practice. Journal of Research in Education, 24(2), 103-115.
• McConachie, S., Hall, M., Resnick, L., Ravi, A. K., Bill, V. L., Bintz. J., & Taylor, J. A. (2006). Task, text, and talk: Literacy for all subjects. Educational Leadership, 64(2), 8-14.
• McGill-Franzen, A. (2000). Policy and instruction: What is the relationship? In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.) Handbook of reading research, Vol. 3 (pp. 889-908). Mahwah, NJ: Lawrence Earlbaum Associates.
• National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common core state standards for English language arts & literacy in history/social studies, science, and technical subjects. Retrieved from http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf Washington, DC: Authors.
• Pearson, P. D. (2013). Research foundations of the common core state standards in English language arts. In S. B. Neuman & L. B. Gambrell (Eds.) Quality reading instruction in the age of the common core standards (pp. 237- 262). Newark, DE: International Reading Association.
• Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78(1), 40-59.
• Shanahan, C., Shanahan, T., & Misischia, C. (2011). Analysis of expert readers in three disciplines: History, mathematics, and chemistry. Journal of Literacy Research 43(4), 393 – 429.
• Spires, H. A., Kerkhoff, S., Graham, A., & Lee, J. (2014). Relating inquiry to disciplinary literacy: A pedagogical approach. Friday Institute for Educational Innovation. Raleigh, NC: NC State University.
