Every week there will be at least one assigned reading. While most readings will be assigned from the required texts, others will be selected articles and book chapters from the field of literacy. Whether as part of a course of study, a reading group or for other professional or personal reasons, the experience of reading is commonly considered to be a solitary one. Few readers engage in dialogue or other social practices during the reading experience. Long a common pedagogy with new readers, the significance of reading out loud with others is becoming a common pedagogical strategy through secondary and even tertiary (college) education. However, newer interactive technologies afford powerful strategies for learning during the experience of reading.
In ED255, we will participate in an asynchronous (not necessarily at the same time) during reading experience. You are always welcome to refer to and read your material (paper) version of the assigned reading. However, you will also be required to participate weekly in our online during-reading environment where you will highlight and comment on the assigned readings and engage in online dialogue with fellow classmates.
Due before class begins each week, here’s how it works:
- Log in to the reading using your JCU email through Google.
- Highlight the part of the text you are commenting on.
- Comments are to be about 75 words each / 450 words all together
- *Starred comment types are required.
- **At least two replies are required.
- Replies take the form of one of the other types of comments
Five Comments in all –>
- One nearer to the beginning,
- One towards the middle, and
- One closer to the conclusion.
- Two additional comments.
- Two replies to other reader’s comments.
Types of Comments –>
- **Reply to someone else’s comment
- *Word Definition → with a reference to a dictionary.
- Interpretation of a few sentences –> This is what I think this means and this why it is important.
- Lived Experience –> a story from your life in three parts: beginning, middle and end with a direct connection made to the reading.
- *Implications for → 1). myself as a reader 2). my work as a teacher.
- Question → Thoughtfully asked about something you don’t understand.
More Effective During-Reading Comments deeply engage aspects of the reading, stimulate discussion, offer informative questions or comments, and help others by addressing their questions or confusions.
During-Reading Assessment Rubric
Exceeding | In responding to the weekly reading, the student demonstrates exceptionally thoughtful and thorough reading of the entire assignment [4 grade points]
Meeting | In responding to the weekly reading, the student demonstrates thoughtful and thorough reading of the entire assignment [3 grade points]
Approaching | In responding to the weekly reading, the student demonstrates superficial reading of the entire assignment OR thoughtful reading of only part of the assignment. [2 grade point]
Needing Improvement | In responding to the weekly reading, the student demonstrates superficial reading of only part of the assignment. [1 grade point]
Failing | No entry [0 grade point]
Your grade on this assignment will be based on the average of all your During-Reading assessments at the end of the semester.