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High School Chancellor’s Conference Day

What does it mean to read like a literary critic, historian, or scientist?

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Activity 1: Reading Like a Literary Critic, Historian, or Scientist

Activity 2: Practice in Action: Close Reading

Activity 3: Practice in Action: Collaborative Annotation

Processing and Planning

Agenda

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• 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

Participants will be able to:

Session Outcomes

6-12, Knowledge

in the Disciplines

PK-5, Balancing

Informational & Literary

Texts

Text-based Answers

Writing from Sources

Staircase of Complexity

Academic Vocabulary

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Attend to specific disciplinary reading practices that are aligned to the CCLS

Engage students in a close reading of a content rich, complex text by employing the collaborative annotation strategyProvide

scaffolds for

diverse learners

to support a

close reading

of a complex

text

Instructional Shifts

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Outcome:Understand what it means to read like a literary critic, historian, or scientist .

Activity 1 Reading Like a Literary Critic, Historian, or Scientist

Citywide Curriculum Professional Development

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1. Read “Reading in the Disciplines: The Challenge of Adolescent Literacy”

2. Guiding questions:– What is disciplinary literacy?– What is the role of disciplinary literacy?

Disciplinary Literacy-Literature

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• 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

Examples of Discipline-Specific Skills: Literature

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1. Read “Thinking Like a Historian”

2. Guiding questions:– What is disciplinary literacy?– What is the role of disciplinary literacy?

Disciplinary Literacy-History

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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.

Examples of Discipline-Specific Skills: History

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1. Read “Reading in the Disciplines: The Challenge of Adolescent Literacy”

2. Guiding questions:– What is disciplinary literacy?– What is the role of disciplinary literacy?

Disciplinary Literacy-Science

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• 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

Examples of Discipline-Specific Skills: Science

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Disciplinary Literacy and Alignment to the Common Core

Literary Critics/ Historians/ Scientists

Common Core

Crosswalk

1. Take out CCLS Crosswalk graphic organizer. 2. Read the CCLS for your content area/grade level. 3. Think about the connections you can make between the CCLS

and what literary critics/historians/scientists do as readers based on what we read?

4. Record your notes in the last column of the graphic organizer.

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What connections did you make between disciplinary literacy and the CCLS?

Disciplinary Literacy and Alignment to the Common Core

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Activity 2Practice in Action:

Close Reading

Citywide Curriculum Professional Development

Outcomes:Deepen understanding of close reading.

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What is your definition of close reading?

1. Select a myth about close reading from the center of your table.

2. Share the myth and your thinking: a. with a partnerb. with a different partner c. with yet another partner

Close Reading Myths

Protocol

• How has your definition of close reading changed?

• What is the same or different from your earlier definition of close reading?

What changed?

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• 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

Tim Shanahan’s idea of what close reading is…

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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)

 

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Activity 3Practice in Action:

Collaborative Annotation

Citywide Curriculum Professional Development

Outcomes:Participants will be able to: • Engage in strategies that support close reading and collaborative annotation• Provide scaffolds for students to access complex text

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Collaborative Annotation

Harvey “Smokey” Daniels

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.

Setting-up for Collaborative Annotation

What did the facilitator do to support your independent reading of the text?

Scaffolds

Pre-highlights of text

Numbered Lines of the text

Guiding questions in the margins

Vocabulary definitions/translations

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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.

Collaborative Annotation

Facilitation Moves  

Facilitator Moves Effect on the Learner

Independent reading

        

 

Round 1: Initial annotation

        

 

Round 2: Comments/questions

        

 

Round 3: Extended

conversation

        

 

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After engaging in the collaborative annotation:

– What insights did you gain?– How has this experience deepened your

understanding of close reading?

Reflection

• 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's YouTube channel

• Developing Readers in the Academic Disciplines by Doug Buehl

Additional reading on disciplinary literacy:

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Activity 4Processing and Planning

Citywide Curriculum Professional Development

Use the Force Field Analysis to plan how you can use the learning of the day to think about your school’s strengths, minimize its challenges and work toward a goal.

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Force Field Analysis