“. . .experts read their respective

texts quite differently.”

-Shanahan & Shanahan

Disciplinary Literacy

1DPI training developed in partnership with Lisa Arneson, CESA 3 Director of Curriculum & Instructional Services

Standards & Instruction– What and how should kids learn?

Assessments and Data Systems– How do we know if they learned

it?

School and Educator Effectiveness– How do we ensure that students

have highly effective teachers and schools?

School Finance Reform– How should we pay for schools?

Agenda 2017

By 2017, we need to reach target goals that

prepare our students for success in further

education and career:

Further increase graduation rate from 85.7 percent to 92 percent.

Increase career and college readiness from 32 percent to 67 percent.

Close graduation and career and college readiness gaps by 50 percent.

Increase the percentage of students scoring proficient in third-grade reading and eighth-grade mathematics.

Adopt the Fair Funding for Our Future plan to make school finance more equitable and transparent.

Target Goals

4

IN WISCONSIN. . .

. . .disciplinary literacy is defined

as the confluence of content

knowledge, experiences, and skills

merged with the ability to read,

write, listen, speak and think

critically in a way that is meaningful

within the context of a given field.

Content Knowledge, Experience, and Skills

Read, Write, Listen, Speak,

and Think

Disciplinary Literacy

6

DISCIPLINARY LITERACY

“Literacy… becomes an

essential aspect of disciplinary

practice, rather than a set of

strategies or tools brought into the

disciplines to improve reading and

writing of subject-matter texts.”

- Elizabeth Birr Moje“Foregrounding the Disciplines in Secondary Literacy Teaching and Learning: A Call for Change.” Journal of Adolescent & Adult Literacy. Oct. 2008.

7

Generic Reading Strategies

Monitor comprehension

Pre-read

Set goals

Think about what one already knows

Ask questions

Make predictions

Test predictions against the text

Re-read

Summarize

Disciplinary-Specific Reading Strategies

Build prior knowledge

Build specialized vocabulary

Learn to deconstruct complex sentences

Use knowledge of text structures and genres to predict main and subordinate ideas

Map graphic (and mathematical) representations against explanations in the text

Pose discipline relevant questions

Compare claims and propositions across texts

Use norms for reasoning within the discipline (i.e., what counts as evidence) to evaluate claims

8

COMMON CORE STATE STANDARDS

“The CCSS insist

that instruction

in reading,

writing,

speaking,

listening, and

language is a

shared

responsibility

within the

school.”

RANGE OF TEXTS“To measure

students’ growth

toward college

and career

readiness,

assessments

aligned with the

CCSS should

adhere to the

distribution of

texts across

grades cited in

the NAEP

framework.”

Distribution of Literary and Informational

Passages in the 2009 NAEP Reading

Framework

TEXT COMPLEXITY

• Levels of meaning• Structure• Language

conventionality and clarity

• Knowledge demands

• Word frequency• Sentence length• Text cohesion

• Motivation• Knowledge/

experiences• Purpose• Task complexity

TEXT SELECTION

What texts

do experts

in your

field read?

TYPES OF TEXTS

Click icon to add picture

What

types of

text do

experts

in your

field

read?

FICTION

NONFICTION

TYPES OF TEXTS

What

types of

text do

students

read in

your

classes?

Reading Text Types Q1 Q2 Q3 Q4

Informational

Texts

Literary Nonfiction

Nonfiction

Literary TextsStories

DramasPoetry

14

TEXT RESOURCES

Where

can you

access

authenti

c texts?

BadgerLink (www.badgerlink.net/)

“Article of the Week” (www.kellygallagher.org)

Time Magazine (http://www.time.com/time/)

The Week Magazine (http://theweek.com/)

The New Yorker (http://www.newyorker.com/)

The New York Times (http://www.nytimes.com/)

15

Readicide: The systematic killing of the love of reading

• Requiring students to read difficult texts without proper instructional support

• Insisting that students focus solely on academic texts

• Ignoring the importance of developing recreational reading

• Losing sight of authentic instruction

16

Literacy Skills: ReadingCCSS for

Literacy in All Subjects Standard

Anchor Standard (6-8) (9-10)(11-12)

Reading/History (RH) 1Explicit/implicit meanings

Cite specific textual evidence to support analysis of primary and secondary sources.

Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

RH 2Main ideas

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

Determine the central ideas or information of a primary or secondary source; providing an accurate summary that makes clear the relationships among key details and ideas.

RH 3Text relationships

Identify key steps in a text’s description of a process related to history / social studies (e.g., how a bill becomes a law, how interest rates are raised or lowered).

Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

RH 4Vocabulary

Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history / social studies.

Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history / social studies

Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term of the course of a text (e.g., how Madison defines faction in Federalist No. 10).

RH 5Text structure

Describe how a text presents information (e.g., sequentially, comparatively, causally).

Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

RH 6Author purpose/perspective

Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

RH 7Visual literacy/ technology

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

RH 8Argument and support

Distinguish among fact, opinion, and reasoned judgment in a text.

Assess the extent to which the reasoning and evidence in a text support the author’s claims.

Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

RH 9Multiple texts

Analyze the relationship between a primary and secondary source on the same topic.

Compare and contrast treatments of the same topic in several primary and secondary sources.

Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

RH 10Text complexity

By the end of grade 8, read and comprehend history / social studies texts in the grades 6 – 8 text complexity band independently and proficiently.

By the end of grade 10, read and comprehend history / social studies texts in the grades 9 - 10 text complexity band independently and proficiently.

By the end of grade 12, read and comprehend history / social studies texts in the grades 11 – 12 text complexity band independently and proficiently.

TEXT FEATURES

Text

features

help

students

identify

important

details in

the text

and

become

more

efficient in

their

reading.

Title Table of Content

Index

Illustration

Photo

CaptionDiagramBold Print

Date line

Heading/Subheading

ParagraphGlossary

Paragraph

TEXT FEATURES

Text Feature Title of Text Page Numb

er

Section Helps the

Reader

Text Feature Scavenger HuntLocate text features within a variety of texts, and identify in which text you found it, the page number, which section of the text you found it, and how it helps you as a reader.

TEXT STRUCTURES

Text structures -

the way that

authors organize

information -

help students

focus attention

on key concepts

and

relationships,

anticipate what’s

to come, and

monitor their

comprehension

as they read.

Cause &

Effect

Chron. Order

CompareContras

t

Process

Problem/ Solutio

n

Definition or Description

Text Structures

• Chronological Order or Process: Teacher cuts up a published text, and students put it in order

• Cause & Effect: Students stand in line, and teacher gives a prompt that ends with “which caused…” and the students one-by-one create the subsequent effects

• Problem/Solution: Students write down problems that they notice in their school/society and exchange with another group who finds a solution to the problem

• Compare and Contrast: Students classify and divide themselves or a mixed bag of objects, identifying similarities and differences

• Definition or Description: Teacher puts a mystery item in a brown paper bag and have teams write definitions and other teams have to guess the object

VOCABULARY

“Words are

not just

words. They

are the nexus

– the

interface –

between

communicati

on and

thought.”

- Marilyn Jager

Adams

VOCABULARY

“While the

term tier may

connotate a

hierarchy, a

ranking of

words from

least to most

important ,

the reality is

that all three

tiers of words

are vital to

comprehensio

n and

vocabulary

development.

”

Tier 1•Words used in everyday speech•ELL’s may need support

Tier 2•General academic words•Words found more often in written texts across disciplines

Tier 3•Domain-specific words•Words found more often in written texts within a specific discipline

23

INTEGRATED MODEL OF LITERACY

Knowledge

builds on

knowledge.

Close Reading

1. Teacher introduces the text and sets the purpose, and students read.

4. Teacher reads passages of text out loud as students follow along.

2. Students annotate the text, i.e., “read with a pencil” or “interrogate the text.”

3. Students talk through their understanding of the text with a partner.

5. Teacher guides discussion (whole group, small group, or partners) of the passage with text-dependent questions.

6. Students record their thinking.

25

Annotations

TEXT-DEPENDENT QUESTIONS

Text-

dependent

questions

require

students to

return to the

text to

formulate

responses.

Which of the following questions require students to read the text

closely?

1. If you were present at the signing of the Declaration of Independence, what would you do?

2. What are the reasons listed in the preamble for supporting their argument to separate from Great Britain?

1. If you were present at the signing of the Declaration of Independence, what would you do?

2. What are the reasons listed in the preamble for supporting their

argument to separate from Great Britain?

TEXT-DEPENDENT QUESTIONS

General Understandin

g

Key Details

Vocabulary & Text

Structure

Author’s Purpose

Inferences

Opinions, Arguments, Intertextual Connections

A progression

of text-

dependent

questions

develops

critical

thinking.

A CLOSE READING OF“AMERICAN’S GROWING DEPENDENCY ON FOOD

STAMPS”

Examine how the

author uses

evidence to

determine why

there has been

an increase in

the number of

people receiving

food stamps.

Introduce the text, and set the purpose for reading.

http://theweek.com/article/index/224955/americans-growing-dependency-on-food-stamps

A CLOSE READING OF AMERICAN’S GROWING DEPENDENCY ON FOOD STAMPS”

Annotate:

Circle powerful

words or

phrases that

affect you.

Underline that

which confuses

you.

Quick-write:

Describe your

impression of food

stamps.

Students annotate the text, i.e., “read with a pencil” or “interrogate the text.”

General Understanding

• Main idea of the text• Overall organization of

the text

A CLOSE READING OF AMERICAN’S GROWING DEPENDENCY ON FOOD

STAMPS”

Describe your

understanding

of food stamps.

Remember to use

accountable talk

(asking questions,

providing evidence

from the text) to

compare and

contrast your

impressions with

one another.

Students talk through their understanding of the text

with a partner.

A CLOSE READING OF“AMERICAN’S GROWING DEPENDENCY ON FOOD STAMPS”

Orient

students to

the text, and

ask them to

follow along.

Read the

passage

aloud

without

interruption.

Read a passage of text out loud as students follow

along.

A CLOSE READING OFAMERICAN’S GROWING DEPENDENCY ON FOOD

STAMPS”

Guide discussion (whole group, small group, or

partners) of the passage with text-dependent

questions.

A CLOSE READING OFAMERICAN’S GROWING DEPENDENCY ON FOOD

STAMPS”

• Why are so many people living on food stamps?

• How much does the economic downturn contribute?

• What are the qualifications to be eligible for food stamps?

Key Details• Supporting details that

support main ideas• The who, what, when,

where, why, how much, or how many

• Nuances in meaning

A CLOSE READING OF“AMERICAN’S GROWING DEPENDENCY ON FOOD

STAMPS”

• What does the word “rechristened” mean in the first paragraph?

• What is the Gingrich referring to when he says, “African Americans should demand paychecks and not be satisfied with food stamps?”

Vocabulary & Text Structure

• Literal and inferential meanings• Denotation and connotation• Figurative language• How organization contributes to

meaning

A CLOSE READING OF“AMERICAN’S GROWING DEPENDENCY ON FOOD

STAMPS”

• Is the author trying to entertain, inform, or persuade the reader? How do you know?

• From whose point of view is the article written? How would the article be different if it were told from a food stamp recipient perspective?

Author’s Purpose• Purpose: Entertain? Inform?

Persuade?• Point of view: 1st person, 3rd person

limited/omniscient, un/reliable narrator

• Critical Literacy: Who’s story is not represented?

A CLOSE READING OF“AMERICAN’S GROWING DEPENDENCY ON FOOD

STAMPS”

• There is fraud in the food stamp program (SNAP), can spending be reduced to save American taxpayers money?

Inference• Probe each argument in

persuasive texts*• Probe each idea in informational

texts*• Probe each key detail in literary

texts** Observe how these build to a

whole

A CLOSE READING OF“AMERICAN’S GROWING DEPENDENCY ON FOOD

STAMPS”

• What are your thoughts about the free breakfast and lunch program at our school?

Opinions, Arguments, Intertextual Connections

• Author’s opinion and reasoning (K-5)

• Evidence• Claims and counterclaims• Rhetoric

A CLOSE READING OF“AMERICAN’S GROWING DEPENDENCY ON FOOD

STAMPS”

In the article,

“American’s

Growing

Dependency on

Food Stamps”

determine and

defend if we are

feeding the

hungry, breeding

dependency or

both?

Ask students to

write an essay.

Students record their thinking.

TEXT-DEPENDENT TASKS

Students must

INTERACT with the

text, not just

passively read and

answer questions.

Are your student

tasks useful,

authentic, and

rigorous? Are they

tasks experts in

your field do on a

regular basis?

42

INTEGRATED MODEL OF LITERACY

Knowledge

builds on

knowledge.

CCSS SAMPLE PERFORMANCE TASKS

What content

knowledge is

assessed in

this

performance

task?

Which literacy

standards are

embedded

within this

performance

task?

Students determine the central ideas found in

the Declaration of Sentiments by the Seneca

Falls Conference, noting the parallels between

it and the Declaration of Independence and

providing a summary that makes clear the

relationships among the key details and ideas

of each text and between the texts.

CCSS SAMPLE PERFORMANCE TASKS

What content

knowledge is

assessed in

this

performance

task?

Which literacy

standards are

embedded

within this

performance

task?

Students integrate the information provided

by Mary C. Daly, vice president at the Federal

Reserve Bank of San Francisco, with the data

presented visually in the FedViews report. In

their analysis of these sources of information

presented in diverse formats, students frame

and address a question or solve a problem

raised by their evaluation of the evidence.

CCSS SAMPLE PERFORMANCE TASKS

What content

knowledge is

assessed in

this

performance

task?

Which literacy

standards are

embedded

within this

performance

task?

Students analyze the hierarchical

relationships between phrase searches and

searches that use basic Boolean operators in

Tara Calishain and Rael Dornfest’s Google

Hacks: Tips & Tools for Smarter Searching,

2nd Edition.

CCSS SAMPLE PERFORMANCE TASKS

What content

knowledge is

assessed in

this

performance

task?

Which literacy

standards are

embedded

within this

performance

task?

Students analyze the concept of mass based

on their close reading of Gordon Kane’s “The

Mysteries of Mass” and cite specific textual

evidence from the text to answer the question

of why elementary particles have mass at all.

Students explain important distinctions the

author makes regarding the Higgs field and

the Higgs boson and their relationship to the

concept of mass.

CCSS SAMPLE PERFORMANCE TASKS

What content

knowledge is

assessed in

this

performance

task?

Which literacy

standards are

embedded

within this

performance

task?

Students determine the meaning of key terms

such as hydraulic, trajectory, and torque as

well as other

domain-specific words and phrases such as

actuators, antilock brakes, and traction

control used in Mark Fischetti’s “Working

Knowledge: Electronic Stability Control.”

TEXT-DEPENDENT TASKS

Students must

INTERACT with the

text, not just

passively read and

answer questions.

Are your student

tasks useful,

authentic, and

rigorous? Are they

tasks experts in

your field do on a

regular basis?

WRITING

“Writing

assessments

aligned with

the

Standards

should

adhere to

the

distribution

of writing

purposes

across

grades

outlined by

NAEP.”

Distribution of Communicative Purposes by Grade in

the 2011 NAEP Writing Framework

TEXT SELECTION

What texts

do experts

in your

field write?

TYPES OF TEXTSOpinion/

Argumentative Texts

Informative/Explanatory Texts

Narrative Texts

Articles Critical Analyses Essays Letters Position Papers Report Abstracts Speeches White Papers

Articles Autobiographies Biographies Critical Analyses Essays Lab Reports Letters Literature Review Memoirs Memos Poetry Report Abstracts Research Proposals Speeches

Adventure fiction Allegories Autobiographies Biographies Graphic novels Fantasy fiction Historical fiction Memoirs Mystery fiction Parodies Personal

narratives Plays Poetry Realistic fiction Satires Science fiction

What

types of

text do

experts

in your

field

write?

TYPES OF TEXTS

What

types of

text do

students

write in

your

classes?

Grade: Quarter 1 Quarter 2 Quarter 3 Quarter 4

Opinion/Argumentative Texts

Informative/Explanatory Texts

Narrative Texts

53

LITERACY SKILLS: WRITING

CCSS for Literacy in All Subjects Standard (6-8) (9-10)

(11-12)

Writing/History (WHST) 1Argumentative writing

Write arguments focused on discipline-specific content.Introduce claim(s) about a topic or issue, acknowledge and distinguish

the claim (s) from alternative or opposing claims, and organize the reasons and evidence logically.

Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

Establish and maintain a formal style.Provide a concluding statement or section that follows from or supports

the argument presented.

Write arguments focused on discipline-specific content.a. Introduce precise claim(s), distinguish the claim(s) from alternate

or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons and evidence.

b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from or supports the argument presented.

Write arguments focused on discipline-specific content.a. Introduce precise, knowledgeable claim(s), establish the

significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from or supports the argument presented.

WHST 2Informative/ explanatory writing

Write informative / explanatory texts, including the narration of historical events, scientific procedures / experiments, or technical processes.a. Introduce a topic clearly, previewing what is to follow; organize

ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables, and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style and objective tone.f. Provide a concluding statement or section that follows from

and supports the information or explanation presented.

Write informative / explanatory texts, including the narration of historical events, scientific procedures / experiments, or technical processes.a. Introduce a topic clearly and organize ideas, concepts, and

information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables) and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Write informative / explanatory texts, including the narration of historical events, scientific procedures / experiments, or technical processes.a. Introduce a topic clearly and organize complex ideas, concepts,

and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables) and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language and domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

e. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

WHST 3Narrative

(not applicable as a separate requirement in social studies) (not applicable as a separate requirement in social studies) (not applicable as a separate requirement in social studies)

WHST 4Task, purpose & audience

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

WHST 5Writing process

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

WHST 6Technology

Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

WHST 7Inquiry & research

Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject; demonstrating understanding of the subject under investigation.

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject; demonstrating understanding of the subject under investigation.

WHST 8Relevant & reliable resources

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism, and overreliance on any one source and following a standard format for citation.

WHST 9Evidence for analysis & reflection

Draw evidence from informational texts to support analysis, reflection, and research.

Draw evidence from informational texts to support analysis, reflection, and research.

Draw evidence from informational texts to support analysis, reflection, and research.

WHST 10Routine writing

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a. day or two) for a range of discipline-specific tasks, purposes, and audiences

54

LEARNING TO WRITE AND WRITING TO LEAN

Learning to Write• “Formal” writing• Demonstrates

learning• Standards 1, 2,

and 3 with Standards 4, 5, and 6

Writing to Learn• Facilitates

learning• “Informal”

writing• Standards 9

and 10

55

WRITING TEXTS

Opinion/Argumentative Writing

Informative/Explanatory Writing

Narrative Writing

Task, Purpose,

and Audience

Writing Proces

s

Research

Writing to

SourceTechnology

56

IMAGINE…

IMAGINE

…

What

could you

do to

incorpora

te more

literacy

into one

unit that

you are

teaching?

57

DPI DISCIPLINARY LITERACY GOOGLE SITES

58

CLOSING THOUGHTS

Final words

from CCSS

author, David

Coleman in

The Hunt

Institute’s

video,

“Literacy in

Other

Disciplines.”