Click on the link below for one of your classmates’ excellent examinations of the very real question of whether or not disciplinary literacy can solving the issue of boredom in the classroom?
Can disciplinary teaching (e.g., teaching to read like a historian) actually make the problem worse? What problems can arise if we focus TOO much on the disciplines? How can we engineer lessons that alleviate these problems?
Math Teachers:
Check out this thorough exploration from a math teacher of what is disciplinary and what isn’t about the List-Group-Label lesson and the True/False discussion.
Social Studies/ history teachers:
Check out this analysis of the complications of engaging students in authentic disciplinary history lessons:
Disciplinary Literacy in History
Please respond to this post with a summary of the argument (including the types of evidence used) as well as a link to both your post and the post you commented on by October 3 at 9:00AM–
Guiding Questions:
As you read this week’s texts, think specifically about the kind of argumentation that the writers are engaging in.
What claims do they make?
How do they support those claims? — aka what kind of evidence? What do you notice about the way the evidence is worded?
Try matching your own writing in this post to the standards you see in the texts.
Tuesday Reading(s):
read an article (2) from the additional readings list AND watch a lesson from tedd.org or SHEG
In-class reading: sections from Schleppegrell (2009)
Thursday Reading(s):
read an article (3) from the additional readings list AND watch a lesson from tedd.org or SHEG
In class reading: sections from Wenger-Trayner (2015)
Please comment to this post with a description of your argument and link to your fourth blog post as well as the argument of the post you respond to with its link (by September 26 @ 9:00AM)
Guiding Questions:
What do you notice about either video? How do they each relate to the concepts of disciplinary literacy and/or content area reading? What are the affordances and limitations of each approach?
For what purposes will you access the reading rockets website? And for what purposes will you access the Tedd website?
What types of questions drive inquiry in my focal discipline? And what are its main methods of inquiry?
Tuesday Reading(s):
Watch Reading Rockets video
And then watch this Tedd teaching video
Thursday reading(s):
read an article (1) from the additional readings list AND watch a lesson from tedd.org or SHEG
Check out this blog post for an example of the kinds of questions you are able to ask for this assignment. Like this writer does, I would encourage you to take risks and be bold enough to ask questions that you truly care about.
•https://angelhair4318.wixsite.com/contentareareading/post/week-3-why-even-try
Please comment on this post with both a link to your post and the post where we can find your response by September 19 @ 9:00AM
In your comment PROVIDE A DESCRIPTION OF (1) THE ARGUMENT IN YOUR BLOG POST AND (2) THE ARGUMENT OF YOUR CLASSMATE’S BLOG POST
Tuesday reading(s):
Shanahan, C., & Shanahan, T. (2014). Does disciplinary literacy have a place in elementary school? The Reading Teacher, 67(8), 636-639.
Thursday reading(s):
Spires, H. A., Kerkhoff, S. N., & Graham, A. C. (2016). Disciplinary literacy and inquiry: Teaching for deeper content learning. Journal of Adolescent & Adult Literacy, 60(2), 151-161.
Gee, J. P. (2001). Reading as situated language: A sociocognitive perspective. Journal of Adolescent & Adult Literacy, 44(8), 714-725.
note: Some people mentioned having trouble locating the Rainey article– click on the citation below to access it.
Please comment on this post by Sept. 12 with a link to your blog post and a link to the blog where we can find your comment.
In your comment, please provide a description of the argument you propose in your post.
Tuesday Reading(s):
Thursday Reading(s):
Houseal, A., Gillis, V., Helmsing, M., & Hutchison, L. (2016). Disciplinary literacy through the lens of the Next Generation Science Standards. Journal of Adolescent & Adult Literacy, 59(4), 377-384.
In the comments section of this post, please post ONE COMMENT in which you share both your link to your first post and a link to the blog post where we can find your first response. This is due Thursday September 5 @ 9:00AM
Questions:
What is the difference between Content, Content area and Disciplinary Literacy?
What does “metadiscursivity” have to do with disciplinary literacy? Why is it important?
How does Moje’s disciplinary theory compare and contrast to Gee’s perspectives on reading and language
Tuesday Reading:
Thursday Reading:
Moje, E.B. (2008). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent & Adult Literacy, 52(2), 96-107
In the comments section to this post please post a link to your new fancy course blog! DUE Thursday August 29 at 9:00AM.
First of all, welcome to the course website for EDLS 301W: Content Area Reading / LTML 410W: Reading in Content Area (Gr 4-8) . Please be sure to read every weekly post for important announcements and updates. All posts like this require your response in the comments section.
Questions we will discuss face-to-face in class (no blog post required) on Thursday include:
Required readings:
Gee, J. P. (2001). Reading as situated language: A sociocognitive perspective. Journal of Adolescent & Adult Literacy, 44(8), 714-725.
ASSIGNMENT DUE August 29: Create a wordpress account and a blog address dedicated specifically to this course. Name it whatever you want. Keep in mind that you will use it for this course’s weekly blogging assignment, so avoid using identifying information regarding yourself, the university, your cooperating school, or individuals in the class or in your cooperating school. A good rule is to get no more specific than your US region. If you need to use any proper nouns, definitely use a pseudonym.
Also– special treat for anyone who actually read this whole post–
Extra credit for anyone who figures out how to incorporate a cat GIF into their initial post!
Content Area Reading 2019 