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Secondary Essential Practices

for Disciplinary Literacy

November 18, 2019

MDE Continuous Improvement Conference

http://bit.ly/2KxxEve

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Your presenters

Andrea Zellner

Mary-Lu Strimbel

Laura Gabrion

Literacy Consultant

Oakland Schools

andrea.zellner

@oakland.k12.mi.us

@AndreaZellner

Literacy Consultant

Wayne RESA

strimbm@resa.net

@Strimbel1

Literacy Consultant

Wayne RESA

gabriol@resa.net

@GabrionLaura

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AGENDA

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4

The Background and Vision

The Need

Digging into

the Essential Practices

Share Out and Debrief

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Beach, 2016

“21st Century Literacy is more than just reading and writing. It is knowing how to learn and know. ”

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How familiar are you with...

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Thought Experiment

What are we hoping that students will be able to do in the future that they are not doing now?

What are we hoping that teachers will be able to do in the future that they are not doing now?

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Disciplinary

Literacy

Intermediate Literacy common across disciplines (comprehension)

Basic Literacy

The skills common to almost all reading tasks

(e.g. decoding)

The literacy skills and ways of knowing from a discipline or content community.

Increasing Specialization of Literacy

Mary Lu kicks us off : 2:45-3:00

This pyramid illustrates the development of literacy. The pyramid base represents highly generalizable basic skills entailed in all reading tasks, (decoding skills, print and literacy conventions, recognition of high-frequency words, basic punctuation, etc). Most kids master these in the primary grades, and even those who struggle tend to master them before high school entry. As students progress, more sophisticated skills develop. These skills are not as widely applicable to different texts and reading situations, but neither are they linked to particular disciplinary specializations. They include decoding multisyllabic words, less common punctuation (such as split quotes), knowing more vocabulary including words not common in oral language, developing the cognitive endurance to maintain attention to extended discourse, monitoring comprehension, and using fix-up procedures such as rereading. They gain access to more complex forms of text organization, and begin to use author purpose as a tool for critical response. Most students learn these by the end of middle school, but many schoolers struggle with them. In high school, some students even begin to master more specialized reading routines/language uses, but these new routines, though powerful, tend to be constrained in their applicability to most reading tasks. The constraints on the generalizability of literacy skills for more advanced readers — symbolized here by the narrowing of the pyramid — are imposed by the increasingly disciplinary and technical turn in the nature of literacy tasks. Although most students manage to master basic and even intermediate literacy skills, many never gain proficiency with these more advanced skills.

Progressing higher in the pyramid means learning more sophisticated, but less generalizable, skills and routines.

Flint example --page 50-Figure 2.4 in Chapter 2 is adapted from Shanahan & Shanahan’s pyramid ---Basic Literacy: People could read the letter informing them of the lead in the water. Intermediate Lit: People understood that lead was a bad substance to have in drinking water. Disciplinary Literacy: They didn’t understand that you can’t boil lead out of the water.

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Mary Lu kicks us off : 2:45-3:00

10 mins with the pyramid: Disciplinary Literacy in Action by Lent and Voigt: page 39/ Honoring The Navajo Code Talkers from WWII in White House 400 Navajos were eventually recruited as Code Talkers--developed and memorized a code based on everyday Navajo language. For the Curious--Jackson signed the “Indian Removal Act in 1830” relocation of more than 60,000 Native Americans--lead to the Trail of Tears (4,000 Cherokees died) Jackson known as “Indian Killer” and “Sharp Knife” Placement of ceremony (portrait) intentional or coincidental?

How does disciplinary literacy aid students in understanding the world around them? How does it help them “participate” in the content? - We want kids to be college,career, and culture ready.

Why is this inappropriate from a disciplinary literacy lens? Visual literacy.

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Connect-Extend-Challenge

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Connect-Extend-Challenge

Jigsaw Pieces

Dig into your Assigned Practice
Be Prepared to Share

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Connect-Extend-Challenge

Put it TogetheR

Share your pieces to give the full Puzzle

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How familiar are you with...

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Revisiting the Thought Experiment

What are we hoping that students will be able to do in the future that they are not doing now?

What are we hoping that teachers will be able to do in the future that they are not doing now?

After digging into the DL Essentials document, revisit your initial lists. How might you change them? Additions? Shifts? Deletions? Priorities?

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THANKS!

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