The number one thing I am thinking about for disciplinary literacy is, how I can use lit circles in math. I looked up several different children’s books because I think using reading that is at a lower reading level can help explain the math to students better. I saw there were a lot of fraction books and could create a lit circle to read different books on the topic students have great difficulty with. I also looked at a series called Sir Cumference which looked to give students a better understanding of geometry. Another way to use literature circles could be looking at the textbook. The teacher has to explicitly teach how to read a textbook and how to skim for organization. I liked the role of question writer for literature circles because I think it is important for students to learn how to ask better questions. Lastly, I liked the idea that a discourse is taught and it is not explicitly in your nature to just know what to do or how to act.
I also like the question writer in lit circles. So often students are expected to read and come to class prepared to discuss. This implies that understanding is achieved after reading (finite), rather than a progressive, developing process, with many possibilities. Everyone has questions when they read... sharing them helps to develop confidence and comprehension.
I agree that a great introduction to the lit circles would be a sort of "how to" session including the teacher(s). It would allow the roles, format, and behaviors to be modeled, or addressed by the teacher.
I think that, in a perfect world, I would try to break the class into smaller groups - such that the more natural feeling of a lit circle is maintained. And I as the teacher could spend a bit more time interacting with the groups, helping to normalize the lit circle format.
Literacy, especially literacy in an educational discipline, needs a “village” or support team. Tools, procedures, and protocols that help them to decode what they are trying to master. In Social Studies there are vastly different methods of presenting information, from diaries, biographies, maps, charts, articles, films, et cetera. Each of those methods needs to be thoughtfully chosen, and properly addressed before any “social studies” can actually begin.
Often, when a student seems to have an issue parsing or decoding information in one of those various forms, the language and framework describing it tallies deficits, rather than achievements. This forms a negative description “Johnny can’t read maps,” or “Eliza has trouble with charts.” The MisCue process, in framing how the actions of the student can have beneficial, or high value MisCues, along with some that might impede comprehension, the low value MisCues allows there to be a positive direction that the student(s) and teacher can follow to enhance and refine the literacy skill set such that fewer low value MisCues occur in relation to high-value MisCues.
Starting on a positive and continuing to build in positive direction has a more basic benefit, in addition to the improvement in literacy skills: self-confidence and self-esteem boosting. In Special Education, a student might have “nascent” or “emerging” language skills, and learning a modest 10 or 20 new words is seen as a string of successes - thus giving more social capital to the student, allowing them to push further, risk more, and continue to learn. Labelling a student “poor” or “deficient” stymies them, and prevents the necessary risks associated with learning a new discourse.
In terms of my professional direction, I think I’ll be more selective in how new forms of discourse are introduced - I’ll have to question if a chart, map, graph, or short story is the *best* way to convey a new idea, and when it is, I’ll be sure it's not simply thrown into the curriculum without the tools necessary for students to leverage that new discourse. While it’ll be more time consuming, the value in building on the students’ real-world literacy skills will more than make up for it.
I agree with your point on investing time in teaching the tool as well as the content. It is part of disciplinary literacy, and essential for students to receive the full value of the tool in our classrooms, as well as the real world.
My thoughts about disciplinary literacy are expanding. Not necessarily to the same degree as "ZOOM" but in much the same direction. Disciplinary literacy involves so much more than just reading, or even reading comprehension.
Scientific information is presented in many forms and students will be asked to "read" all of these in my classroom: texts, numeric data, graphic data, diagrams, schematics, images, videos. Beyond "reading", to achieve disciplinary literacy, students will need to be familiar with core concepts, processes and methodology related to the scientific discipline.
In order for all students to be successful, I will be required to provide multiple opportunities for student access in a safe, engaging, accessible, even fun manner.
The concept of reading circles is challenging to envision and even more daunting to compile a supporting reading library. Time - it will take time. However, I am intrigued with the potential to implement reading circles in consideration of the middle school model, with teams, common planning time, and student SSR time. So often SSR time devolves into down time for all, with the teacher playing noise police. What would it look like if students were collectively reading disciplinary-based books with their peers for discussion in class?
The use of imagery to deliver messages is quite prevalent. Students will need to be guided through this process, to fully see and appreciate the message to be conveyed. In many instances, students will miscue. It is important to understand these miscues and their potential sources, in order to help students succeed.
Peer interaction and support has a wide ranging set of benefits for students, so I think that adapting the lit circle format/concept to the world of scientific discourse involves the challenge of reworking/reimagining roles such that the students, when engaged in the circle, feel a natural buy-in, while maintaining group integrity.
To be honest, I am finding it difficult to completely understand what a discourse is, from just the PowerPoint. I have tried googling discourse, but I am not completely comprehending the definition. I understand that literacy is mastering a discourse, but that's it. I wish I could say more, but sadly, I cannot. For those of you that read the comments, please let me me know if you have any suggestions. Thank you. As for the readings, similar to Kara, I like the literature circles and somehow incorporating them in a math setting. However, Smile was much more interesting for me. I do like comic books and graphic novels, but so far, this is very well put together. I find it to be a great read for me, as I can comprehend and understand everything that is going on. Smile has "made" me truly think about what the meaning of the book is. Is it about a girl who needs wires on her face? Or is it about a young person and her problems?
After having group discussions in class and diving into the realm of disciplinary literacy, it is clear that there is much more of a step by step process when it comes to understanding a text. This could be a book, science lab, math quiz, or history primary source document. I love the supportive approach to disciplinary literacy in terms of miscue and reading in general. It is important for students to understand the importance of where they need to be academically in terms of reading, however the step by step processes such as a metacomprehension flow chart help students to see a true purpose to their thinking. Addressing the positive in student reading and interpretation of class material can propel student thinking when attempting to figure out the rest of the information that they seem to be struggling with. I am personally very excited to get into literature circles, not only because I loved to participate in them when I was younger but to learn the new ways in which I can approach the activity from a teacher perspective. Am I being thoughtful to other members' ideas and opinions? Do I fully understand what I am reading? Should I ask more questions? Additionally, from a teacher standpoint, I need to ask myself if I am being a thoughtful coordinator and not putting in my two cents. Activities like literature circles are excellent for student minds to thrive in discussion and that is an important part. Disciplinary literacy has opened my eyes to the larger process that goes into educating kids and allowing them to fully understand what they are reading.
The number one thing I am thinking about for disciplinary literacy is, how I can use lit circles in math. I looked up several different children’s books because I think using reading that is at a lower reading level can help explain the math to students better. I saw there were a lot of fraction books and could create a lit circle to read different books on the topic students have great difficulty with. I also looked at a series called Sir Cumference which looked to give students a better understanding of geometry. Another way to use literature circles could be looking at the textbook. The teacher has to explicitly teach how to read a textbook and how to skim for organization. I liked the role of question writer for literature circles because I think it is important for students to learn how to ask better questions. Lastly, I liked the idea that a discourse is taught and it is not explicitly in your nature to just know what to do or how to act.
ReplyDeleteI also like the question writer in lit circles. So often students are expected to read and come to class prepared to discuss. This implies that understanding is achieved after reading (finite), rather than a progressive, developing process, with many possibilities. Everyone has questions when they read... sharing them helps to develop confidence and comprehension.
DeleteI agree that a great introduction to the lit circles would be a sort of "how to" session including the teacher(s). It would allow the roles, format, and behaviors to be modeled, or addressed by the teacher.
DeleteI think that, in a perfect world, I would try to break the class into smaller groups - such that the more natural feeling of a lit circle is maintained. And I as the teacher could spend a bit more time interacting with the groups, helping to normalize the lit circle format.
Literacy, especially literacy in an educational discipline, needs a “village” or support team. Tools, procedures, and protocols that help them to decode what they are trying to master. In Social Studies there are vastly different methods of presenting information, from diaries, biographies, maps, charts, articles, films, et cetera. Each of those methods needs to be thoughtfully chosen, and properly addressed before any “social studies” can actually begin.
ReplyDeleteOften, when a student seems to have an issue parsing or decoding information in one of those various forms, the language and framework describing it tallies deficits, rather than achievements. This forms a negative description “Johnny can’t read maps,” or “Eliza has trouble with charts.” The MisCue process, in framing how the actions of the student can have beneficial, or high value MisCues, along with some that might impede comprehension, the low value MisCues allows there to be a positive direction that the student(s) and teacher can follow to enhance and refine the literacy skill set such that fewer low value MisCues occur in relation to high-value MisCues.
Starting on a positive and continuing to build in positive direction has a more basic benefit, in addition to the improvement in literacy skills: self-confidence and self-esteem boosting. In Special Education, a student might have “nascent” or “emerging” language skills, and learning a modest 10 or 20 new words is seen as a string of successes - thus giving more social capital to the student, allowing them to push further, risk more, and continue to learn. Labelling a student “poor” or “deficient” stymies them, and prevents the necessary risks associated with learning a new discourse.
In terms of my professional direction, I think I’ll be more selective in how new forms of discourse are introduced - I’ll have to question if a chart, map, graph, or short story is the *best* way to convey a new idea, and when it is, I’ll be sure it's not simply thrown into the curriculum without the tools necessary for students to leverage that new discourse. While it’ll be more time consuming, the value in building on the students’ real-world literacy skills will more than make up for it.
I agree with your point on investing time in teaching the tool as well as the content. It is part of disciplinary literacy, and essential for students to receive the full value of the tool in our classrooms, as well as the real world.
DeleteMy thoughts about disciplinary literacy are expanding. Not necessarily to the same degree as "ZOOM" but in much the same direction. Disciplinary literacy involves so much more than just reading, or even reading comprehension.
ReplyDeleteScientific information is presented in many forms and students will be asked to "read" all of these in my classroom: texts, numeric data, graphic data, diagrams, schematics, images, videos. Beyond "reading", to achieve disciplinary literacy, students will need to be familiar with core concepts, processes and methodology related to the scientific discipline.
In order for all students to be successful, I will be required to provide multiple opportunities for student access in a safe, engaging, accessible, even fun manner.
The concept of reading circles is challenging to envision and even more daunting to compile a supporting reading library. Time - it will take time. However, I am intrigued with the potential to implement reading circles in consideration of the middle school model, with teams, common planning time, and student SSR time. So often SSR time devolves into down time for all, with the teacher playing noise police. What would it look like if students were collectively reading disciplinary-based books with their peers for discussion in class?
The use of imagery to deliver messages is quite prevalent. Students will need to be guided through this process, to fully see and appreciate the message to be conveyed. In many instances, students will miscue. It is important to understand these miscues and their potential sources, in order to help students succeed.
Peer interaction and support has a wide ranging set of benefits for students, so I think that adapting the lit circle format/concept to the world of scientific discourse involves the challenge of reworking/reimagining roles such that the students, when engaged in the circle, feel a natural buy-in, while maintaining group integrity.
DeleteTo be honest, I am finding it difficult to completely understand what a discourse is, from just the PowerPoint. I have tried googling discourse, but I am not completely comprehending the definition. I understand that literacy is mastering a discourse, but that's it. I wish I could say more, but sadly, I cannot. For those of you that read the comments, please let me me know if you have any suggestions. Thank you.
ReplyDeleteAs for the readings, similar to Kara, I like the literature circles and somehow incorporating them in a math setting. However, Smile was much more interesting for me. I do like comic books and graphic novels, but so far, this is very well put together. I find it to be a great read for me, as I can comprehend and understand everything that is going on. Smile has "made" me truly think about what the meaning of the book is. Is it about a girl who needs wires on her face? Or is it about a young person and her problems?
After having group discussions in class and diving into the realm of disciplinary literacy, it is clear that there is much more of a step by step process when it comes to understanding a text. This could be a book, science lab, math quiz, or history primary source document. I love the supportive approach to disciplinary literacy in terms of miscue and reading in general. It is important for students to understand the importance of where they need to be academically in terms of reading, however the step by step processes such as a metacomprehension flow chart help students to see a true purpose to their thinking. Addressing the positive in student reading and interpretation of class material can propel student thinking when attempting to figure out the rest of the information that they seem to be struggling with. I am personally very excited to get into literature circles, not only because I loved to participate in them when I was younger but to learn the new ways in which I can approach the activity from a teacher perspective. Am I being thoughtful to other members' ideas and opinions? Do I fully understand what I am reading? Should I ask more questions? Additionally, from a teacher standpoint, I need to ask myself if I am being a thoughtful coordinator and not putting in my two cents. Activities like literature circles are excellent for student minds to thrive in discussion and that is an important part. Disciplinary literacy has opened my eyes to the larger process that goes into educating kids and allowing them to fully understand what they are reading.
ReplyDelete