Week 3 reading analysis

According to Biancarosa“the actual writing that goes on in typical classrooms across the United States remains dominated by tasks in which the teacher does all the composing, and students are left only to fill in missing information, whether copying directly from a teacher’s presentation, completing worksheets and chapter summaries, replicating highly formulaic essay structures keyed to the high-stakes tests they will be taking, or writing the particular information the teacher is seeking. This is where I believe the importance of Disciplinary literacy comes in. I believe that disciplinary literacy sound like teaching the same practices throughout different subject areas. Such things like close readings and annotation is taught across the board in all subject areas as it a literacy practice that can be used in all subject areas. Not only will the student become proficient in literary practices but they will also be able to merge subject knowledge and skills with the ability to read, write, and think critically in a way that is meaningful. With this approach, the long time use of just copying without much taught going into he writing is long gone. Within most subject areas more students are doing share outs where they have to write using their own original thoughts and share with their peers or whole class. Fang stated that there is a new pattern understanding of literacy research which has “led has scholars to call for a reconceptualization of what it means to be literate and what can be done to promote academic literacy in the context of secondary schooling (Bean, 2000; Elkins & Luke, 1999). A common thread in this line of scholarship is that teachers should value the out-of-school literacies that adolescents bring to the classroom and use their everyday funds of knowledge and cultural practices as both a bridge to and a resource for promoting the development of content area literacies.” How a student behaves in and out of school also determines how they learn. I totally agree with Fangs statement because a student could be brilliant but come off and illiterate as he/she has had different experiences which has not exposed the student to the topic at hand. The student will come off as being less informed. A person’s culture greatly influences what they are exposed to thus affecting their ability to learn and be literate in certain aspects. The common thread as stated by Cervetti and Pearson is that across these studies students were engaged in reading meaningful texts for meaningful purposes in knowledge-building contexts. This is how students can begin to formulate their critical thinking skills much like a scientist. Historians also have a way of putting things in to context and order much like how you do in writing and ordering events sequentially.

 

In the Hillman article when see the topic of disciplinary literacy in which he states that it represents a different approach from that of traditional content area literacy, which offers cognitive strategies for any subject area, such as questioning, visualizing, and summarizing. This is very important especially when it comes to math. Many believe math is only about numbers but it is not as many times you are often asked for your reasoning as to how you solved a problem and you should be well versed and able to articulate how the problem was solved. Lych states that to quantitatively analyze literary texts and render their analyses via data visualizations is one example of how students can learn so-called STEM curricula in English classes. Many of these approaches are wonderful and can push the lives of students in general education a lot further that it has then in the past. This bring s to how many approaches will only work in a general education class as not much thought is brought into how can we make proficient writes and literate students who are in district 75. Many students barely know their A,B,C’s. The main focus of my schools’ curriculum is writing. Many of my students are not conventional writers and I many end up doing all of the work as I am in 12:1:4 class. I have become disillusions as to how many practices there are but very little have influence on the writing in special education

    • Gerald Ardito
      Gerald Ardito

      Cindy,

      I think you raise an incredibly important point here:

      Many of these approaches are wonderful and can push the lives of students in general education a lot further that it has then in the past. This bring s to how many approaches will only work in a general education class as not much thought is brought into how can we make proficient writes and literate students who are in district 75. Many students barely know their A,B,C’s. The main focus of my schools’ curriculum is writing. Many of my students are not conventional writers and I many end up doing all of the work as I am in 12:1:4 class. I have become disillusions as to how many practices there are but very little have influence on the writing in special education.

      What kinds of things have you been doing in your classroom to bridge this divide?

    Group B

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    Sub-Group of ED 656 - Fall 2018

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