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?
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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
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?
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
• 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
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
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
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
• 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
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
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