1. Southern Regional Education Board Literacy Design Collaborative Disciplinary Reading and Working on Modules Day 4 Lynda Gillespie Linda Mabe SREB Literacy Consultants 1

2. 2  Share lessons learned from Days 1-3 trainings and task implementation specific to each discipline.  Scaffold literacy skills to advance achievement in the discipline area.  Fully develop a Module using Task 2 for jurying. Goals of the LDC Workshop

3. Where are we in this adventure? 3 1.What have you done with LDC in your schools? 2.What stumbling blocks have you struggled over? 3.What support do you need?

4. Two Approaches to Secondary Literacy Instruction  Content area reading  Disciplinary literacy 4

5. Content Area Reading  Has long history in education  Many secondary teachers have preparation in content area reading  Lots of books and resources for teachers 5

6. But…  Disciplinary literacy is the approach that the common core has taken.  Let’s…  explore dimensions of disciplinary literacy  distinguish between content area reading and disciplinary literacy 6

7. Disciplinary Literacy Intermediate Literacy Basic Literacy Generic comprehension strategies, common word meanings, & basic fluency Decoding and knowledge of high frequency words. Skill specialized to history, science, literature, math, and other subjects 7

8. Disciplinary Reading Instruction  Not the popular new name for content area reading  Each discipline possesses its own language, purposes, and ways of using text that students should be inducted into  There are special skills and strategies needed for students to make complete sense of texts from the disciplines  As students begin to confront these kinds of texts (especially in middle school and high school), instruction must facilitate their understanding of what it means to read disciplinary texts 8

9. Jigsaw Reading  In content groups, read your section:  Create a T-chart Reading skill Reading Strategy 9

10. Mathematicians’ Reading  Rereading  Close Reading  Precision of Meaning  Create Truth  Truth = Error Free  Vocabulary – precise, must be memorized letters, symbols have meaning 10

11. Scientists’ Reading  Transformation of Information from one form to another  Create knowledge through experimentation  Findings generalizable  Use knowledge to predict  Vocabulary: general/specific meanings; nominalization; lexical density 11

12. Historians’ Reading  Consider the author and the source  What is the story being told?  Interpretation of events, not truth  Document Analysis  Vocabulary: not as technical; words not specific to history but highly complex; some words not current or metaphorical; nominalization of events 12

13. Disciplinary Literacy Provide literacy strategies to guide students to read specifically for the content area Read like a mathematician, historian or scientist 13

14. Reading in Mathematics Literacy Strategy Cornell or 2-Column Notes Topic Notes Summary: Disciplinary Lit. Strategy 3-Column Notes Big Explanation Example Idea 14

15. Reading in Science Literacy Strategy Graphic Organizer Disciplinary Lit. Strategy Graphic Organizer 15

16. Reading in History Literacy Strategy Generating Integration between Schemata and Text (G.I.S.T) 25-Word Summary Disciplinary Lit. Strategy Who, What When Where, Why, How Multiple Gist (multiple text) 25-Word Summary 16

17. Back to the work at hand... Module Using all the resources available, continue filling in (or polishing) your Module using the template provided.. 17

18. Discipline Reports: Questions, Thoughts, and Insights With your discipline team:  Describe one module-in-progress and discuss your questions, thoughts, and insights about module development.  Be prepared to briefly report out to the large group. 18

19. Taking a look at Good-to-Go What does a publishable module look like? Examining the Jurying Tool 19

20. Become the Judge and Jury 20 With a partner from your content area, evaluate each partner’s module using the Jurying Tool. Make notes of changes that need to be made. Work on making the Task Good-to-Go SREB trainer will work with individuals

21. Exit Pass: How are you going to work directly with teachers to spread LDC? What will stand in your way? What support will you need? 21 Reflections