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Post by kjgooden on Mar 3, 2016 11:37:16 GMT -5
Please present texts that may require reading strategy support. Please be as specific as necessary, and feel free to explain your approach.
It can be useful to ask yourself what reading means in the particular context you've chosen.
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mju13
New Member
Posts: 13
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Post by mju13 on Mar 4, 2016 13:33:58 GMT -5
For this topic, I chose cladograms which are diagrams that show the relationship between taxa based on phylogeny. Already, I feel that just by the vocabulary used that students will have a difficult time reading and understanding cladograms without prior knowledge. Even if students were to understand how to read it, they may not know what they're reading since the names of each taxon are in their scientific form and not their common name. In order to help students read and analyze this text, they are going to have to understand simpler cladograms like the second image to put it into perspective as it's something more familiar to them. From there, the text would be broken down, and each component would be explained. From there, students should gradually be able to read more complex cladograms and understand the relationship between two taxa that are really close to each other or that are very far away from each other.
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Post by ashleyygreen12 on Mar 7, 2016 11:38:52 GMT -5
For my specific content area, every piece of literature requires reading strategy support but more specifically, poetry. A poem I chose was Metaphors by Sylvia Plath. In this poem students are required to do more than just read the words on the page. It's titled metaphors because the poem is compiled of metaphors and means more than just the words that are presented. First, students must evaluate what the poem is showing us. They must take in the imagery and metaphors and break them down for their greater meaning, following that, students must determine what the poem is telling us beyond what the words on the page are showing us after the evaluation. Many students would see this poem and be confused, much like I was the first time I read it. It would take breaking it down line by line and evaluating each metaphor before students could understand that the poem is about pregnancy.
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Post by alexandrajohnson on Mar 16, 2016 20:03:27 GMT -5
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Post by katelyn on Mar 17, 2016 19:24:24 GMT -5
The first thing that came to mind when I was reading the subject of this post was Shakespeare! What a classic example of a student needing a specific reading strategy to tackle a tricky text. When I teach Shakespeare, I think I will have students choose one of two reading strategies: to read it aloud, or to just read it and keep reading until it makes sense. I like the second, because once I just sat down and read a Shakespeare text, after about thirty minutes, my brain started to understand what the language was conveying without (much) help from a dictionary or another resource. I know a lot of people like to read Shakespeare aloud to make sense of the text; I think for a lot of people, getting into the rhythm of Shakespeare helps them to stay engaged with the text, as well as helps them to understand it.
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Post by angelawithee on Apr 20, 2016 12:29:35 GMT -5
"Herkneth to me, gode men - Wives, maydnes, and alle men - Of a tale that ich you wile telle, Wo so it wile here and therto dwelle. The tale is of Havelok imaked: Whil he was litel, he yede ful naked. Havelok was a ful god gome - He was ful god in everi trome; He was the wicteste man at nede That thurte riden on ani stede. That ye mowen now yhere, And the tale you mowen ylere, At the biginnig of ure tale, Fil me a cuppe of ful god ale; And wile drinken, her I spelle, That Crist us shilde alle fro helle. Krist late us hevere so for to do That we moten comen Him to; And, witthat it mote ben so, Benedicamus Domino! Here I schal biginnen a rym; Krist us yeve wel god fyn! The rym is maked of Havelok - A stalworthi man in a flok. He was the stalwortheste man at nede That may riden on ani stede."
The text above is an excerpt from Havelok the Dane, a poem I read this semester for my Medieval English Romance class. To be able to even remotely fathom this Middle English text I found myself sparknoting the translations to read side by side. I honestly don't believe I would have completely gotten sense of what is happening in this text unless I had an additional sheet of paper and took notes while I went line from line reading the original format.
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