https://docs.google.com/presentation/d/1LFUCwx-UymfMhLNRheBXmr2VU20k7w3oiuOvno4OmEQ/edit?usp=sharing

How can I 

(1) engage newcomers in my discipline in cycles of inquiry? 

(2) Engineer and scaffold their success? 

(3) Examine their words and ways with words? 

(4) Evaluate their claims and ways with words? 

Math. Most students are not eager to go to math class and I am aware of this as a future teacher.  It is important to engage students and get them as involved in the classroom as possible. Today, at my field experience, my host teacher told me her future plans for a lesson and I believe it is the perfect example. As her lesson, she is going to create a “class café”. Leading up to this day, as a reward for homework, good test grades, and good participation she is going to be handing out fake money. Then, the day of the café, parents are going to donate food and each student has to figure out how much they can buy with the money they have made. Then after this they have to figure out how much money they have left. Because this unit is adding/subtracting/multiplying/dividing decimals, this lesson gives practice in each and the students will have fun doing it! It is important to create lessons like this that will engage the students and make them want to participate. 

Inquiry is an act of asking for information.

Kid watching is an informal, systematic observation and recording of student behavior.

Responsive teaching is the process of stepping in and out of a learning activity to support the student’s individual needs and growing independence.

These words all relate to each other in the sense that teacher must do the research and observe their students, then teach based on what you observe or how you think your students will respond best. 

The study made by Kirkland and Jackson was not convincing. This study was based all on opinion. There is no definition on what a “cool kid” is. Everyone has different opinions on what defines a cool kid. So, the study of literacy used in this article is not very valid because the argument itself is not strong. 

Naturally occurring data takes place during field when you are observing students in their “natural” setting. I believe when you observe students outside of the classroom they will act differently. I know as a student I acted different in the hallway versus at lunch time versus in math class versus in Spanish class. So, each teacher had a different opinion of me and how I acted in their classroom. By observing students, you can find out why they act the way that they do. With this data, you can benefit your teaching by finding the needs of each individual student. 

A claim from “Language in academic subject areas and classroom instruction: what is academic language and how can we teach it?” is that academic language is a set of linguistic registers that construe multiple and complex meanings at all levels and in all subjects of schooling. The challenges of academic registers extend far beyond learning vocabulary by illustrating how meaning related to agency, logical connection, reference, and interpretation are presented in the grammatical as well as lexical features of texts at different levels. In the article “How do Secondary Teachers Apprentice Students into Mathematical Literacy”, they talk about how literacy can be and must be incorporated into mathematics. As a future math teacher, I think it is important to encourage students to use their literacy skills in math class. The Common Core State Standards (CCSS) are now drawing attention to disciplinary literacy for improving adolescent literacy in classes such as math, science and social studies. It is important for educators to understand how disciplinary literacy affects instruction, curriculum, and assessment in order to follow the CCSS. There are many ways for math teachers to incorporate disciplinary literacy in their lessons and it is very important to do so! 

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? 

List-Group-Label relates to the concept of disciplinary literacy. By using this vocabulary skill students brainstorm a list of related works, then group the words in subcategories, then label the grouping with descriptive titles. This allows students to think about a word and then dive deeper by trying to regroup and relabel these words. In the second video, the teacher asks the students true or false, if (80/4)= (80/2)+(80/2). She allowed her students to share their thoughts on why they thought this was true or false and this made them use disciplinary literacy by trying to dive deeper into concepts. 

For what purposes will you access the reading rockets website? And for what purposes will you access the Tedd website? 

As an educator, it is important to find teaching strategies from other teachers to help expand your teaching pallet. Both of these websites create strong lessons that would benefit your students. 

What are the strongest arguments for and against taking a disciplinary approach to teaching reading at the elementary levels?

Disciplinary literacy refers to the idea that we should teach the specialized ways of reading, understanding, and thinking used in each academic discipline, such as science, history, or literature. Each field has its own ways of using text to create and communicating meaning. I think the main argument of disciplinary literacy is that literature depends on the transformation of human experience through language and literacy technique. Disciplinary literacy can benefit students in all classrooms, not just English class. Through actions, disciplinary literacy can be seen. Another strong argument is that disciplinary literacy matters because general reading can only take students so far. At a certain point, students need to learn at a more advanced level and with this you need disciplinary literacy. This will teach students at an expert level and be able to use disciplinary literacy in all subjects and at all times. 

Rod Franchi teaches high school history in the Novi Community School District in Michigan and David Coupland teaches physics in Ann Arbor Public Schools in Michigan. Both teachers work as attending teachers in partnership with instructors in our university-based teacher education program call Clinical Rounds. Clinical Rounds prepares undergraduates to teach in secondary classrooms with real, hands on experience. In the program, they collet video data in a classroom practice to study the inquiry based literacy teaching approaches and provide teaching interns with models of disciplinary literacy teaching. When using disciplinary literacy in subjects like history and physics it is different than it would be in an english class. Disciplinary Literacy in other subjects contain being engaging, hands on, and evaluating how what you’re doing relates to literacy. I want to be a high school math teacher. Although math is not based on straight literacy, it includes it in every question and lesson. Moje’s 4 E’s are very important. Engaging students, eliciting & engineering, examining, and evaluating. This can be used in all content areas.

• What is the difference between Content, Content area and Disciplinary Literacy? 

Although content, content area and disciplinary literacy seam to all be synonymous, there are differences between them. Teachers of content have been told they are all teachers of reading, meanwhile the focus of content teachers is on instructing within their discipline. Students need to read, write and communicate in every discipline. Disciplinary literacy is more aimed at what teachers teach, so like how to read and use information like a scientist. The main idea of disciplinary literacy is that students not only have to learn the content of a field but who reading and writing are used in that field. 

• What does “metadiscursivity” have to do with disciplinary literacy? Why is it important?

Metadiscourse is an umbrella term for words used by to marker the direction and purpose of that text. It reveals the writes awareness of the readers need for elaboration, clarification, guidance and interaction. 

• How does Moje’s disciplinary theory compare and contrast to Gee’s perspectives on reading and language?

Gee’s viewpoint on language is that language is used for a wide variety of functions including conveying information. Gee believes that human language has two overall functions: to scaffold the performance of actions in the world; to scaffold human affiliation in culture and social groups and institutions through creating and enticing others to take certain perspectives on experience. 

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