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I looked first to see if it had a Works Cited section to confirm that it was a researched piece. Then the "Moving Forward" section. Then the headings and subheadings. Then read.

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3. Had a hard time staying focused. Had to re-read often to stay on task.

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3. A lot of rereading and reflecting. The beginning was challenging. It became more easy to relate to near the second half.

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3. A lot of rereading and reflecting. The beginning was challenging. It became more easy to relate to near the second half.

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I had expected to be 'eased' into the topic but found myself struggling to focus, finally halfway through the article, I was getting the 'answers' I was looking for and found it easier to keep reading as the details were applicable

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2. It provides a lot of information and supporting facts. It also brings a lot of questions to mind, which is what I would expect.

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2. It provides a lot of information and supporting facts. It also brings a lot of questions to mind, which is what I would expect.

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2.  use of academic language/density, presentation of sources

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2.  use of academic language/density, presentation of sources

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answers my internal question(s) of how/if/when students should be exposed to DL - confirms the believe that all students, regardless of their reading skills and levels, do benefit from this approach

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answers my internal question(s) of how/if/when students should be exposed to DL - confirms the believe that all students, regardless of their reading skills and levels, do benefit from this approach

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1.  Ireread parts of the text that are confusing or technical.  2.  The parts of the text that match my expectations are the citings, research based information.  3.  I rad each subheading and am sure I understand it before I begin reading the section. 

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1.  Ireread parts of the text that are confusing or technical.  2.  The parts of the text that match my expectations are the citings, research based information.  3.  I rad each subheading and am sure I understand it before I begin reading the section. 

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3.  I used the question headings to look for those sections that might be most useful for me.

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3.  I used the question headings to look for those sections that might be most useful for me.

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I am looking for examples in the article to see what DL is about

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Had to read, reread and reread again to absorb info

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pre-reading and reading the last line of each paragraph which often summarizes the paragraph's key point(s)

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Surprised by the amount of opposing viewpoints presented

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Thought about how the article and ideas presented related to my school and my children's school

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2.  There is a lot of information with supporting research and details

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2.  There is a lot of information with supporting research and details

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Notice yourself as a reader:

I read the abstract, which mentions four themes so I'll know what to expect while I'm reading.

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My expectation was met as it defined disciplinary literacy

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1. rereading and taking notes of the details that interest me.

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1. rereading and taking notes of the details that interest me.

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2. I wanted more specific details on how it looks in a classroom.

3. The 3 phases of literacy development is very important when looking at what to expect a child to do

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First thing - quickly browse through the text before the actual reading - to get a "whole" picture

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I downloaded article so I could highlight what I thought were key points or important to me.

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I used the headings to know what that section will say and to decide how closely I would read it.

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1. re-reading parts to check that I understand

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1. re-reading parts to check that I understand

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trying to make the connection with my students

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I have to read and re-read because of the complex language and vocabulary

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I have to read and re-read because of the complex language and vocabulary

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I'm trying to make connections to my school and the students/classrooms I work with.

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#1 Rereading, scrolling back to be sure I understand.  

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#1 Rereading, scrolling back to be sure I understand.  

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#1 allowing myself to 'go slow' and re-read at beginning..picking up speed once I begin following points. Also checking meaning of semiotic

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#1 allowing myself to 'go slow' and re-read at beginning..picking up speed once I begin following points. Also checking meaning of semiotic

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#1 reading titles and capations, With limited time, I read the questions, first sentence 

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#1 reading titles and capations, With limited time, I read the questions, first sentence 

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paragraph to see if I want to read on.

#2 I expect a lot of jargon from this kind of text. I constantly relate the text to my

experience and try to judge if what they are saying makes sense, is agreeable, should

revisited or discussed with colleagues, or should be tossed.

#3 I am trying to focus on my opinion of the answer to the questions in the text.

That helps me stay focused. I want to know if my opinion matches the authors.

i

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1.  tracking key terms, trying to create a kind of visual in my mind, rereading as necessary to understand, wondering what else I need to know

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1.  tracking key terms, trying to create a kind of visual in my mind, rereading as necessary to understand, wondering what else I need to know

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asking myself if I (correctly) understand what an infusion model is

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How does the 3 levels of literacy apply to what we see in Deaf education?

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–What are you doing to make the text make sense? –In what ways does this text match your expectations? –How do you approach the text’s unique features or content?