English as a Second Language Disciplinary Literacy Table Talks

English as a Second Language Disciplinary Literacy Table Talks
April 29, 2016

Table Activity [Slide 10]
Mathematicians don’t usually find it important to know who the author of a particular theorem is, when or where the author lived. Mathematicians read about mathematics, looking for the reasoning and possible errors. Historians, however, feel it is essential to know who the author is, where and when the author lived, the audience the author was addressing, and the purpose for writing. In addition to these different perspectives, the language of the disciplines differ. Think of some common vocabulary words and the different meanings the words have in the different disciplines: mean, of, etc. Historians, artists, musicians, scientists all approach texts with unique perspectives. Mathematics Search for the “truth” and for errors Importance of each word and symbol Interpretation of information presented in unusual ways Mathematical modeling & problem solving History/Social Studies Author’s perspective and bias: sourcing Time period: contextualization Corroboration of multiple perspectives and documents Rhetorical constructions Science Facts based on evidence Graphs, charts, formulas Corroboration and transformation Concepts such as data analysis, hypothesis, observations, investigation Table Activity [Slide 10] With your table, discuss how experts in your field read discipline-related texts. Consider these questions: What habits of mind have these experts developed? What types of things are experts thinking about as they read? What questions does the reader ask himself and the text? What types of texts do they refer to and create?

Table Activity – disciplinary literacy
Mathematicians don’t usually find it important to know who the author of a particular theorem is, when or where the author lived. Mathematicians read about mathematics, looking for the reasoning and possible errors. Historians, however, feel it is essential to know who the author is, where and when the author lived, the audience the author was addressing, and the purpose for writing. In addition to these different perspectives, the language of the disciplines differ. Think of some common vocabulary words and the different meanings the words have in the different disciplines: mean, of, etc. Historians, artists, musicians, scientists all approach texts with unique perspectives. Mathematics Search for the “truth” and for errors Importance of each word and symbol Interpretation of information presented in unusual ways Mathematical modeling & problem solving History/Social Studies Author’s perspective and bias: sourcing Time period: contextualization Corroboration of multiple perspectives and documents Rhetorical constructions Science Facts based on evidence Graphs, charts, formulas Corroboration and transformation Concepts such as data analysis, hypothesis, observations, investigation Table Activity – disciplinary literacy With your table, discuss how experts in your field read discipline- related texts. Answer these questions on the next few slides: Who are the experts in your field? What types of texts are used in your discipline? What types of texts do the experts in your field refer to? What types of texts do the experts in your field create? What habits of mind have these experts developed? What types of things are experts thinking about as they read? What questions does the reader ask himself and the text? What examples could capture these habits of mind for use in the module?

Who are the experts in your field?
With your table, discuss how experts in your field read discipline-related texts. Answer these questions on the next few slides: Who are the experts in your field? What types of texts are used in your discipline? What types of texts do the experts in your field refer to? What types of texts do the experts in your field create? What habits of mind have these experts developed? What types of things are experts thinking about as they read? What questions does the reader ask himself and the text? What examples could capture these habits of mind for use in the module? Mathematicians don’t usually find it important to know who the author of a particular theorem is, when or where the author lived. Mathematicians read about mathematics, looking for the reasoning and possible errors. Historians, however, feel it is essential to know who the author is, where and when the author lived, the audience the author was addressing, and the purpose for writing. In addition to these different perspectives, the language of the disciplines differ. Think of some common vocabulary words and the different meanings the words have in the different disciplines: mean, of, etc. Historians, artists, musicians, scientists all approach texts with unique perspectives. Mathematics Search for the “truth” and for errors Importance of each word and symbol Interpretation of information presented in unusual ways Mathematical modeling & problem solving History/Social Studies Author’s perspective and bias: sourcing Time period: contextualization Corroboration of multiple perspectives and documents Rhetorical constructions Science Facts based on evidence Graphs, charts, formulas Corroboration and transformation Concepts such as data analysis, hypothesis, observations, investigation College & Workforce Training Career

For the purposes of this PD that you’ll be involved in today, it’s important that we define what text is. Often when you say “text”, people think of a textbook; however, text is much more.

What types of texts are used in your discipline?
What types of texts do the experts in your field refer to? What types of texts do the experts in your field create?

What types of texts do experts . . .
What types of texts are used in your discipline? What types of texts do the experts in your field refer to? What types of texts do the experts in your field create? Refer to . . . Create . . .

What habits of mind have these experts developed?
What types of things are experts thinking about as they read? What questions does the reader ask himself and the text? What examples could capture these habits of mind for use in the module? Questions asked of self . . . Questions asked of text . . .

What examples could capture these habits of mind for use in the module?

English as a Second Language Examples
Unsure of examples?? Please provide feedback/suggestions. English as a Second Language Examples

What examples could capture these habits of mind for use in the module?

Strategies for Intervention
May not need this transition slide Strategies for Intervention

Talk with your peers about activities that would fall under strategies for intervention. This could include… to help you formatively assess struggling students so that you can apply intervention strategies. Transition: Now we are going to look at more specific strategies for comprehension, fluency, and vocabulary. Table Talk [slide 21] Think back to your discussion earlier and talk about how you would describe disciplinary literacy to someone in your field. How will I determine where/how students are struggling? How will I prescribe interventions? How will I know if they have got it?

Table Talk activity – strategies for intervention
Talk with your peers about activities that would fall under strategies for intervention. This could include… to help you formatively assess struggling students so that you can apply intervention strategies. Transition: Now we are going to look at more specific strategies for comprehension, fluency, and vocabulary. Table Talk activity – strategies for intervention Think back to your discussion earlier about how you would describe disciplinary literacy to someone in your field. Answer these questions on the next few slides: How will I determine where/how students are struggling? How will I prescribe interventions? How will I know if they have “got it?” How do I connect this to my classroom?

How will I determine where/how students are struggling?
Think back to your discussion earlier about how you would describe disciplinary literacy to someone in your field. Answer these questions on the next few slides: How will I determine where/how students are struggling? How will I prescribe interventions? How will I know if they have “got it?” How do I connect this to my classroom? Talk with your peers about activities that would fall under strategies for intervention. This could include… to help you formatively assess struggling students so that you can apply intervention strategies. Think

How will I prescribe interventions when students are struggling?
How will I determine where/how students are struggling? How will I prescribe interventions? How will I know if they have got it? How do I connect this to my classroom?

How will I know if students have “got it?”
How will I determine where/how students are struggling? How will I prescribe interventions? How will I know if they have got it? How do I connect this to my classroom?

How do I connect this to my classroom?
Disciplinary Literacy Google Form: Pick one of the "40 Ways to Read Like a Detective: Supporting Text-Centered Instruction“ Cards Describe how the instructional activity on that card would look in your classroom Type and/or name of text(s) students would use Instructions for the activity/ies Products or assessments that would result Work on your own or in a small group Use 1 device to access the Google Form for this activity

Basic Strategies: Text structure and signal words
Read Aloud -- This can be an effective strategy to model comprehension, fluency, word recognition, etc. It allows the student to hear the information from the text before (or after) reading it on their own. Modeling how to engage with a text can help students understand the difficulties and sees how to deal with these difficulties. Rereading -- Students need to realize that reading complex text takes time and multiple readings to understand the nuances. Tim Shanahan recommends at least three readings. The first time a student reads a difficult text is for basic comprehension to determine the main ideas. The second time a text is read, the reader wants to notice how the text works. For example, the reader considers the literacy devices used by the author, the author’s choice of words, the quality of evidence, and how the data was presented. Third time -- ………….. Not for every text every time (key passages and important for building knowledge). Direct, explicit instruction -- This should be linked to the need of the reader(s). Lends itself well to areas such as comprehension and vocabulary. Give example. Self-directed learning - This should include frequent, brief, private conversations with students. Ask about their interests, concerns, fears, aspirations. Help them set goals. You won’t believe what you learn from a student from just one conversation with a student about their reading. Sentence Deconstruction – Discipline texts have different types of writing and ways of writing. By helping students understand how to deconstruct a sentence in health or in math gives them a strategy when facing a difficult text. This can lead to comprehension and vocabulary knowledge. Basic Strategies: Read aloud and model Rereading Direct, explicit instruction Self-directed learning Sentence deconstruction Text structure and signal words Disciplinary projects Text sets Connecting reading and writing

AMG: In this strategy, the teacher reads aloud
AMG: In this strategy, the teacher reads aloud. The students may not see the text, but the teacher can show illustrations. During shared reading, the students will also have the text. For read-aloud, the text is above the students’ instructional level, while the text used for shared reading is at or below their instructional level, often at the independent level.

AMG: In this strategy, the teacher reads aloud. The students may not see the text, but the teacher can show illustrations. During shared reading, the students will also have the text. For read-aloud, the text is above the students’ instructional level, while the text used for shared reading is at or below their instructional level, often at the independent level. Great opportunity for modern WL programs to continually scaffold students to the next level. Appropriate for novice-mid and up.

Comprehension within disciplinary literacy is understanding text, specific to a discipline using tools that relate to a specific subject. Comprehension

Work with your table to consider comprehension for your subject area
Work with your table to consider comprehension for your subject area. Think of strategies that you could use with your content area. Table talk [slide 50] What specific strategies will help students with comprehension in your discipline? How can schools support teachers in implementing these strategies across subject areas?

Table talk activity - comprehension
Work with your table to consider comprehension for your subject area. Think of strategies that you could use with your content area. Table talk activity - comprehension Answer these questions on the next few slides: What specific strategies will help students with comprehension in your discipline? How can schools support teachers in implementing these strategies across subject areas? How do I connect this to my classroom?

What specific strategies will help students with comprehension in your discipline?
Work with your table to consider comprehension for your subject area. Think of strategies that you could use with your content area. What specific strategies will help students with comprehension in your discipline? How can schools support teachers in implementing these strategies across subject areas? How do I connect this to my classroom?

How can schools support teachers in implementing these strategies across subject areas?
What specific strategies will help students with comprehension in your discipline? How can schools support teachers in implementing these strategies across subject areas? How do I connect this to my classroom?

AMG: Most appropriate for novice high and above for all programs
AMG: Most appropriate for novice high and above for all programs. Great for upper level FLES.

Fluency is important in reading because it is the gateway to comprehension. You have to have some degree of fluency in order to understand what you read. TR Fluency

Table Talk [slide 78] Discuss the fluency strategies that have been shared and develop ways you can integrate fluency development into daily instruction within your discipline and your school.

Table Talk activity - fluency
Answer these questions on the next few slides: How do the fluency strategies that have been shared link to best practices in our discipline? What ways can you think of to integrate fluency development into daily instruction . . . Within your discipline? Within your school? How do I connect this to my classroom?

How do the fluency strategies that have been shared link to best practices in our discipline?
Discuss the fluency strategies that have been shared and develop ways you can integrate fluency development into daily instruction within your discipline and your school. How do the fluency strategies that have been shared link to best practices in our discipline? What ways can you think of to integrate fluency development into daily instruction . . . Within your discipline? Within your school? How do I connect this to my classroom?

What ways can you think of to integrate fluency development into daily instruction . . .
How do the fluency strategies that have been shared link to best practices in our discipline? What ways can you think of to integrate fluency development into daily instruction . . . Within your discipline? Within your school? How do I connect this to my classroom? Within our discipline? Within your school?

Here’s a way to conduct SSR with a purpose
Here’s a way to conduct SSR with a purpose. Keep in mind that students are expected to utilize SSR to navigate EOC’s and EOG’s. SSR helps build reading stamina. Even if you choose not to call this sort of thing “SSR”, students need an opportunity to read silently, with a purpose, to build stamina and develop fluency skills.

In this strategy, the teacher reads aloud
In this strategy, the teacher reads aloud. The students may not see the text, but the teacher can show illustrations. During shared reading, the students will also have the text. For read-aloud, the text is above the students’ instructional level, while the text used for shared reading is at or below their instructional level, often at the independent level. Reading aloud to students models fluent reading.

AMG: In this strategy, the teacher reads aloud. The students may not see the text, but the teacher can show illustrations. During shared reading, the students will also have the text. For read-aloud, the text is above the students’ instructional level, while the text used for shared reading is at or below their instructional level, often at the independent level. Great opportunity for modern WL programs to continually scaffold students to the next level. Appropriate for novice-mid and up.

"Successful vocabulary development ensures that students will develop meta-cognitive skills which will assist them in comprehending advanced texts requirements Mari Nosal (marimouth.wordpress.com) "Word knowledge greatly enhances fluency." Martin & Wheeler, Vocabulary

Table Talk [slide 101] Discuss the vocabulary strategies that have been shared and develop ways you can integrate vocabulary development into daily instruction within your discipline and your school.

Table Talk activity - vocabulary
Answer these questions on the next few slides: How do the vocabulary strategies that have been shared link to best practices in our discipline? What ways can you think of to integrate vocabulary development into daily instruction . . . Within our discipline? Within your school? How do I connect this to my classroom?

How do the vocabulary strategies that have been shared link to best practices in our discipline?
What ways can you think of to integrate vocabulary development into daily instruction . . . Within our discipline? Within your school? How do I connect this to my classroom?

What ways can you think of to integrate vocabulary development into daily instruction . . .
How do the vocabulary strategies that have been shared link to best practices in our discipline? What ways can you think of to integrate vocabulary development into daily instruction . . . Within our discipline? Within your school? How do I connect this to my classroom? Within our discipline? Within your school?

This is a strategy that is used a lot with ELL students.

Disciplinary Literacy Follow-up Activities
Due by June 30, 2016

Follow-up Activities Option 1
Disciplinary Literacy Google Form: Option 1 Pick four of the "40 Ways to Read Like a Detective: Supporting Text-Centered Instruction“ Cards so that you have one for each topic Strategies for Interventions Comprehension Fluency Vocabulary Describe how the instructional activity on that card would look in your classroom Type and/or name of text(s) students would use Instructions for the activity/ies Products or assessments that would result Use the Google Form to submit your four follow-up activities

Follow-up Activities Option 2
Disciplinary Literacy Google Form: Option 2 Pick one of the "40 Ways to Read Like a Detective: Supporting Text-Centered Instruction“ Cards or another literacy strategy that addresses one of these topics: Strategies for Interventions Comprehension Fluency Vocabulary Describe how the instructional activity on that card would look in your classroom Type and/or name of text(s) students would use Instructions for the activity/ies Products or assessments that would result Try the strategy out in at least one class you teach. Use the Google Form to submit your reflection on implementation of the strategy

Contact Information AMG Lindsey Fults Marina ESL/ Title III Consultant NC Department of Public Instruction Ph: Christie Lynch Ebert Section Chief, K-12 Programs Ph:

English as a Second Language Disciplinary Literacy Table Talks

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