Wednesday, October 16, 2013
REFLECTION INTERLUDE PART I
The term reader often presumes a connotation of book reader. Yet you can see that my reader profile encompasses a wide range of texts (that yes, do include books). Consider for a moment your profile as a reader, and the identities that most govern what, when, and why you read.
Please share with us your reader profile on the Google Doc below:
Please CLICK HERE!!! To locate the Google Doc
Please CLICK HERE!!! To locate the Google Doc
REFLECTION INTERLUDE PART II
Fostering Academic Identities
Pause for a moment and revisit your personal reader profile. What are the arrays of written texts, from formal to informal, that you have read? Which of these would you call choice text--things that you desired to read--and which would you consider obligation texts--things that you, or someone else, felt you needed to read. Next, reflect on your experiences reading obligation texts as you progressed through your years of education. Post your answers on the Google doc part II.
Homework Assignment Area for Group 1
PERSONAL READING HISTORY
GROUP 1: Kathleen Brinton, Audrey Bjerum, Andrew Johnson, Yimu Zhou, Megan Petersen
BACKGROUND
Your first online assignment is to introduce yourself as a reader. Everyone has a "reading history." For some, reading has had mostly positive associations, with supports from which to build an even stronger identity a a reader. For others, being able to reshape a negative reader identity often depends on reflecting on personal moments or experiences that created reading barriers. When students reflect on AND SHARE their personal reading histories, they have an opportunity to view themselves and their classmates more generously, as "readers in progress," with reader identities they can understand and change. I am inviting you to introduce yourself in a new way. I know that you have been working together as a learning cohort for at least this semester and already know much about each other; however, I am inviting you to learn more about each other.
DIRECTIONS:
Create your own personal history of some key moments or events in your development as a reader. Respond to the following prompts, being sure to include both positive and negative experiences:
1. What reading experiences stand out for you? High points? Low points?
2. Were there times when your reading experiences or the materials you were reading made you feel like an insider? Like an outsider?
3. What supported your literacy development? What discouraged it?
Please post your reading history in the comment section directly below this post. PLEASE HAVE READING HISTORIES POSTED ON OR BEFORE THURSDAY, OCTOBER 24, 5:00 PM.
4. Read each group members reading history
5. Reply to your group members reading histories. Discuss what you learned about each other. What were some similarities in the barriers and supports they experienced? What were some differences or surprises? Please post these in the comment section directly below this post (this is the same place you posted the first part of this assignment). Please read each group members reading history and reply/respond on or before Saturday, October 26.
Homework Assignment Area for Group 2
PERSONAL READING HISTORY
GROUP 2: Rachel Bird, Danielle Cattrysse, David Hamilton, Sara DeBoer
BACKGROUND
Your first online assignment is to introduce yourself as a reader. Everyone has a "reading history." For some, reading has had mostly positive associations, with supports from which to build an even stronger identity a a reader. For others, being able to reshape a negative reader identity often depends on reflecting on personal moments or experiences that created reading barriers. When students reflect on AND SHARE their personal reading histories, they have an opportunity to view themselves and their classmates more generously, as "readers in progress," with reader identities they can understand and change. I am inviting you to introduce yourself in a new way. I know that you have been working together as a learning cohort for at least this semester and already know much about each other; however, I am inviting you to learn more about each other.
DIRECTIONS:
Create your own personal history of some key moments or events in your development as a reader. Respond to the following prompts, being sure to include both positive and negative experiences:
1. What reading experiences stand out for you? High points? Low points?
2. Were there times when your reading experiences or the materials you were reading made you feel like an insider? Like an outsider?
3. What supported your literacy development? What discouraged it?
Please post your reading history in the comment section directly below this post. PLEASE HAVE READING HISTORIES POSTED ON OR BEFORE THURSDAY, OCTOBER 24, 5:00 PM.
4. Read each group members reading history
5. Reply to your group members reading histories. Discuss what you learned about each other. What were some similarities in the barriers and supports they experienced? What were some differences or surprises? Please post these in the comment section directly below this post (this is the same place you posted the first part of this assignment). Please read each group members reading history and reply/respond on or before Saturday, October 26.
HOMEWORK ASSIGNMENT AREA FOR WEEK OF OCTOBER 22 - GROUP 3
PERSONAL READING HISTORY
GROUP 3: Joseph Nowariak, Kathleen Holloran, Kaitlin Stein Christopher Yost
BACKGROUND
Your first online assignment is to introduce yourself as a reader. Everyone has a "reading history." For some, reading has had mostly positive associations, with supports from which to build an even stronger identity a a reader. For others, being able to reshape a negative reader identity often depends on reflecting on personal moments or experiences that created reading barriers. When students reflect on AND SHARE their personal reading histories, they have an opportunity to view themselves and their classmates more generously, as "readers in progress," with reader identities they can understand and change. I am inviting you to introduce yourself in a new way. I know that you have been working together as a learning cohort for at least this semester and already know much about each other; however, I am inviting you to learn more about each other.
DIRECTIONS:
Create your own personal history of some key moments or events in your development as a reader. Respond to the following prompts, being sure to include both positive and negative experiences:
1. What reading experiences stand out for you? High points? Low points?
2. Were there times when your reading experiences or the materials you were reading made you feel like an insider? Like an outsider?
3. What supported your literacy development? What discouraged it?
Please post your reading history in the comment section directly below this post. PLEASE HAVE READING HISTORIES POSTED ON OR BEFORE THURSDAY, OCTOBER 24, 5:00 PM.
4. Read each group members reading history
5. Reply to your group members reading histories. Discuss what you learned about each other. What were some similarities in the barriers and supports they experienced? What were some differences or surprises? Please post these in the comment section directly below this post (this is the same place you posted the first part of this assignment). Please read each group members reading history and reply/respond on or before Saturday, October 26.
DISCUSSION BOARD READING RESPONSE AREA FOR GROUP 1
DISCUSSION BOARD READING RESPONSE
FOR GROUP 1
Reading your reflections and interactions about the readings is the only direct way I have of assessing the quality of your understanding of — and engagement with — the assigned readings. See the expectations on the discussion guidelines on the Website under "forms and docs"
For Day 1
Group
|
Initiators
|
Summarizers
|
Responders
|
Illuminators
|
1
|
Kathleen Brinton
|
Audrey Bjerum
|
Andrew Johnson
Megan Petersen
|
Yimu Zhou
|
2
|
Rachael Bird
|
Danielle Cattrysse
|
David Hamilton
|
Sara DeBoer
|
3
|
Joseph Nowariak
|
Kathleen Holloran
|
Kaitlin Stein
|
Christopher Yost
|
In the comment section directly below this post please discuss the assigned readings for Day 1 using the assigned roles indicated in the above table.
DISCUSSION READING RESPONSE AREA FOR GROUP 2
DISCUSSION BOARD READING RESPONSE
FOR GROUP 2
Reading your reflections and interactions about the readings is the only direct way I have of assessing the quality of your understanding of — and engagement with — the assigned readings. See the expectations on the discussion guidelines on the Website under "forms and docs"
For Day 1
|
Group
|
Initiators
|
Summarizers
|
Responders
|
Illuminators
|
|
1
|
Kathleen
Brinton
|
Audrey
Bjerum
|
Andrew
Johnson
Megan
Petersen
|
Yimu
Zhou
|
|
2
|
Rachael
Bird
|
Danielle
Cattrysse
|
David
Hamilton
|
Sara
DeBoer
|
|
3
|
Joseph
Nowariak
|
Kathleen
Holloran
|
Kaitlin
Stein
|
Christopher Yost
|
In the comment section directly below this post please discuss the assigned readings for Day 1 using the assigned roles indicated in the above table.
READING DISCUSSION AREA FOR GROUP 3
DISCUSSION BOARD READING RESPONSE
FOR GROUP 3
Reading
your reflections and interactions about the readings is the only direct way I
have of assessing the quality of your understanding of — and engagement with —
the assigned readings. See the expectations on the discussion guidelines on the Website under "forms and docs"
For Day 1
|
Group
|
Initiators
|
Summarizers
|
Responders
|
Illuminators
|
|
| ||||
|
3
|
Joseph
Nowariak
|
Kathleen
Holloran
|
Kaitlin
Stein
|
Christopher Yost
|
In the comment section directly below this post please discuss the assigned readings for Day 1 using the assigned roles indicated in the above table.
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