WORLD LANGUAGES 2012-13: A Year of Transition. Today’s Outcomes Celebrate the start of the school...
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WORLD LANGUAGES
2012-13: A Year of Transition
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Today’s Outcomes
Celebrate the start of the school year Greet new teachers Explore areas of focus for 2012 – 13 Develop resources for new curricula Acquire strategies that promote
language learning
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2012-13: A Year of Transition
WORLD LANGUAGES
Common Core Standards for English
Language ArtsCommon Core Standards for
Mathematical Practices
Universal Design for Learning
Understanding by Design
Argument Writing
Explanatory Writing
Disciplinary Literacy
Close Reading Teacher Evaluation
Technology: Google Docs
STEM
Text Complexity
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2012-13: A Year of Transition
WORLD LANGUAGES
Common Core Standards for English
Language Arts
Argument Writing
Explanatory Writing
Disciplinary Literacy
Close Reading
Text Complexity
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for English Language Arts, History/Social Studies, & Science & Technical Subjects
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LET’S TAKE A CLOSER LOOK
for English Language Arts
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World Languages & Common Core
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Disciplinary Literacy
The confluence of content knowledge,
experiences, and skills merged with the
ability to read, write, listen, speak, think
critically, and perform in a way that is
meaningful within the context of a
given field.
—Definition from Wisconsin Common Core Standards for
Literacy in All Subjects
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Disciplinary Literacy
Disciplinary Literacy
Intermediate Literacy
Basic LiteracyPrimaryGrades
Grades
3 – 5
Grades6 – 12
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Disciplinary Literacy
Integrate discipline-specific literacy into teaching-learning.
Use authentic materials.
Develop conceptual understanding of language.
Include relevant application of skills.
Integrate relevant collaborative and creative literacy processes.
Employ performance tasks in real-world contexts across disciplines.
Encourage participation in communities of discipline-literate peers.
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Disciplinary Literacy
Approach text as an expert in the
discipline would . . . What do
scientists, historians,
mathematicians, or linguists do as
they read?
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Disciplinary Literacy
• Identify vocabulary• Identify language
structures• Refer to text features• Use context clues• Make connections• Apply knowledge about
the culture• Visualize• Chunk the text• Expect not to understand
every word• Use a dictionary
sparingly
How do LINGUISTS approach text?
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Disciplinary Literacy
Monitor comprehension Pre-read Set goals Think about what one
already knows Ask questions Make predictions Test predictions against
the text Re-read Take notes Summarize
• Identify vocabulary• Identify language
structures• Refer to text features• Use context clues• Make connections• Apply knowledge about
the culture• Visualize• Chunk the text• Expect not to understand
every word• Use a dictionary
sparingly
General Reading Strategies
How do LINGUISTS approach text?
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Connection to the Common Core
CLOSE READING
TEXT COMPLEXITY
CITE textual evidence to support ANALYSIS of what the text says explicitly as well as inferences drawn from the text.
By the end of the year, read and comprehend (literary) nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Close reading is not applied to every text.
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Close Reading
Preliminary process necessary for crafting a spoken or written response
Development of deep understanding & interpretation of a text based on the words themselves
Movement from details to larger issues
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Close Reading
. . . It was just like, if the “ Red Square question” was here, you knew it was somewhere around that area right there. And you could just look for the answer and copy it down and you got full credit for it. So you didn’t have to read. It was something that you could like slide by without them knowing. I don’t know if they cared or not, but that’s the way everybody did it. You see the “Red Square question” and you sort of calculate where it’s around, you find the answer, and you write it down, and that’s it. —Rosa, a 9th grade student, describing her experiences reading history (Schoenbach & Greenleaf, 2009)
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Close Reading
Move away from reading the text and answering
questions . . .
to employing routines that engage students in
reading, writing, listening, speaking,
thinking critically, and performing in
meaningful ways.
This includes interacting with the text by highlighting key
vocabulary, posting questions, completing charts, drawing
pictures, making connections, summarizing, and observing
patterns for a meaningful purpose.
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How do we craft CLOSE READING questions that go beyond the literal?
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TEXT COMPLEXITYQuantitative • Qualitative • Reader & Task
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Text Complexity
Text Structure Language
Conventionality & Clarity
Levels of Meaning or Purpose
Knowledge Demands
QUALITATIVE
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Text Complexity
Cognitive Capabilities Reading Skills Motivation &
Engagement Prior Knowledge &
Experience Content & Theme
Considerations Associated Tasks
READER & TASK
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What does this look like in practice?
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Disciplinary Literacy: Close Reading & Text Complexity
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CURRICULUMOUTCOMES
CLOSEREADING
TEXTCOMPLEXITY
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QUALITATIVE
TEXTTITLE
READER &TASK
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SPECIFICBEHAVIORS
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TEXT-DEPENDENTQUESTIONS
PROMPTS
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RE-STATEOUTCOMES
PERFORMANCEASSESSMENTS
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Disciplinary Literacy: Close Reading & Text Complexity
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Disciplinary Literacy: Close Reading & Text Complexity
Take a CLOSE look at the lesson plan.
Where are the elements from the planning tool?
How does a teacher move from the planning tool to the classroom?
What elements are added?
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Disciplinary Literacy
How does this fit in?
Questions
PD
School groups
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https://transitiontocommoncore.wikispaces.hcpss.org
www.hcpsswl.com