Learning Log #5 (Chapter 3)

After reading chapter 3 of This Is Disciplinary Literacy, I was able to learn the necessity of writing in order to be able to learn within the disciplines. Writing is able to help students improve and develop their brain’s processing, retainment, and recovering of information (previous knowledge). Regarding the shifts for teaching writing within the disciplines, I began to wonder, what if educators don’t integrate some of these shifts due to lack of time and pressure to cover required content? In the book, it was mentioned that students could undergo written discourse rather than discussions. I wonder if some educators would see this as more time-consuming and therefore not incorporate written discourse within their classroom instruction. I was also able to do learn that a holistic approach is important when undergoing writing within the content area. The teacher does not have to grade every piece of writing they assign students but rather get students into a routine of writing as much as possible since writing only improves the more you do it. I can see how this holistic approach is helpful because undergoing my practicum I have seen the core teacher give students a small piece of writing even in subjects such as science and mathematics. In order to motivate the kindergartners more, the teacher gives them the task of also drawing a picture along with their one-sentence to two-sentence task. This is able to support the nonlinguistic representations explained within shifts for teaching writing. One specific task I could recall is students having a lesson on weather and having to write a sentence on a season of their choice (fall/winter/spring/summer) and then drawing clothes on a bear template accordingly. For example, “It is winter. Bear is cold” and then a drawing of a bear with a jacket, scarf, gloves, and boots would be drawn.

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