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Disciplinary literacy and complex texts- Collection Contents
This presentation (including facilitation notes) can be used to lead participants through activities focused on the following question: What does it mean to read like a literary critic, historian, or scientist?
After this presentation and activities, participants will be able to:
- 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
This research article can be used in activity 1 (ELA) as the basis for participants' understanding of what it means to read like a literary critic.
This graphic organizer can be used by participants to capture their thoughts in activity 1 (ELA).
This graphic organizer can be used by participants in activity 1 (ELA) to connect the reading skills of a literary critic to the Common Core Learning Standards in ELA/Literacy.
This research article can be used in activity 1 (Science) as the basis for participants' understanding of what it means to read like a scientist.
This graphic organizer can be used by participants to capture their thoughts in activity 1 (Science).
This graphic organizer can be used by participants in activity 1 (Science) to connect the reading skills of a scientist to the Common Core Learning Standards in ELA/Literacy.
This research article can be used in activity 1 (History/Social Studies) as the basis for participants' understanding of what it means to read like an historian.
This graphic organizer can be used by participants to capture their thoughts in activity 1 (History/Social Studies).
This graphic organizer can be used by participants in activity 1 (Social studies/history) to connect the reading skills of a an historian to the Common Core Learning Standards in Literacy.
This document contains myths on close reading from Tim Shanahan’s blog. These quotes can be printed out and cut into individual quotes and placed at each table as a part of the Block Party activity.
This document provides an exmplanation of how to set up and run a collaboration annotation, which is used to engage in a close reading process and have students engage in a written conversation about a compelling complex text..
This graphic organizer can be used by participants when debriefing the collaborative annotation activity.
This text, Letters to a Young Poet: Letter #1 by Rilke, can be used by ELA teachers during the Collaborative Annotation activity.
This text, exerpted from Death Rays, Jet Packs, Stunts and Supercars: The Fantastic Physics of Film's Most Celebrated Secret Agent by Barry Parker, can be used by science participants during the Collaborative Annotation activity.
This text, A History of the World in 100 Objects: Early Victorian Tea Sets by Neil MacGregor, can be used by Social Studies participants during the Collaborative Annotation activity.
This graphic organizer can be used by participants during the Force Field Analysis activity.
Disciplinary literacy and complex texts
This presentation (including facilitation notes) can be used to lead participants through activities focused on the following question: What does it mean to read like a literary critic, historian, or scientist?
After this presentation and activities, participants will be able to:
- 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
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