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Ftla 120123144301 Phpapp01
Ftla 120123144301 Phpapp01
http://www.WestEd.org/ReadingApprenticeship
Think Aloud
Helps students to notice and say when they are confused, and use each other as resources for making meaning Helps you to practice making your thinking visible, so you can model effective ways of reading texts in your discipline for students Helps to give names to the cognitive strategies that we use to comprehend text Helps to notice text structures and how we navigate various genres to build confidence, range, and stamina
Throw me a lineIm drowning! . . . think about the student who is having difficulty in a certain subject area not as one who is dumb or lacking in aptitude, but rather as someone standing outside of the conventions, rituals, and expectations of discourse in that fieldall of which are second nature to the specialist but to a newcomer can be undecipherable.
*Tobias, Sheila. (Winter, 1988). Insiders and outsiders. Academic Connections. New York, Office of Academic Affairs, The College Board, pp. 275-279.
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We might consider teachers as insiders (experts) and students as outsiders (novices) in a subject area. Insiders/experts in a subject area really know their field, BUT. . .they may have an expert blind spot *. . . They know their field so well that they may be blind to the learning needs and challenges students face in trying to learn topics, processes, and concepts in that field.
*Nathan, Mitchell and Petrosino, Anthony. (Winter 2003). Expert blind spot among preservice teachers. American Educational Research Journal, 40, 4, pp. 905-928.
Our Goals:
Help students learn to read and think like insiders (experts) in a subject area Overcome our own expert blind spot blending subject-area knowledge with important understandings of how novices acquire the conventions, rituals, and expectations of discourse in that field
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powerful and productive window: For students, into the teachers and other students reading processes, so they can broaden their repertoire of strategies and deepen their subject area knowledge. For teachers into students reading processes, so they can plan instruction to focus on students actual learning needs.
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Helping students gain insight into their own reading processes; and Helping them develop a repertoire of problem solving strategies for overcoming obstacles and deepening comprehension of texts from various academic disciplines
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Thinking about your Personal Reading History and the insights that came to you from Capturing your Reading Process and creating a Readers Strategies List, reflect on yourself as a facilitator of students reading in your content area. Coming into FTLA, what was your understanding of how texts function in your discipline and what your role is in fostering student engagement with and understanding of the text? How do you think this understanding intersects with your own reader identity and experiences as a reader (in general and in your discipline)? Has your understanding of these issues begun to shift at all?
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