Welcome to Module 6B!

Question(s) of the Module:

How does literacy integrate seamlessly into the content areas?

We examined implementing literacy instruction following what's known as the Reading Workshop Model. Specifically, we learned about the Reading Workshop Mini-lesson, independent reading, reading conferences, management of the Reading Workshop and even how to set up a literacy rich environment conducive to teaching in a Reading Workshop.

This module, is all about content literacy. We will explore literacy's place in the world of the content areas and how we can plan content lessons and authentic activities.

Objectives: Upon completion of this module, students will be able to...

•PLAN authentic reading and writing activities that cover content in social studies, science, technology and engineering.

To Do List:

Please follow the step-by-step directions below. Highlights from these steps include:

1. 1-2 page double spaced- reflection in response to the two articles in the “I Do” section of this module.

2. Complete your ADP Survey.

3. Complete your Practicum Log/Reflection of Hours (if this applies to you).

4. Complete all remaining course assignments.

I DO

TO: Modeling, Explicit Instruction

What Does Teaching Disciplinary Literacy Look and Sound Like?

From an article by ReLeah Cossett Lent "Disciplinary Literacy: A Shift in the Right Direction" that you read earlier, she outlines these attributes as the habits of mind for scientists:

When scientists read, they

-assume an objective stance.

-ask why.

-rely on data, sketches, and charts.

-make connections from known concepts to new concepts.

-determine validity of sources and quality of evidence.

-pay attention to patterns.

-make predictions.

-review and reject.

-pay attention to vocabulary.

When scientists write, they

-use precise wording.

-compose in phrases, bullets, graphs or sketches.

-may favor passive voice.

-seek exactness over craft.

-communicate in a systematic format.

-distinguish facts from opinions.

When scientists think, they

-allow curiosity to drive learning.

-look for connections.

-understand when they need more data.

-rely on prior knowledge or research.

-consider new hypotheses or evidence.

-propose explanations.

-create solutions.

1. READ:

Two articles in order to provide you with background information on disciplinary literacy.

Article 1: Disciplinary Literacy: A Shift in the Right Direction by ReLeah Cossett Lent

Article 2: Answers to Questions About Disciplinary Literacy by Timothy Shanahan and Cynthia Shanahan.

Both Articles:

Disciplinary Literacy Overview Articles (1).pdf

2. REFLECT:

Type a 1-2 page reflection (double-spaced, 12 point font) after reading that addresses the following questions.

1. How would you define Disciplinary Literacy?

2. How does Disciplinary Literacy differ in Social Studies, Science, Mathematics, and Language Arts?

3. Describe two things that stand out to you from either the article or the Q&A at the end.

4. What questions do you have about Disciplinary Literacy?

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WE DO

WITH: Guided Practice, Scaffolding, Partners

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YOU DO

BY: Independent Practice

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