Disciplinary Literacy by Hannah Dostal

Notice yourself as a reader:

hannahdostal — 2014-09-12 18:40:01 UTC

–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?

Deaf Education

2014-09-12 18:44:33 UTC

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

#1

2014-09-12 18:46:57 UTC

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

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

2014-09-12 18:48:56 UTC

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

2014-09-12 18:50:00 UTC

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.

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

2014-09-12 18:50:04 UTC

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

2014-09-12 18:51:55 UTC

#1

2014-09-12 18:51:56 UTC

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

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

2014-09-12 18:52:04 UTC

#1 reading slowly and taking notes

2014-09-12 18:53:33 UTC

I agree

2014-09-12 18:54:01 UTC

trying to make the connection with my students

1. re-reading parts to check that I understand

2014-09-12 18:55:03 UTC

3.

2014-09-12 18:55:18 UTC

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

highlighting-

2014-09-12 18:55:20 UTC

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

1

2014-09-12 18:55:43 UTC

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

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

2014-09-12 18:55:50 UTC

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

Defining..

2014-09-12 18:56:30 UTC

My expectation was met as it defined disciplinary literacy

2014-09-12 18:56:44 UTC

Notice yourself as a reader:

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

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

2014-09-12 18:56:51 UTC

1.

2014-09-12 18:57:53 UTC

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

2.

2014-09-12 18:59:03 UTC

Surprised by the amount of opposing viewpoints presented

Headings:

2014-09-12 18:59:11 UTC

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

3.

2014-09-12 18:59:35 UTC

Had to read, reread and reread again to absorb info

1.

2014-09-12 18:59:51 UTC

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

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

2014-09-12 19:02:48 UTC

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.

2014-09-12 19:03:10 UTC

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

2014-09-12 19:03:11 UTC

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

2014-09-12 19:03:52 UTC

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.

2014-09-12 19:04:04 UTC

2-

2014-09-12 19:05:30 UTC

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

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

2014-09-12 19:05:41 UTC

2. Article was what I expected.

2014-09-12 19:08:29 UTC

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

6.

kkturley — 2014-09-12 19:13:02 UTC

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.