1. Geography and Disciplinary Literacy in Elementary Classrooms Judy Britt Winthrop University 1988 Summer Geography Institute 1991 Educational Technology Leadership Institute

2. Explore the meaning and intent of disciplinary literacy for elementary geography. Share ideas for engaging students with disciplinary literacy in elementary geography. The Purpose Of This Session Is to…

3. Content Area ReadingDisciplinary Literacy SourceReading Experts since 1920sWider range of experts since the 1990s Nature of Skills Generalizable skills and activities that can be used in all or most reading situations Specialized skills and activities FocusUse of reading & writing to study/learn information How literacy is used to make meaning within a discipline StudentsTypically remedial (Strategies that are taught tend to work with younger and lower level readers – with no evident benefits for average and higher readers) Whole distribution (Approaches usually have wider impact) TextsOften encourages use of literacy text Only focused on disciplinary text Role of Graphics Taught with vague generalities or are ignored altogether Taught specific to the discipline and are critical to the whole of the text. Help support the context Distinguishing Content Literacy From Disciplinary Literacy

4. Literacy is the ability to read and write. Disciplinary literacy refers to the specialized skills that someone must master to be able to read and write in the various disciplines (science, math, literature, history, geography, civics and economics).

5. Disciplinary literacy and ELA Students develop content knowledge, and skills with language arts strands - reading, writing, listening, speaking and viewing and presenting.

6. Each content or subject discipline has:  its own unique knowledge core and its own ways of inquiring, investigating, reasoning, representing, and questioning.

7. Why is Disciplinary Literacy important? Each discipline has specialized habits of mind or ways of thinking, language and vocabulary, text types to comprehend, ways of communicating in writing, and career requirements. Students must be equipped to recognize these things. This training begins in elementary classrooms. 7

8. Make the Disciplinary Literacy Shifts Build knowledge through content rich nonfiction and informational text offerings. Ground reading and writing in evidence from the text Provide regular practice with increasingly more complex text.

9. Defining Disciplinary Literacy in Geography 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 geography.

10. Geographic Skills The 5 geographic skills describe how students systematically conduct geographic investigations. By practicing these skills students become actively engaged in "doing geography". 10

11. Geographic Skills 1. Asking Geographic Questions; 2. Acquiring Geographic Information; 3. Organizing Geographic Information; 4. Analyzing Geographic Information; and 5. Answering Geographic Questions. 11

12. Geography and Literacy Geography and literacy education both focus on these outcomes Strengthening and building vocabulary. Reinforcement of reading and writing strategies. Practical application of comprehension skills. Addressing nonfiction reading and writing topics.  Christina Riska, National Geographic Education,

13. Dr. Kathy Swan Achieving the C3: An exploration into 21st Century social studies CKEC, February 26, 2014 Dr. Kathy Swan Achieving the C3: An exploration into 21st Century social studies CKEC, February 26, 2014

14. C3 Framework Organization

15. Dimension 2: Applying Disciplinary Tools and Concepts

16. Connecting Inquiry To Geography Disciplinary literacy and inquiry- based learning go beyond gathering facts. Disciplinary literacy and inquiry- based learning engages students in deeper learning, with a shift from gathering facts to investigating topics with projects.

17. Literacy, Geography or Both? The overall purpose of this teaching and learning plan is not to teach literacy It is primarily about geographical inquiry and learning to act/think/sound like a geographer Being a geographer in this particular context (field work/report ) has particular language/literacy demands Literacy is taught in the context of geography.

18. Teach students to “Think like a geographer” Reason spatially INPUT: Reading, Listening and Viewing ◦ Learn from geographic information ---maps, data graphic representations, technology and text. OUTPUT: Writing, Speaking and Presenting ◦ -Construct maps, write, share ideas and opinions for decision making. Recognize the integrative nature of geography with other social studies disciplines.

19. Geography Activities and Projects Map Investigations and constructions. Graphic Organizations Project-based investigations Analyze, organize and report data Population Graphic Organizers Country Reports, maps Data charts

20. In Disciplinary Literacy, the term "text" does not just mean "textbook" In Disciplinary Literacy, the term "text" does not just mean "textbook" All kinds of graphs Data charts Map Coordinates Maps of All Types Websites Fiction - Nonfiction Newspaper Articles

21. Reading Read nonfiction geography texts regularly. Introduce challenging academic vocabulary to teach vocabulary. Provide direct, explicit instruction about text features and text structures in geography texts. Make integrative connections between history and geography. 21

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24. 24 Disciplinary Literacy: Reading in Social Studies Build prior knowledge with literature. Teach discipline specific vocabulary. Use text structures to teach content. Use discipline relevant and text dependent questions. Use narrative and informational text to build contextual understanding and perspective.

25. Writing Across the Curriculum Active student engagement Reading and writing are meaning making processes that support all disciplines. Students become critical thinkers and problem solvers as they use and develop writing skills in all areas of the curriculum. ◦ Writing to learn ◦ Writing to demonstrate learning ◦ Writing to publsih

26. Writing to Learn: Word Banks Learning Logs Lists ◦ Admit slips, Exit slips Questions, Predictions, Reflections Quickwrite - Bell ringers Graphic Organizers Journal writing ◦ Personal, double entry. ◦ Simulated journals Writing to Demonstrate Learning Essay exams Short answer Homework assignments Summaries Book Reports All About… Report writing

27. Examples of Writing in Geography Place Poetry Learning Logs Quickwrites Informational Paragraphs Descriptions All About… Graphic Organizers Compare and Contrast ABC projects

28.  Engage students in learning experiences that allow them to become “practitioners” to think like a geographer.  Teach lessons that develop knowledge of geography words.  Plan units that include various kinds of geography texts.  Guide students in combining knowledge and skills with the ability to read, write, listen, speak, think critically and demonstrate tasks in a way that is meaningful within the context of geography. Disciplinary Literacy: Getting Started

29. Students demonstrate their content knowledge through reading, writing, listening and speaking in geography teaching and learning.