DISCIPLINARY LITERACY: WRITING, SPEAKING/LISTENING AND LANGUAGE STRATEGIES 1

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DISCIPLINARY LITERACY: WRITING, SPEAKING/LISTENING AND LANGUAGE STRATEGIES 1 Slide 2 I N W ISCONSIN ...disciplinary literacy is defined as the confluence of content knowledge, experiences, and skills merged with the ability to read, write, listen, speak and think critically in a way that is meaningful within the context of a given field. 2 Slide 3 A UTHENTIC all content area teachers should know what is distinct about the reading, writing, and reasoning processes that go on in their discipline, they should give students frequent opportunities to read, write and think in these ways; and they should explain how those conventions, formats, styles, and modes of communications differ from those that students encounter elsewhere in school. 3 State Superintendent Adolescent Literacy Plan, Page 12 Slide 4 C REATE Y OUR O WN DL A NALOGY What is a symbol, graphic, or picture that comes to mind for you when you think of Disciplinary Literacy? Disciplinary Literacy in my field is like a/the ________ because ________. y with the group 4 An analogy is a comparison of similarities between things which are otherwise unlike. Slide 5 5 Slide 6 L ET S B EGIN WITH D ISCIPLINARY L ITERACY IN WRITING Just like reading, the writing in your class should match that done in your field. Not school writingInstead, we should be doing the kind of writing you want student to be doing in their careers. What are some authentic writing tasks you currently do or could begin to do? 6 Slide 7 A UTHENTIC WRITING Learning to Write Formal writing (draft, revision, final) Writing to Learn Informal writing (short & quick) Research shows that having students stop and write several times during a class period, increases their learning significantly (such as when watching a video, while reading a text, or during discussion/demonstration). Estimate the number of times you have students write during a class period 7 Slide 8 W RITING IN T HE W ORKPLACE You Tube Writing in the Workplace http://www.youtube.com/watch?v=JvAiE7owmeI University of California San Diego alumni talk about how writing skills learned in college apply to their everyday work and career development. 8 What types of writing are done in your field of interest? Slide 9 CCSS Read through the ELA Grade 6-12 CCR & CCSS for Writing, Speaking/ Listening and Language. Complete the chart with an elbow partner What are the expectations for your students? Instructional Examples? 9 Resource: Literacy in All Subjects p.63-66 #1. What are the expectations for students? #2. Provide examples of ways to incorporate these expectations into your instruction? Slide 10 CCSS Focus Skill Summary Chart 10 Slide 11 T HE W RITING S TANDARDS : TEXT TYPES AND PURPOSES Write Arguments to support claims Write Informative/Explanatory texts to examine & convey ideas and information Write narrative descriptions of Step-By- Step Procedures used for investigations or technical work precise enough that others can replicate them and reach the same results) 11 Slide 12 P RODUCTION & D ISTRIBUTION Produce clear, coherent writing appropriate to task, purpose and audience Strengthen writing skills: Plan, Revise, Edit, Rewrite Use technology to produce and publish writing and to interact and collaborate with others 12 T HE W RITING S TANDARDS : Slide 13 R ESEARCH SHORT (as well as sustained) Research Projects based on focused questions, demonstrating understanding of the subject. Gather information from Multiple Sources, access Credibility & Accuracy, and integrate the information Avoiding Plagiarism. Draw Evidence from literary or informational text to support analysis, reflection and research. 13 T HE W RITING S TANDARDS : Slide 14 R ANGE OF W RITING Write Routinely and A LOT using long and short assignments that vary in task, purpose and audience. 14 Slide 15 G ALLAGER : THE P ILLARS OF W RITING S UCCESS 1. Students need to do A LOT more authentic writing in CTE and other subjects (prompts) 2. Teachers need to MODEL writing 3. Students need to READ AND STUDY OTHER WRITERS (mentor text) 15 Teaching Adolescent Writers Page 13 Slide 16 G ALLAGER : THE P ILLARS OF W RITING S UCCESS 4. Students need topic CHOICES when writing 5. Students need to write for AUTHENTIC (REAL WORLD) PURPOSES and to an AUTHENTIC AUDIENCE 6. Students need MEANINGFUL FEEDBACK (rubric) 16 Teaching Adolescent Writers Page 13 Slide 17 What should you do? A. Go home, watch TV, play video games & hope the literacy stampede goes away B. Run, scream wildly and flail your arms in an attempt to distract the literacy stampede C. Elevate your reading and writing abilities to the point that you can run with the stampede D. Stand still and envision that the stampede will avoid you E. Scream at your parents and blame all your literacy problems on them 17 R UNNING THE L ITERACY S TAMPEDE Resource: Teaching Adolescent Writing p.3 Slide 18 R UNNING THE L ITERACY S TAMPEDE What should you do? A. Lay down and curl up, covering your head B. Run directly at the bulls, screaming wildly and flailing your arms in an attempt to scare them in another direction C. Turn and run in the same direction as the bulls D. Stand still. The bulls will run around you E. Scream at your parents for taking you on this back to nature vacation 18 Resource: Teaching Adolescent Writing p.1 Slide 19 19 US Mens Olympic Swimming Team Slide 20 P ILLAR #1 D O M ORE A UTHENTIC W RITING Prompt students to activate what they already know or have experienced about a topic or subject - use writing frontloading activities Use writing as a warm up to reading Self questioning is an attribute of independent learners. Students need to be taught to write good questions themselves rather than finding answers to questions others pose. Quick Writes p. 141 20 Resource: Teaching Adolescent Writing p.32 Resource: Classroom Strategies for Interactive Learning p.141 Quick Writes Slide 21 Q UICK W RITES Provide a writing prompt that will introduce a new unit, topic, concept, thought, vocabulary word, procedure, etc ALTRUISM involves the unselfish concern for other people. It is doing things simply out of a desire to help, not because you feel obligated to out of duty, loyalty, guilt or that you will get a recognition or award. Is ALTRUISM being implemented in your school? Write down the prompt questionand begin writing immediately when I say GO and write until I say STOP. You will have 2 minutes. Quickly jot down your thoughts to the prompt. (Dont worry about form or writing conventions). The focus is on fluency. You will share your writing with your elbow partner. 21 Resource: Classroom Strategies for Interactive Learning p.141 Quick Writes Slide 22 SDQR Read the article How to Develop a Welcoming Culture Use the SDQR chart to capture your thinking about the article and ALTRUISM The strategy is that the physical act of writing helps imprint information in your brain and allows you to recall more detail, consolidate ideas, develop a question and retain information. 22 Resource: Teaching Adolescent Writing p.33 SDQR Slide 23 P ASS THE REFLECTION In the article The Importance of Soft Skills in the Workplace, the author highlights 4 main soft skills that they think are important in small businesses Drive/Work Ethic, Communication Skills, Teamwork & Decision Making/Problem Solving After reading the article, select the soft skill you think is most important and write down the reasons for your selection. (1 minute) Pass your paper on. Read the thinking on the paper you received and continue writing on the authors topic & the thoughts of others. ( 1 minute). Pass the paper on Encourages extended thinking through their writing responses and those of others. 23 Resource: Teaching Adolescent Writing p.38 Pass the Reflection Slide 24 O N - DEMAND W RITING On-Demand Writing may be the ONE skill that is MOST IMPORTANT to students. Its a component of the WKCE, SMARTER Balanced Assessment, college entrance and placement exams, scholarship essays, college & technical school applications, job applications, job interviews Use annotated reading and text coding strategies to be a better On-Demand Writer! See ABCs & D worksheet and page 42 for Steps to Attack the Prompt 24 Resource: Teaching Adolescent Writing p.41 - 42 ABCs & D Slide 25 ABC S AND D A TTACK the prompt; circle all of the verbs that tell you exactly what to do B RAINSTORM possible ideas about how you could answer; make a list C HOOSE the best idea from the list and further develop D OUBLE-CHECK work by re-reading answer & check for errors 25 Resource: Teaching Adolescent Writing p.41- 46 ABCs & D Slide 26 ABC S & D SAT Prompt #4 Thomas Edison, the great inventor, once said the following about all of his inventions: To invent something takes 1% inspiration, and 99% perspiration. Do you agree or disagree that for an idea or goal to become a reality it takes a lot of hard work? Assignment: In an essay support your position that it takes a lot of hard work to make a goal a reality by discussing examples of an individual you know or have read about. Cite personal experiences where you had an idea and carried it through until it became a reality. 26 See Website for Sample SAT Prompts for CTE Slide 27 ABC S & D SAT Prompt #1 Think carefully about the issue presented in the following quotations and the assignment below. Then plan and write an essay that explains your ideas as persuasively as possible. There is only one boss. The customer. And they can fire everybody in the company from the chairman on down, simply by spending their money somewhere else. (Sam Walton) Treat every customer as if they sign your paycheckbecause they do. (Anonymous) Assignment: What is your view on the idea that The customer is always right? Plan and write an essay in which you develop your point of view on this issue. Support