cultural practices of reading i. cultural practices of reading understand and analyze how our...
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Cultural Practices of
Reading I
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Cultural Practices of Reading
Understand and analyze how our different cultures value and make meaning
from text
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Overview
• Goals • Objectives • Instructions • Reflections • Adaptations
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Day 1
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Day 1 Objectives: Frontloading
Instructions: 1. Fold a piece of paper into four
squares 2. Label each square: home,
community, school, online3. List the types of texts you read in
each square
Identify students’ languages and reading practices
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Day 1 Objectives: Constructing
Create a three-column KWL chart:
In the first column: What do you know? What do you want to know? What have you learned?
In the second column: Identify the types of languages and texts in each of the charts around the room
Identify students’ languages and reading practices
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Freewrite for 15 minutes: • Explain what you learned about
the languages and readings listed• Use your KWL chart for reference
Day 1 Objectives: ExtendingIdentify students’ languages and reading
practices
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For homework:• Select two short texts you read from
four corners• Bring samples of it to class• Be prepared to explain its importance
Day 1 Objectives: ExtendingIdentify students’ languages and reading
practices
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Day 1: Reflections
• How do we engage monolingual students?• This is a great way to demonstrate how
writing is contextual, connected to communities
• Helps to start a conversation about what a text is
• How you think of yourself as a reader vs. what kind of reader you actually are
• How reading is situated?• What are our expectations for literacy
awareness in our students?
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• We need to develop what students are reflecting on
• Use the classroom space to set up four corners
• Select students to say what they expected to see, what surprised them, then full class
• Spend some time developing “communities”
• Talk about kinds of groups students belong to
• Label things students do in different languages
• Talk about overlap of categories
• Ask “why does this matter?”
• Use a Google Doc to hold four corners activity and add links to texts.
• Have students use cell phone cameras to photograph their four corners exercise—email it to you to put on class website if you have one!
Day 1: Adaptions
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Day 2
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1. Explain the text you brought in • Why did you choose it? • What do you love about it?
2. Pair up and introduce a partner to texts
• What are they about?• Why did you choose them? • Why do you love them? • What memories do you associate with
these texts?
Day 2 Objectives: FrontloadingIdentify cultural strategies for reading
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Note the strategies used as the instructor models reading strategies with text using think-aloud method
Day 2 Objectives: ConstructingIdentify cultural strategies for reading
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• Think aloud with your favorite texts • Have your partner list the reading
strategies used• What strategies to you bring to bear
before you’ve read? – During your reading? After you’ve read?– What types of translating did you do?
• Repeat
Day 2 Objectives: ConstructingIdentify cultural strategies for reading
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1. With your partner, compile your reading strategies into a Venn diagram
2. Write a summary of your reading strategies
3. Share findings with the class
Day 2 Objectives: ExtendingIdentify languages and reading practices
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4. In small groups of 4-5, discuss: How does your home language impact the
type of decoding you do as readers? How do different types of text demand
different types of interaction? Why are these texts valued differently in
the communities that use them?
Day 2 Objectives: ExtendingIdentify languages and reading practices
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For homework: Write a 1-2 page draft describing the
types of argumentative writing you did in school
Bring a sample school essay to share with class if you have one
Identify languages and reading practicesDay 2 Objectives: Extending
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Day 2: Reflections• These surface metacognitive strategies in
reading familiar texts.• Surfaces the fact that reading is a complicated
process.• Do we want to promote metacognitive
awareness or change how students read?• Do students have reading strategies that we
don’t know about?• Do some of Kucer’s strategies not work (for
certain texts, etc.)?
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Day 2: Adaptations• Copy a text instructor has
already marked up to show reading strategies and give to students.
• Write/find a piece in L1, translate into L2
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Day 3
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• Listen as the instructor presents a five-paragraph essay outline and essay they wrote
• Note the ways in which the structure is linked to:– The exigencies and cultures of American schools – How English/American readers want to be told
everything directly and do little imaginative work filling in the gaps
Day 3 Objectives: FrontloadingExplore a cultural comparison of schooled
writing
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Interview your partner to find answers to the following questions:
1. What kinds of essays did you write? 2. What did they say? 3. What did they do? 4. How did you organize them?5. How was a typical essay format organized in
your school? 6. In what ways were arguments made? 7. What types of evidence was preferred? 8. What was expected of readers?
Day 3 Objectives: ConstructingExplore a cultural comparison of schooled
writing
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• Compare essays written between you and your partner
• In a quick write, explain:– What did you do similarly or
differently? Why?– What do these types of readings
suggest about the constraints, values, and cultural expectations of your schooling?
Day 3 Objectives: ExtendingExplore a cultural comparison of schooled
writing
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Day 3: Reflections
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Day 3: Adaptations
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Day 4
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• As the instructor returns the four corners exercise, think about how: – The texts are now webbed for the
crossing of contexts and ecologies– The literacies/languages are not just
isolated from each other
• What reading practices take hold and across these contexts? Why?– Identify the possibilities and constraints
Day 3 Objectives: FrontloadingMoving across culture—tracing paths, making connections
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• Create a web of reading practices within the “learning journeys”
• Do the categories of family, community, friends and school still make sense?
• Experiment with new categories• Which reading practices can be
grouped?
Day 3 Objectives: ConstructingMoving across culture—tracing paths, making connections
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• Connect your “learning journeys” web to life at MSU
• Brainstorm new categories now as a college student (or as a US college student)
Day 3 Objectives: ExtendingMoving across culture—tracing paths, making connections
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• Imagine you’re being interviewed by an advanced MSU student who is researching learning journeys for her honors’ thesis
• Using your web, describe a journey focusing on 1-3 texts that seem to appear often on your route– What types of texts are these?– What kinds of activities surround them? – How are they valued by you and those around
you across cultures and communities?
Day 3 Objectives: ExtendingMoving across culture—tracing paths, making connections
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Day 4: Reflections
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Day 4: Adaptations