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Teaching Disciplinary Literacy in Grades K-6: Infusing Content with Reading, Writing, and Language [Pehme köide]

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  • Formaat: Paperback / softback, 276 pages, kõrgus x laius: 254x178 mm, kaal: 560 g, 55 Tables, black and white; 38 Line drawings, black and white; 27 Halftones, black and white; 65 Illustrations, black and white
  • Ilmumisaeg: 14-Sep-2021
  • Kirjastus: Routledge
  • ISBN-10: 0367485567
  • ISBN-13: 9780367485566
Teised raamatud teemal:
Teaching Disciplinary Literacy in Grades K-6: Infusing Content with Reading, Writing, and LanguageSuurem pilt
  • Formaat: Paperback / softback, 276 pages, kõrgus x laius: 254x178 mm, kaal: 560 g, 55 Tables, black and white; 38 Line drawings, black and white; 27 Halftones, black and white; 65 Illustrations, black and white
  • Ilmumisaeg: 14-Sep-2021
  • Kirjastus: Routledge
  • ISBN-10: 0367485567
  • ISBN-13: 9780367485566
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780367485566.html
Märksõnad:

Accessible and engaging, this text provides a comprehensive framework and practical strategies for infusing content area instruction in math, social studies, and science into literacy instruction for grades K – 6.

Throughout ten clear thematic chapters, the authors introduce an innovative Content-Driven Integration Model (CDI) and a roadmap to apply it in the classroom. Each chapter provides invaluable tools and strategies for pre-service classroom teachers to create a quality integrated thematic unit from start to finish. Features include Chapter Previews, Anticipation Guides, Questions to Ponder, Teacher Spotlights, "Now You Try it" sections, and more. Using authentic examples to highlight actual challenges and teacher experiences, this text illustrates what integrating high-quality, rich content-infused literacy looks like in the real world. Celebrating student diversity, this book discusses how to meet a wide variety of students’ needs, with a focus on English Language Learners, culturally and linguistically diverse students, and students with reading and writing difficulties.

A thorough guide to disciplinary integration, this book is an essential text for courses on disciplinary literacy, elementary/primary literacy, and ELA methods, and is ideal for preservice and in-service ELA and literacy teachers, as well as consultants, literacy scholars, and curriculum specialists.



Accessible and engaging, this text provides a comprehensive framework and practical strategies for infusing content area instruction in math, social studies, and science into literacy instruction for grades K – 6.

Arvustused

"Lupo and colleagues dont just pay lip service to integrating content and literacy instruction; they provide teachers with a clear framework for meaningful, content-driven integration of mathematics, science, and social studies in the literacy block. Readers of this book will gain the knowledge needed to design interdisciplinary units, select texts, teach reading and writing to learn, and develop vocabulary and oral language for diverse learners, all of which the authors clearly illustrate through the experiences of two classroom teachers. I expect that novice and veteran teachers alike will find something in this book to add to their instructional repertoire." --John Z. Strong, Assistant Professor of Education, University at Buffalo, State University of New York, USA

"Teaching Disciplinary Literacy expertly provides pre- and in-service teachers with crucial content and research-based instructional techniques to meaningfully integrate science, social studies, and math content into the literacy block. The authors include a number of accessible examples from both lower and upper elementary classrooms, alongside flexible templates and invitations to apply the material to teachers own elementary classrooms. I look forward to using this textbook in my own content and disciplinary literacy courses!"

--Courtney Hattan, Assistant Professor of Elementary Literacy and Educational Psychology, Illinois State University, USA

List of Illustrations
xiii
Preface xix
Acknowledgments xxiii
About the Authors xxv
1 Bringing Science, Social Studies, and Math into the Literacy Block
1(18)
Step Inside the Classroom
2(1)
Integrating Content and Literacy
2(1)
What Does It Mean to Integrate Content and Literacy?
3(1)
Why Do We Need to Integrate Content and Literacy?
4(1)
Why Should We Be Cautious About Integration?
5(2)
How Do We Integrate Content into Literacy Instruction?
7(1)
Let Content Lead: Teach Thematic Units
7(1)
Teach Concepts, Not Topics
8(2)
Take a Flexible Approach to Integration
10(1)
A Word from the Content Experts
11(1)
Social Studies
11(1)
Science
12(1)
Mathematics
13(1)
Ms. Landry and Mr. Hopper in Action
14(1)
Ms. Landry
15(1)
Mr. Hopper
15(1)
Now You Try It
15(1)
References
16(2)
Bibliography
18(1)
2 Zooming Out on the Holistic Goals of Literacy Instruction
19(24)
Step Inside the Classroom
20(1)
Holistic Literacy Goals
20(1)
Elements of Literacy Instruction
21(1)
Phonological Awareness
22(1)
Phonics
23(1)
Fluency
24(1)
Comprehension
24(1)
Vocabulary
25(1)
Writing
26(1)
Integrating the Six Components
26(1)
Stages of Literacy Development
27(1)
Pre-Alphabetic Stage
27(2)
Partial-Alphabetic Stage
29(1)
Full-Alphabetic Stage
30(1)
Consolidated-Alphabetic Stage
31(1)
Automatic Stage
32(1)
Understanding Literacy Stages to Develop a Thematic Unit
33(1)
Meeting Each Student Where They Are
34(2)
Now You Try It
36(1)
References
37(1)
Appendices
37(1)
Appendix A
37(2)
Appendix B
39(4)
3 The Content-Driven Integration Model for Developing Thematic, Interdisciplinary Units
43(27)
Step Inside the Classroom
44(1)
Developing Thematic Interdisciplinary Units
44(1)
Content-Driven Integration Model
44(1)
Step One: Determining Inspiration and Focus Content
45(1)
Considering Content Learning Goals
46(1)
Science and Mathematics
47(1)
Social Studies
47(1)
Motivating Learners
48(1)
Funds of Knowledge
48(1)
Context Is Key!
49(1)
Ms. Landry in Action
50(1)
Step Two Digging Deep to Develop Essential Questions
51(2)
Step Three Making Connections
53(1)
Connections Between Multiple Disciplines
53(2)
Connecting to Literacy
55(1)
Step Four: Developing Learning Objectives
56(1)
Identifying Prerequisite Knowledge and Skills
57(1)
Science
57(1)
Social Studies
58(1)
Mathematics
58(1)
Literacy
59(1)
Step Five Develop Assessments
60(1)
Summative Assessments
60(1)
Formative Assessments
60(1)
Alignment
61(1)
What Is an Authentic Assessment?
62(3)
Now You Try It
65(1)
References
65(1)
Appendix A Mr. Hopper's Unit
65(5)
4 Selecting Texts for Integrated Instruction
70(23)
Step Inside the Classroom
71(1)
Considerations for Selecting Texts
71(1)
Texts Should Build Students' Content Knowledge
72(1)
Texts Should Motivate Readers to Read
73(1)
Students Need Texts They Can Read and Texts That Challenge Them to Improve
74(1)
What Makes a Text Difficult?
74(1)
The Key Is Variety
75(1)
The Quad Text Set Framework
76(1)
Target Text
77(1)
Informational Texts
77(2)
Visual Texts
79(1)
Hook Texts
80(1)
Considerations for Younger Learners
81(1)
Text Selection Considerations and Examples Across Content Areas
82(2)
Social Studies
84(1)
Mathematics
85(1)
Science
86(1)
Now You Try It
87(1)
References
88(2)
Bibliography
90(1)
Appendix A
91(2)
5 Reading to Learn: Bringing Reading Instruction and Content Learning Together
93(24)
Step Inside the Classroom
94(1)
Reading Instruction
94(1)
How Do Readers Comprehend Texts?
95(1)
Developing Linguistic Comprehension
96(2)
How Do Readers Learn from Texts?
98(1)
Supporting Readers in Using Their Prior Knowledge to Learn
99(3)
A Tale of Two Teachers
102(1)
But How Do We Teach Comprehension?
103(1)
What About Teaching Literacy Standards?
104(1)
What About Learning Content Through Other Modes Besides Reading?
105(1)
Science
106(1)
Social Studies
106(1)
Mathematics
107(1)
Ms. Landry in Action
108(4)
Now You Try It
112(1)
References
113(1)
Bibliography
114(1)
Appendix A
114(3)
6 Writing to Learn
117(30)
Step Inside the Classroom
118(1)
Writing to Learn
118(2)
The Before, During, After Framework
120(1)
Before Reading
121(1)
During Reading
121(2)
After Reading
123(1)
Writing-to-Learn Activities
124(1)
KWL Chart
124(1)
Freewrite
125(1)
Pre-Post Journal
125(1)
Somebody Wanted But So
125(1)
A-B-C Nonfiction Summarizing Technique
126(1)
Driving Question Board (DQB)
127(1)
Perspective Journal
127(1)
Explanation or Process Journal
127(1)
Observation Journal
128(1)
Writing to Learn Before Reading
128(2)
Writing to Learn During Reading
130(2)
Writing to Learn After Reading
132(2)
Writing to Learn Across Content Areas
134(1)
Science
134(1)
Social Studies
135(1)
Mathematics
136(2)
Ms. Landry in Action
138(3)
Now You Try It
141(1)
References
142(1)
Bibliography
143(1)
Appendix A
143(4)
7 Analyzing Texts to Support Comprehension
147(34)
Step Inside the Classroom
148(1)
How Do We Support Text Reading?
148(1)
Analyzing Texts
149(1)
Pacific Cod: The Ageing of a Difficult Species
150(1)
School Health Policy
150(2)
Tools and Scaffolds for Supporting Comprehension
152(4)
Supports for Language Challenges
156(2)
Supports for Text Structure Challenges
158(3)
Supports for Complex Meaning, Themes, or Concepts
161(1)
Considering Reader Factors
162(1)
Content-Specific Comprehension Supports
163(1)
Science
163(1)
Social Studies
163(1)
Mathematics
164(2)
Mr. Hopper in Action
166(8)
Now You Try It
174(1)
References
175(1)
Bibliography
176(1)
Appendix A
177(4)
8 Developing Vocabulary
181(33)
Step Inside the Classroom
182(1)
How Children Learn Words
182(2)
What About Wide Reading?
184(1)
What the Research Says About Teaching Vocabulary
185(1)
Teach Words in Context
185(2)
Explicitly Teach Children to Use Words
187(1)
Teach Connections Between Groups of Related Words
188(1)
Teach Children How Words Work
188(1)
Practical Techniques to Support Reader's Vocabulary Development
189(1)
Text-Based Techniques
190(4)
Techniques That Support Vocabulary Learning Before and After Reading
194(4)
Content-Specific Recommendations
198(1)
Science
198(2)
Social Studies
200(1)
Mathematics
201(2)
Mr. Hopper in Action
203(5)
Now You Try It
208(1)
References
209(1)
Bibliography
209(1)
Appendix A
210(4)
9 Talking to Learn and Learning to Talk
214(29)
Step Inside the Classroom
215(1)
Talking in Class
215(1)
What Are We Supposed to Teach Students About Talk?
216(1)
Mathematics
216(1)
Social Studies
216(1)
Science
216(3)
Why Is Talk Important?
219(1)
Illuminating the Differences Between Writing and Speaking
220(1)
Infusing Talk in the Literacy Block
221(1)
Scenario 1
221(1)
Scenario 2
221(1)
Learning to Talk
222(1)
Talking to Learn
223(2)
How Do We Teach Students to Talk About Texts and Tasks?
225(1)
Activities That Promote Talk
225(1)
Scaffolding Talk
226(1)
Fishbowh
226(1)
Self-Assessment Rubric
227(1)
Group Talk Checklist
227(1)
Content-Specific Strategies
227(1)
Science
228(1)
Social Studies
229(2)
Mathematics
231(2)
Mr. Hopper in Action
233(5)
Now You Try It
238(1)
References
238(1)
Bibliography
239(1)
Appendix A
239(4)
10 Supporting Students with Process-Based Writing
243(21)
Step Inside the Classroom
244(1)
Authentic Process-Based Writing Instruction
244(1)
How Do We Facilitate Writing for Authentic Purposes?
244(1)
Wliat Is a Process-Based Model of Writing?
245(1)
Planning for Authentic Writing
245(1)
Examples of Authentic, Process-Based Writing
246(2)
Mathematics
248(1)
Social Studies
248(1)
Science
249(1)
Mr. Hopper in Action
250(3)
Assessment
253(2)
Designing Instruction to Support Writers with the Linguistic Demands of Writing
255(1)
What Are "Linguistic Demands?"
255(4)
Planning for Writing Instruction
259(1)
Mini-Lessons to Focus on Con tent-Specific Linguistic Demands
259(1)
Mini-Lessons That Meet Students' Needs
260(2)
Additional Supports for Writing
262(1)
Now You Try It
263(1)
References
264(1)
Bibliography 264(1)
Appendix A 265(4)
Index 269
Sarah M. Lupo is an Assistant Professor of Literacy Education in the Early, Elementary, and Reading Education Department at James Madison University, USA.

Christine Hardigree is an Assistant Professor of Adolescent Literacy Education in the Education Department at Iona College, USA.

Emma S. Thacker is an Associate Professor of Social Studies Education in the Early, Elementary, and Reading Education Department at James Madison University, USA.

Amanda G. Sawyer is an Associate Professor of Mathematics Education in the Middle, Secondary, and Mathematics Education Department at James Madison University, USA.

Joi D. Merritt is an Associate Professor of Science Education in the Early, Elementary, and Reading Education Department at James Madison University, USA.