Download - Disciplinary Literacy
“. . .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
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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.
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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
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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/)
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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
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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
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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.
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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?
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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
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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.”