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How do Fang & Coatoam think about disciplinary literacies & reading comprehension:

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How do Fang & Coatoam think about disciplinary literacies & reading comprehension:

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- disciplinary literacies are essential for students to effectively engage in discipline-specific practices

- disciplinary literacies enable students to engage with complex texts and understand the disciplinary knowledge embedded within them

- disciplinary literacies are essential for students to develop a deep understanding of content areas

- disciplinary literacy goes beyond generic reading comprehension skills and emphasizes the specific language, strategies, and practices used within different disciplines

- disciplinary literacies and reading comprehension as interconnected and essential for academic success

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Identify “social, semiotic, cognitive practices” used by content experts in this particular discipline. What do readers need to understand (knowledge/skills/ vocabulary)  in order to engage with this/these texts?

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What is the role of the ELA teacher in supporting disciplinary literacies in middle and high schools? In what ways can the ELA teacher collaborate with the content area teacher to teach disciplinary literacy?

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How these theories could be used in classroom? 

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How these theories could be used in classroom? 

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- incorporate disciplinary literacies by anchoring instruction in the specific disciplines

- explicitly teaching discipline-specific cognitive strategies, language skills, literate practices, and habits of mind

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How these theories could be used for science texts?

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How these theories could be used for science texts?

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- teaching students how to read and analyze scientific texts, understand the language and discourse patterns used in scientific writing

- teaching students how to engage in scientific reasoning and argumentation

- providing students with opportunities to read and write scientific texts, analyze data, and engage in scientific investigations to develop their scientific literacy skills

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What challenges to this disciplinary text present? 

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What challenges to this disciplinary text present? 

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-  Comprehension & interpretation of scientific terminologies/vocabulary/Abbreviations/concepts, such as: bioflavonoids [baɪoʊˈfleɪvənɔɪd], polyphenolic [pɒlɪfɪˈnɒlɪk], Antiviral, Dengue virus, Flavonoid, Quercetin, Naringin, Daidzein, Hesperetin; DENV-2, SI (Selectivity Index value), FFURA (Foci Forming Unit Reduction Assay)

- Comprehension & interpretation of scientific symbols/units: IC50, CC50, μg mL-1

- Comprehension & interpretation of scientific tables, charts, figures

- Comprehension of the relationships between various variables within the disciplinary context of science

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disciplinary habits of mind

help students understand the structure of science papers. ( introduction+methods+results+discussion+conclusion )

understand the usual sentence structures used in science papers. (usually are clear, concise, and objective)

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The structure/framework of information

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How do the authors of this week’s readings think about disciplinary literacies and reading comprehension and how can these theories be applied in the classroom & these disciplinary texts? What challenges to these disciplinary texts present?

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A symbol of representing mastery of a text is that the reader understands not only the meaning of the terms, but also the meaning of the ideas in the scope of an expertise. For example:

A news journal discloses that a minister of the Development and reform bureau avoids the question about the steel productive capacity (SPC) for that year.

General, uninformed audiences would understand that he is definitely hiding something bad, but it would be impossible to understand his intentions, hopes, motivations and specific reasons.

However, a college student who cares about the environment would understand that the SPC is definitely too high that far-surpassed the national standard and advocation, which is problematic in so many levels.

A worker, or any citizen of the town would understand that the minister is holding up the pressure of mass-disemploying workers in the economic pillar of the town. Workers has been working for generations, and business have been surrounding this production project (restaurants, entertainments, equipments…). Shutting down factories for becoming eco-friendly will lead to larger more urgent social issues.

The colleagues of the minister would understand that he is playing dumb to conceal the truth that may trigger large social and administrative crisis. A smart act like this is commendable as it delivers the bureau’s understanding of the national order, justifies a slow change, and concealed the actual SPC and the economic fragility of this small polity.

Had the three people no context and no assumptions/expectations, they would have only guessed that the minister is hiding something bad.