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Cultural Practices of Reading I. Cultural Practices of Reading. Understand and analyze how our different cultures value and make meaning from text. Overview. Goals Objectives Instructions Reflections Adaptations. Day 1. Day 1 Objectives: Frontloading.
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Cultural Practices of Reading Understand and analyze how our different cultures value and make meaning from text
Overview • Goals • Objectives • Instructions • Reflections • Adaptations
Day 1 Objectives: Frontloading Identify students’ languages and reading practices Instructions: • Fold a piece of paper into four squares • Label each square: home, community, school, online • List the types of texts you read in each square
Day 1 Objectives: Constructing Identify students’ languages and reading practices 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
Day 1 Objectives: Extending Identify students’ languages and reading practices Freewrite for 15 minutes: • Explain what you learned about the languages and readings listed • Use your KWL chart for reference
Day 1 Objectives: Extending Identify students’ languages and reading practices 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: 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?
Day 1: Adaptions 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! • 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
Day 2 Objectives: Frontloading Identify cultural strategies for reading • Explain the text you brought in • Why did you choose it? • What do you love about it? • 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: Constructing Identify cultural strategies for reading Note the strategies used as the instructor models reading strategies with text using think-aloud method
Day 2 Objectives: Constructing Identify cultural strategies for reading • 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: Extending Identify languages and reading practices • With your partner, compile your reading strategies into a Venn diagram • Write a summary of your reading strategies • Share findings with the class
Day 2 Objectives: Extending Identify languages and reading practices 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: Extending Identify languages and reading practices 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
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.)?
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
Day 3 Objectives: Frontloading Explore a cultural comparison of schooled writing • 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 directlyand do little imaginative work filling in the gaps
Day 3 Objectives: Constructing Explore a cultural comparison of schooled writing Interview your partner to find answers to the following questions: • What kinds of essays did you write? • What did they say? • What did they do? • How did you organize them? • How was a typical essay format organized in your school? • In what ways were arguments made? • What types of evidence was preferred? • What was expected of readers?
Day 3 Objectives: Extending Explore a cultural comparison of schooled writing • 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: Frontloading Moving across culture—tracing paths, making connections • 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: Constructing Moving across culture—tracing paths, making connections • 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: Extending Moving across culture—tracing paths, making connections • 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: Extending Moving across culture—tracing paths, making connections • 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?
