EDRD619: Disciplinary Literacy

  https://www.canva.com/design/DAGpZR906K0/CVUUBNfFGm1sNb0M3bNtDA/view?utm_content=DAGpZR906K0&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=h156ea5caae A digital jumpstart was not something that I ever thought of doing prior to this class. Sure, I would provide, for example,  worksheets with the vocabulary and their corresponding definitions, but I would never have thought of basically recording myself making a mini-lesson for the students to review. After doing this, I can see how, especially for ESOL students, how it would be helpful to not only see the material, but also hear it. I can see this being helpful for students who need to review and/ or students who say they missed a class. In addition, I think hearing orally the words and the concepts can help just about any student, and it saves me the time in the long run of having to repeat myself over and over again. I think in the future I will try to incorporate digital jumpstarts ...

  The first article I chose is a history article about a topic that we actually discussed in my class this year. The one major struggle I noticed with students in my history class was teachers going under the assumption that the students have access to background knowledge to help them understand the material. However, especially with students from other countries, they may not be as familiar with American History as their classmates that have been in the American school system since they were in Elementary School. As stated in Buehl, “ Of course, readers would expect a multitude of references to people, places, and events in a history text: all those facts that unfortunately people associate with the point of studying history” ( 60). Not only do students need to be aware of their role in history, but they also need to have the foundational knowledge in order to make more abstract connections between the person, their accomplishments and what it means about how society has historic...

 The article is choose to use if an UPFRONT article called " No Competition" from the  New York Times. We frequently use UPFRONT articles in my English 12 class because it is accessible for all learners, has relevant topics that garner interest from our students, and comes with a variety of Comprehension and Vocabulary questions/ activities. This articles was about the Taylor Swift Concert Ticketmaster scandal from a few years ago. The strategy I chose to use for this article was the THIEVES model. The reason why was because this article has many visuals with large texts in it, so I thought that it not only would it be good for the "T" portion of the acronym, but also the " V" portion. Overall, I just felt that this article lent naturally to this model because that was how I instinctively teach it. First, I have the students scan the article for Headings and Subheading, including those in the visuals. This is especially important for the graphs( which espe...

   I am an ESOL teacher in FCPS and recently we have been given a new curriculum for our ELD ( English Language Development Classes) and so far I have really enjoyed using the curriculum in the text. Recently, we read an article in the textbook about the rising waters in Venice, Italy and the solution that they have come up with to solve this problem. Now this curriculum is paid to use so I couldn’t give access to the original article, but I did find one similar on CNN that I will use for this assignment. The strategy I choose for this article was the “ Question the Author” the reason why I chose this method was because I felt that I almost naturally do this in my classes when I teach, and I felt that it would allow my students( Level 4s) to think for inferentially about what they read rather than simply thinking literally. For example, I asked them why they thought the water was rising in Italy. The article did not explicitly state that it was due to global warming, but many ...