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He made a personal connection to the content about himself. Although being a competent reader, he avoids technical texts and has (not little) but less of an understanding for subjects like science. He can read and absorb that material, but he wouldn't understand it in the same way that a science professional (like his son, he notes) would. Putting it in this context helps educators understand that not all learners are going to have the same results even though they are given the same material.

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I found it interesting how many students are unprepared for college level reading and writing. The idea that high school students are not progressing since 8th grade is hard to believe. I also thought the story on page 22 was a great way to show how a good mentor can prepare students for future skills.

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I found it very interesting how we are more advanced at a younger age than 11th/12th grade in certain subjects. Looking back, I can see that this is indeed an issue. Literacy and reading aren't taken into consideration while teachers are prepping students for college.

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The identities of students play a major role in their reading abilities for different subjects. For example, a student who is passionate about science may struggle greatly with a history textbook. For this reason, educators must be cautious when defining a student as a "struggling reader".

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College success rates are so low because the students are not prepared enough for it. Only 6 out of 10 students graduate within 6 years. Just about half of the ACT scores nationwide met the reading benchmark to have success in college, and only one out of four ACT test scores would meet the benchmark for reading, math, English, and science. The lack of success rates in college seem to be correlated to the lack of preparedness that incoming students have for college level classes.

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One thing that stuck out to me was teachers resisting efforts to incorporate reading into their courses. They are doing so because they fear they are becoming "reading teachers".

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It's much more beneficial for a student's learning when you are there to support them and offer examples that they can mirror and learn from. "A key dyanamic of scaffolding is collaboration," (pg. 25)

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Reading in Academic Disciplines & First two Growth Phases of Literacy

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Reading in Academic Disciplines & First two Growth Phases of Literacy

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Readers often read in their preferred discipline's "lens". It is important to be able to adjust thinking to match different needs as a reader.

1) Basic Literacy- Foundational- Equal experience with informational text and narrative text.

2) Intermediate- Development, starting to juggle several reading facets at once.

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I really enjoy how these pages (6-7) reflect that different people have different strengths and weaknesses in their academic lives. However, I find it very interesting that they say these can be fluid rather than static. This allows students to not use their weaknesses against themselves, and be more confident learners, especially with the help of us as teachers.

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I like that the author acknowledges the struggle and skepticism that many content-area teachers feel towards implementing reading. It's realistic and down to Earth. I think it's important to introduce a solid reading foundation to any class, as it's difficult to learn if you don't know what you're reading in the first place.

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I found it very eye-opening that we as future teachers have a huge role in the relationships between us and our students just by how we speak and talk.

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The author points out that as students we are more confident as readers in certain disciplines, but less effective in others. It is important to understand that this is ok and that our disciplines will grow at different speeds.

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I thought that this part of the reading focused a lot on how less students are prepared for higher levels of education and that they become almost less literate in all subjects as they go. In mainly focused on how college students are not prepared educationally enough for college level classes and that most are struggling to find a way. The modeling portion gave me a sense of learn as you do and the guy was being helped by a man named Robert to successfully fulfill his job.

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The idea of disciplinary literacy is the idea that has to do with reading items related to different school disciplines. These disciplines could be math, science, History, art, and many other subjects. The idea is that disciplinary reading takes into account general reading comprehension with the love and skills related to each different discipline. Every person has different disciplinary literacy levels when it comes to different subjects. Two people may have the same fluency in general reading comprehension but have different experiences when reading a history textbook.

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During the modeling phase teachers show the students how to do the task and think aloud so that the students get an idea of how to think about the task. During the scaffolding phase the students work together and help each other to complete the task. During the independent phase the students are able to complete the tasks by themselves.

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Others may comprehend readings better than others meaning they are understanding the information better. This also may very if the student has much passion about the topic. In this there was a box that had examples of different ways that scientist read but could be used in a teaching setting.

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Students don't always absorb as much knowledge when they're reading about something they are not interested in. A student's reading identity and disciplinary identity do not always line up.

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It is important to find a way to engage all students. Trying to relate the subject to an uninterested student is important. Make them want to learn about it by switching their perspectives or even their mindset on the subject matter.

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"few teachers have been asked to teach the reading skills that students need in every subject. They consider themselves responsible for teaching their subjects only- not for teaching students reading skills. . . "

I've never really thought about it, but when I look back on my high school experience, even after the so called "sporatic and short lived efforts" to continue teaching reading stopped, I do think this quote is correct. I don't remember learning much to do with actual reading as I got into secondary, perhaps because teachers assumed we were already competent in reading to acknowledge what was being said on the subject they were teaching. I could not give you one time past 6th grade that I learned new vocab to help along with my reading assignments, but that being said I also had access to more things such as the online dictionary, etc.

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Sometimes the best way to teach children is not with repetitive lessons, and forced independence. They need support because they can be confident enough to achieve on their own.

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I thought that overall it was very interesting. The common thing seemed to be the disappointing college success rates. It just proves that as teachers we have to find ways to set up success for our students. Preparing students with such challenges may set them up for success. Doing this will help them overcome those challenges and be more prepared.

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Disciplinary literacy is not a "one size fits all" skill for all disciplines. Some students will excel in reading science but fall flat when it comes to math or English. We need rich literacy instruction in multiple disciplinary settings in order to be able to become different types of readers who can excel in disciplinary literacy. We need to ask, "What can you read well?" and build off of that.

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Reading identity can change just like your thoughts and opinions through different perspectives, but understanding the change to each identity can help you comprehend what you are reading.

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Do not reinforce negative identities such as that you're not any good at teachings. You ought to instead empower yourself within learning by having a mindset of learning things by readings about how to do them.

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I found it interesting that as teachers, we can play a role in our student's identities based on instructional context and the language we use.

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Students who read about a subject they are interested in will comprehend and retain more information compared to when they read about a subject they are not interested, in that case will retain less information.

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The author discusses how disciplinary literacy is not just one thing, but many different things. Each subject has its own disciplinary literacy. It is common for people to feel much more comfortable with certain groups of disciplinary literacy, while struggling with others.

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I like how the author suggested to shift your perspective of thinking based on what you're reading. It can help students internalize and decide what information is most important, as well as getting the overall message of the text.

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In this passage I like that the teacher has confidence and feels a purpose to be a social studies teacher because he has an interest in the subject matter. Also the teacher reached out to students who were struggling in his class because they didn't enjoy the subject matter and tried to find ways that they could relate to the material to make it more interetingg.

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I thought it was interesting to read that most high school students' reading understanding scores decline from grades 10-12, while in grade 8 they are steady growth and at a kind of level ready for college reading. This shows that maybe some teachers for curtain subjects aren't showing much text for students to understand. Teachers from every subject need to have some sort of text so that that reading understanding growth can have a steady increase throughout middle school to high school.

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Independent reading and learning- students can comprehend what they are reading without help from "lifelines"

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We can always change our reading identity by changing our perspective. 

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We can always change our reading identity by changing our perspective. 

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Supported Practice uses scaffolding, much like you need scaffolding for a building, it is also needed to build up kids to where they need to be. Gives students practice with support and feedback

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I like to see that the state of Wisconsin is modernizing its literacy standards and practices, and that it is moving toward content area reading and less of general blanket reading

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The teaching phase uses modeling. Modeling is where the teacher gives the instruction and shows the students through example

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Disciplinary literacy is reading and writing in the service of acquiring disciplinary knowledge (p. 11)

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Disciplinary literacy is reading and writing in the service of acquiring disciplinary knowledge (p. 11)

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The author brought up different levels of enthusiasm. I found these quotes interesting as well: "We don't have time to" to "We don't know how to" to "We just don't want to." He also mentioned that teachers who struggle customize their literacy practices by changing how they taught their subjects. I did like that the teachers still taught their own way and they were able to get students engaged and have goof practice on their subjects.

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Reading through the lens of a discipline ... such as reading like an historian, reading like a mathematician, etc.  We need to teach our students to do this - they won't just magically figure it out.

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Reading through the lens of a discipline ... such as reading like an historian, reading like a mathematician, etc.  We need to teach our students to do this - they won't just magically figure it out.

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I thought it was interesting how there are steady upward trends in the literacy success at the basic and intermediate levels in the U.S. school systems, but as students get older, there was a steady drop off in skill improvement, and in some cases negative movement of their skills.

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Three phases of competence

1. Teaching phase

2. Supported Practice

3. Student Regulated

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"Disciplinary literacy prizes the knowledge and practices of a discipline." Looking at disciplinary literacy this way, educators can directly enhance their students learning by using this practice in the classroom.

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"Disciplinary literacy prizes the knowledge and practices of a discipline." Looking at disciplinary literacy this way, educators can directly enhance their students learning by using this practice in the classroom.

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He brought up the point that a lot of teachers were really wanting to try these new concepts because they saw struggles in their classrooms. When they did use them that those teachers found more success. He was also kind of named the "positive teacher" the teacher everyone likes.   

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He brought up the point that a lot of teachers were really wanting to try these new concepts because they saw struggles in their classrooms. When they did use them that those teachers found more success. He was also kind of named the "positive teacher" the teacher everyone likes.   

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The literacy in elementary schools is basic but in America we have a strong foundation to build off of and our foundation is highly ranked worldwide. However, we are not helping our students through text to be able to distinguish different disciplinary literacy strategies, so in high school we fall behind because they don't build the foundation after intermediate literacy. This is an important aspect of finding jobs, understanding and staying in college, and normal day to day skills.

The author makes an example of this in their boss actions. They study the boss's moves, how they listened, how they taught, and how they did their job and with the context, critical thinking and their boss's teachings, they were able to fully understand their job and perform it well, as well as separate their job knowledge from their every day life.

This shows importance of demonstrations and visual and literature in the science classroom. To be able ro read and understand as well as see what we are experimenting on is a vital part of understanding the science discipline.

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The idea of a reader profile is a useful tool for teachers. If you know a student struggles with your subject, you could find a way to connect the reading to something they are more interested in.

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The idea of a reader profile is a useful tool for teachers. If you know a student struggles with your subject, you could find a way to connect the reading to something they are more interested in.

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One of the focal points of this sections was reading levels of students in the United States. I found it very interesting that at the fourth grade level students in the US tend to be proficient and in some of the top ranks in the world but by the time they reach 8th grade there is little growth and they drop into the lower ranks of the world I think this raise the question of what is going on in this short period of time for students to almost be staying at the same reading level.

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All middle and high school teachers need to integrate literacy practices into instruction of their disciplines. This is because we should be helping students understand the content matter and apply it to other places.

There is a wild difference between asking a teacher to help a student read and asking a teacher to help a student master a text within a teacher's own field.

as teachers, we need to help students understand the text within a subject matter, rather than tell them what one piece of info means.

going forward, my goal for literacy in my future classroom is to have each student able to read sheet music and to learn the basic intervals between the notes.

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I liked that the author gave his experience with working with other teachers. He gave a brief description in how he wore different "hats" at Madison East and how that led to him heading the implementation of literacy practice for disciplinary teaching. He also mentioned that as a teacher, it is up to you to implement this in your classroom as basically you aren't going to have someone making sure you are doing it. It's your responsibility to make sure you are using disciplinary teaching.

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Its always nice to see that the education field is evolving to better prepare students for a multitude of opportunities in their adult lives. Moving away from blanket reading and comprehension strategies and leaning more on directed disciplinary standards for core subjects helps students prepare for the more vigorous reading assignments and text analysis expected in higher education and the workforce in general

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He talked a lot about what we had been touching on in class- about how every person reaches literacy differently. One person may be particularity good at information and how-tos and things like that, where another expresses their literacy in comics and magazines and “fun” things. I really like how he said that teachers label some students as “struggling readers” when they really just weren’t in their correct disciplinary to excel in their reading

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Some key ideas include that there is different standards given by the state that include literacy standards that are just for the separate subjects and some that can be used in all of the subjects. This is under the Common Core State Standards (CCSS). Not all the standards are the same and have a major effect on instruction and policy.

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I found that the story shared on page 22 helped showcase how having students be able to write and explain why they chose what they did helps not only build critical thinking skills but also helps practice writing/thinking skills as well.

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I thought it was interesting to read that a common factor for students having "disappointing college success rates" is due to inadequate preparation. To me, this really just shows how important it is for us as future teachers to set our students up for success, which can include providing students with challenging, but appropriate level work/texts so they are better prepared for these college-level institutions.

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I like when the author made the point on page 7 "... the powerful relationships between what we as teachers tell students, the language we use, and our students emerging academic identities" This just shows that as educators we hold a lot of power on what we are exposing our students to. 

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I like when the author made the point on page 7 "... the powerful relationships between what we as teachers tell students, the language we use, and our students emerging academic identities" This just shows that as educators we hold a lot of power on what we are exposing our students to. 

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I found it interesting how on pg. 7, the author writes, “Academic identities can be fluid rather than static, and the instructional context can make a dramatic difference for developing, shaping, and even rewriting students’ conceptions of themselves as readers and writers.” I think this is important to note as everything we give to our students will affect them and their learning outcomes in our course.

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He brought up the point that "teaching reading" shouldn't take away from the concepts that you want to teach in your discipline. Which is so true as there are so many different ways you can view different material and it is important to have students starting to make those connections. 

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He brought up the point that "teaching reading" shouldn't take away from the concepts that you want to teach in your discipline. Which is so true as there are so many different ways you can view different material and it is important to have students starting to make those connections. 

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It is interesting to see how much of our own lives, behaviors, and identities can influence our reading habits. Favoriting something does cause many to read more about it and read stories involving said thing.

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"What can you read well" is added in the text. It sticks out to me because it acknowledges the students may exceed in one area and struggle in another.

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"What can you read well" is added in the text. It sticks out to me because it acknowledges the students may exceed in one area and struggle in another.

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I enjoyed how the author explains that our different identities as educators effects our reading profiles and the resources we explore.

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I enjoyed how the author explains that our different identities as educators effects our reading profiles and the resources we explore.

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First, I thought it was interesting to hear that the author is from Wisconsin! I loved that he unpacked his identity and claimed that what we consume for literacy often times connects with our interests and parts of our identities.