high school chancellor’s conference day
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High School Chancellor’s Conference Day What does it mean to read like a literary critic, historian, or scientist? . Agenda. Session Outcomes. Participants will be able to: . Understand what it means to read like a literary critic, historian, or scientist - PowerPoint PPT PresentationTRANSCRIPT
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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
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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?
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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
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• 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
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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
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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
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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
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• 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
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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