WELCOME!

Welcome to our first online class day.  Last week we began to define reading and explored the complex process of reading.  This week I invite you to reflect on your reading identity, begin to understand the needs of adolescent readers and to start to explore a connection that can empower you as an educator.  The connection I want you to think about is the power of a teacher understanding the reading process with the knowledge of adolescent readers and your understanding of your reading identity and how this may impact you as a teacher.

Essential Questions:

1. Who are we in this KSP629 learning group?
2. What are the requirements and structure of the online portion of this course?
3. Who are you as a reader?
4. Who are adolescent readers? What are their unique instructional needs in the content area classroom?
5. As a teacher how will you invite your students to expand the identities they bring to the classroom to include academic and specific disciplinary identities?
6. How can the knowledge of the reading process, adolescent readers and yourself as a reader within a unique discipline can empower you as a content teacher? 

KSP 669 – Mentoring Students in Disciplinary Literacy: What is your reading identity and why is it important? – DAY 2  -- October 29-- Online

If you would like to print or view todays objectives and tasks  that I sent as word document just click on the document below. 

Day 2 (Online #1) Task List

TASK A: WHO ARE YOU AS A READER? WHAT IS YOUR READING IDENTITY? GROUP #1

Group	Initiators	Summarizers	Responders	Illuminators
1	Michael Gillis	Karin Logerquist	Molly Nelson	Ian Gorton
2	Nicholas Gaudette	Jesse Vavreck	Nancy Nair	Laura Mayo
3	Kaylee Wiens	Kris Latcham	Paul Garlock	Jonathan Reeves
4	Sara Stein	Erik Krueger	Michelle O’Connor	Sean Johnson

A. In the "Who are you as a reader? What is your reading identity" Discussion Area (comments section directly below this post) on the Day 2 Blog, please post: YOUR PERSONAL READING HISTORY. 

BACKGROUND

After viewing the welcome video 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 as 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 on the DAY 2 BLOG SITE, located under "useful links" in the comment section (located on the left side bar) for the members in your KSP 669 group to see.  PLEASE HAVE READING HISTORIES POSTED ON OR BEFORE WEDNESDAY, OCTOBER 30, 5:00 PM.  

4.  Read ALL your group members personal reading histories posted. 

5.  RESPOND with questions, clarifications, or general comments to at least 3 other colleagues IN YOUR GROUP.  Your online response should be a discussion.  Some questions that might direct you are: What did you learn about each other?  What were some similarities in the barriers and supports you experienced? What were some differences or surprises? 

Please post your response ON OR BEFORE SUNDAY, NOVEMBER 3 11:59 PM

TASK A: WHO ARE YOU AS A READER? WHAT IS YOUR READING IDENTITY? GROUP #2

Group	Initiators	Summarizers	Responders	Illuminators
1	Michael Gillis	Karin Logerquist	Molly Nelson	Ian Gorton
2	Nicholas Gaudette	Jesse Vavreck	Nancy Nair	Laura Mayo
3	Kaylee Wiens	Kris Latcham	Paul Garlock	Jonathan Reeves
4	Sara Stein	Erik Krueger	Michelle O’Connor	Sean Johnson

A. In the "Who are you as a read? What is your reading identity"  Discussion Area (Comments section directly below this post) on the Day 2 Blog, please post: YOUR PERSONAL READING HISTORY

BACKGROUND

After viewing the welcome video 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 as 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 on the DAY 2 BLOG SITE, located under "useful links" in the comment section (located on the left side bar) for the members in your KSP 669 group to see.  PLEASE HAVE READING HISTORIES POSTED ON OR BEFORE WEDNESDAY, OCTOBER 30, 5:00 PM.  

4.  Read ALL your group members personal reading histories posted. 

5.  RESPOND with questions, clarifications, or general comments to at least 3 other colleagues IN YOUR GROUP.  Your online response should be a discussion.  Some questions that might direct you are: What did you learn about each other?  What were some similarities in the barriers and supports you experienced? What were some differences or surprises? 

Please post your response ON OR BEFORE SUNDAY, NOVEMBER 3 11:59 PM

TASK A: WHO ARE YOU AS A READER? WHAT IS YOUR READING IDENTITY? GROUP #3

Group	Initiators	Summarizers	Responders	Illuminators
1	Michael Gillis	Karin Logerquist	Molly Nelson	Ian Gorton
2	Nicholas Gaudette	Jesse Vavreck	Nancy Nair	Laura Mayo
3	Kaylee Wiens	Kris Latcham	Paul Garlock	Jonathan Reeves
4	Sara Stein	Erik Krueger	Michelle O’Connor	Sean Johnson

A. In the "Who are you as a reader? What is your reading identity" Discussion Area (Comment section directly below this post), on the Day 2 Blog, please post YOUR PERSONAL READING HISTORY 

BACKGROUND

After viewing the welcome video 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 as 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 on the DAY 2 BLOG SITE, located under "useful links" in the comment section (located on the left side bar) for the members in your KSP 669 group to see.  PLEASE HAVE READING HISTORIES POSTED ON OR BEFORE WEDNESDAY, OCTOBER 30, 5:00 PM.  

4.  Read ALL your group members personal reading histories posted. 

5.  RESPOND with questions, clarifications, or general comments to at least 3 other colleagues IN YOUR GROUP.  Your online response should be a discussion.  Some questions that might direct you are: What did you learn about each other?  What were some similarities in the barriers and supports you experienced? What were some differences or surprises? 

Please post your response ON OR BEFORE SUNDAY, NOVEMBER 3 11:59 PM

TASK A: WHO ARE YOU AS A READER? WHAT IS YOUR READING IDENTITY? GROUP 4

Group	Initiators	Summarizers	Responders	Illuminators
1	Michael Gillis	Karin Logerquist	Molly Nelson	Ian Gorton
2	Nicholas Gaudette	Jesse Vavreck	Nancy Nair	Laura Mayo
3	Kaylee Wiens	Kris Latcham	Paul Garlock	Jonathan Reeves
4	Sara Stein	Erik Krueger	Michelle O’Connor	Sean Johnson

A. In the "Who are you as a reader? What is your reading identity?" Discussion Area (Comment section directly below this post) please post your Personal Reading History 

BACKGROUND

After viewing the welcome video 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 as 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 on the DAY 2 BLOG SITE, located under "useful links" in the comment section (located on the left side bar) for the members in your KSP 669 group to see.  PLEASE HAVE READING HISTORIES POSTED ON OR BEFORE WEDNESDAY, OCTOBER 30, 5:00 PM.  

4.  Read ALL your group members personal reading histories posted. 

5.  RESPOND with questions, clarifications, or general comments to at least 3 other colleagues IN YOUR GROUP.  Your online response should be a discussion.  Some questions that might direct you are: What did you learn about each other?  What were some similarities in the barriers and supports you experienced? What were some differences or surprises? 

Please post your response ON OR BEFORE SUNDAY, NOVEMBER 3 11:59 PM