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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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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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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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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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recognizing geometric shapes

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measurement and how shapes fit with each other

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architectural jargon

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symbolic representations of various elements

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shapes of structures and patterns --> association with different cultures and societies

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pragmatic purpose/consumer

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standard keys, legends, and protocols

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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.

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"struggling reader" label is harmful --> deficit narratives

we can disrupt labels by building from what students already know, listening to and learning from students, and adapting instruction

disciplinary texts -- if a reader who is labeled as "struggling" is more familiar/confident with a different subject, it may be beneficial to use that the their advantage

example: if a student likes to read architecture plans, a teacher can use that as a "text" that can be read (building from what student has/is interested in)

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again, the "struggling" reader may need literacy instruction to be adapted/for it to be built off of their interests and strengths

The student does not need to be changed, but the environment around the students must be changed

"literacy is not just about
words or languages or classrooms.
It is tied to our everyday social,
emotional, and cultural lives...Dominant approaches to
teaching literacy, however, recognize
only some of us as human. They fail
those of us they do not"

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use content from other classes in a way that also involves literacy skills --> talk to teachers of different subjects

allow multimodal forms of showing what you know

use various forms of "texts" -- not just written

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if teachers are unsure of architecture plans/disciplinary texts, it will most likely be difficult to use them as a resource in the classroom

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in place of rote memorization, students learn jargon through word derivation

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1. Role of architect and building on surrounding neighborhood

2. Ethicality of design in society and culture