Download or read book Middle School Teachers Use of IPads to Support Disciplinary Literacy Practice in the Social Studies Classroom written by Lisa Janezic and published by . This book was released on 2018 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: This case study examined how middle school teachers combined technological, pedagogical, and content area knowledge together with a 1:1 iPad initiative to implement a disciplinary literacy approach to teaching social studies. Six teachers in a far northwest suburb of Chicago took part in text-based verbal protocol and standard interviews, allowed classroom observations, and completed self-report surveys as part of the data collection process. Data revealed that although the teachers did not recognize the term disciplinary literacy, they did incorporate these principles and practices into their classroom instruction. Although teachers identified content as more important in lesson planning over technology and pedagogy, the iPad was identified as a necessary tool for communication and sharing content and resources with students during and outside of instructional classroom time. The results of this study concluded with a model that provided a visual representation of the three interrelated constructs necessary for successful implementation of disciplinary literacy in the 21st century: inquiry-based curriculum, disciplinary literacy standards and practices, and district-supported technology. It was suggested that future research address a more in-depth look into teaching with disciplinary literacy in mind, and how teachers' decision making with technology, pedagogical, and content knowledge impact instructional practices in the social studies classroom.

Download or read book Digitally Supported Disciplinary Literacy for Diverse K 5 Classrooms written by Jamie Colwell and published by Teachers College Press. This book was released on 2020 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: This practical resource will help K–5 teachers incorporate digitally supported disciplinary literacy practices into their classroom instruction. With an emphasis on reaching all learners, the authors present Planning for Elementary Digitally-supported Disciplinary Literacy (PEDDL)—a six-phase framework that introduces readers to an approach for integrating disciplinary literacy into instruction using various types of digital tools to support literacy learning. Including instructional methods and lesson plans, the text demonstrates how the tools can be incorporated into the English language arts, mathematics, science, and social studies classroom. Included are core practices for disciplinary literacy learning, along with the rationale behind each, and examples of the PEDDL Framework in action. Book Features: A structured framework and lesson planning template to guide teachers in planning for digitally supported disciplinary literacy. Guidance for using the framework in the everyday curriculum, including eight completed lesson plans, two for each focus discipline. A variety of classroom activities, such as reading across texts, making real-world connections, text analysis, and using disciplinary vocabulary. Digital methods and examples for reaching and supporting all learners, including readers and writers who may struggle. Connections to national standards in English Language Arts, Mathematics, Science, and Social Studies.

Download or read book Engaging Students in Disciplinary Literacy K 6 written by Cynthia H. Brock and published by Teachers College Press. This book was released on 2014-03-01 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: This accessible book will help elementary school teachers improve literacy instruction inside or outside the Common Core environment. The authors address teachers' instructional needs by introducing key concepts from current trends in literacy education--from high-level standards to the use of 21st-century literacies. Readers then follow teachers as they successfully implement the curriculum they developed to promote high-level thinking and engagement with disciplinary content. The text focuses on three disciplinary literacy units of instruction: a science unit in a 2nd-grade classroom, a social studies (history) unit in a 4th-grade classroom, and a mathematics unit in a 6th-grade classroom. Each unit revolves around a central inquiry question and includes research-based strategies for using reading, writing, and classroom talk as tools to foster disciplinary understandings. This unique, insider's look at how real teachers build and implement a Common Core-aligned curriculum will be an invaluable resource for teachers, schools, and districts as they move forward to align their own curricula.

Download or read book The On Your Feet Guide to Disciplinary Literacy in Social Studies written by ReLeah Cossett Lent and published by Corwin. This book was released on 2019-07-25 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Doing Disciplinary Literacy written by Rachael Gabriel and published by Teachers College Press. This book was released on 2023 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This resource offers contexts and strategies for supporting literacy development alongside specific content goals. The framework includes activities to help middle and high school students navigate texts of different disciplines"--

Download or read book Making Language Visible in Social Studies written by Sharon Besser and published by Taylor & Francis. This book was released on 2024-02-13 with total page 243 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the first book in the Making Disciplinary Language Visible series, this practical toolkit helps teachers promote disciplinary literacy development for Multilingual learners and their peers in the 5–12 social studies classroom. Using systemic functional linguistics (SFL) and the SFL-informed genre pedagogy, the Teaching and Learning Cycle for Disciplinary Genres, the book shows teachers how to teach content using language as a meaning-making resource. Besser and Westerlund provide clear guidance on understanding how language is used in the discipline and provide practical tools to empower teachers to teach language in the service of social studies disciplinary genres. Chapters feature authentic vignettes to illustrate problems of practice, annotated social studies texts, practical curriculum design tools, exercises for readers to develop knowledge about language, and sample scripts for practical application.

Download or read book Teaching Disciplinary Literacy in Grades K 6 written by Sarah M. Lupo and published by . This book was released on 2021-09-06 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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 (CDI) model and a roadmap to apply it in the classroom. Each chapter provides invaluable tools and techniques 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 English Language Arts (ELA) methods, and is ideal for pre-service and in-service ELA and literacy teachers, as well as consultants, literacy scholars, and curriculum specialists.

Download or read book A Case Study on the Implementation of Disciplinary Literacy with Multimodal Design in Social Studies written by John J. Castaldo and published by . This book was released on 2021 with total page 434 pages. Available in PDF, EPUB and Kindle. Book excerpt: Social studies education provides education researchers with a less common opportunity to discover multimodal instructional methods for disciplinary literacy. During a 12-week period in 2021, four social studies teachers with at least one history course in a large suburban Mercer County, New Jersey school district participated in a case study to showcase how disciplinary literacy can be implemented using multimodal design. Given the existing lack of research on instructional literacy design for secondary grades, this study provides researchers and practitioners with multiple perspectives on how to maximize teaching practices in underrepresented areas of education. Significantly, social studies teachers will thus be able to build a highly effective set of disciplinary literacy activities that incorporate multimodalities, whether in a remote, hybrid, or traditional setting. The main research question for this study is: What are the experiences of teachers implementing disciplinary reading instruction using multimodality? In turn, the research sub-questions consider: How does the prior academic and/or professional background of participating social studies teachers influence the implementation of disciplinary literacy with multimodalities? To what extent are teachers reflecting on the effectiveness of the implementation of this practice?The instructional design for this study is based on Lave and Wenger's (1991) situated learning: within the series of mini lessons, learned literacy takes place for students through participation while the whole person acts in the world. Participants were selected through purposive sampling in conjunction with the district's central office administration. With the district looking to advance disciplinary literacy for all subjects over the next decade, the most collaborative-oriented social studies were selected, specifically either honors- or academic-level history courses. Through the case study, participant educators developed their understanding of how disciplinary literacy is attained for students, particularly through relationship-building and social practice. The overall findings highlight positive experiences from teachers after implementing a series of disciplinary literacy-focused mini-units with multimodalities. Since this study uses entirely qualitative methods, the data invites further analysis using different qualitative, quantitative, or mixed-method approaches to determine the best means to implement disciplinary literacy within history education, both during and after the Covid-19 pandemic.

Download or read book Three Sixth Grade Social Studies Teachers Beliefs Knowledge and Instructional Practices of Disciplinary Literacy written by Jennifer Kay Sanders and published by . This book was released on 2019 with total page 249 pages. Available in PDF, EPUB and Kindle. Book excerpt: During the fall 2017 and spring 2018 semesters, I investigated what 3 6th grade social studies teachers knew and believed about disciplinary literacy and how that knowledge and belief shaped their instructional practice. Descriptive case study design allowed me to investigate the 3 participants in order to develop a descriptive understanding and interpretation of the group. I collected the following data sources from each participant: a concept map illustrating ideas of literacy and social studies, 3 interviews, 4 observations, and teacher lesson plans and texts. I chose descriptive coding for the within-case analysis and pattern coding for the cross-case analysis. Through cross-case analysis, five interconnecting themes arose. All 3 teachers 1) believed social studies teachers should be well-versed in the content of social studies and should be passionate about teaching social studies content, 2) believed the role of civics was the main reason for social studies instruction, 3) believed social studies instruction should require students to engage, read, and comprehend varying types of text, 4) believed social studies teachers should be teachers of reading because literacy and social studies were strongly connected within an intertwined relationship, and 5) believed vocabulary development in social studies was necessary. 3 differences emerged among the participants. All 3 teachers 1) gained varying educational experiences which influenced their pedagogical choices in the social studies classroom, 2) demonstrated varying instructional routines when structuring the instruction of social studies, and 3) demonstrated varying levels of efficacy in teaching writing in social studies. Recommendations for teacher education are 1) preservice teachers need exposure to the term disciplinary literacy and practice in using disciplinary literacy; 2) leaders, curriculum specialists, and reading coaches should receive professional development on the incorporation of both content-area literacy pedagogy and disciplinary literacy pedagogy; 3) teachers need to refine disciplinary literacy pedagogy through supportive work in a professional learning community. Recommendations for future research are to 1) describe how teachers implicitly and explicitly teach literacy strategies within the different disciplines, 2) describe how teachers instruct using literacy skills and what specific literacy strategies are used, and 3) explore how teachers teach students to transition from “learning to read” to “reading to learn.”

Download or read book Disciplinary and Content Literacy for Today s Adolescents written by William G. Brozo and published by Guilford Publications. This book was released on 2017-04-06 with total page 450 pages. Available in PDF, EPUB and Kindle. Book excerpt: Well established as a clear, comprehensive course text in five prior editions, this book has now been extensively revised, with a focus on disciplinary literacy. It offers a research-based framework for helping students in grades 6–12 learn to read, write, and communicate academic content and to develop the unique literacy, language, and problem-solving skills required by the different disciplines. In an engaging, conversational style, William G. Brozo presents effective instruction and assessment practices. Special attention is given to adaptations to support diverse populations, including English language learners. Pedagogical features include chapter-opening questions plus new case studies, classroom dialogues, practical examples, sample forms, and more. (Prior edition title: Content Literacy for Today's Adolescents, Fifth Edition.) New to this Edition: *Incorporates a decade of research, current standards, and the latest concepts and practices related to disciplinary literacy. *Chapter on culturally and linguistically diverse learners. *Expanded coverage of the use of technology and multiple text sources, such as graphic novels and digital texts. *Increased attention to academic vocabulary and language.

Download or read book Integration of disciplinary literacy instructional techniques into the classroom setting written by Kimberly Rockwell and published by . This book was released on 2018 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research demonstrates students’ academic achievement in literacy is an issue that continues to influence state standardized assessments. Prevailing deficiencies in reading and writing have resulted in school devoting more time to literacy blocks causing a shortage of other content areas, including social studies and science. Disciplinary literacy can help by increasing student success in reading and writing skills while keeping content in other academic subjects intact. This project is supplemental support, to be used by elementary school educators, to assimilate disciplinary literacy into their classroom teaching practices. Through this project, student growth in reading and writing is supported while the acquisition of crucial background information in other academic core subjects is filled. The plan presented will assist elementary educators by providing support and data throughout the process, while also providing support for student literacy and content area growth.

Download or read book Teaching the Social Skills of Academic Interaction Grades 4 12 written by Harvey "Smokey" Daniels and published by Corwin Press. This book was released on 2014-08-07 with total page 438 pages. Available in PDF, EPUB and Kindle. Book excerpt: NEWS FLASH: A major meta-analysis of 213 studies showed an average 11 percent gain in academic performance for kids receiving explicit social-academic learning instruction. Turns out this "soft stuff" about creating a culture of respect and rapport yields hard and fast gains, and that’s no surprise to collaboration "gurus" Harvey "Smokey" Daniels and Nancy Steineke. Now, these authors share a yearlong plan for helping you build powerful and binding peer-to-peer interactions. The added bonus: Your kids will meet speaking and listening standards, while you score better on classroom-engagement rubrics. Teaching the Social Skills of Academic Interaction taps the instructional power of slides, full-color illustrations, and super succinct directions to teach both the language and the behaviors of working effectively with others. These 35 lessons take your kids on a carefully paced upward spiral of collaboration, with explicit coaching on how to speak, listen, argue, persuade—and get along. Here’s the best part: You model and your students practice these social skills with the content of your curriculum, not in disconnected add-on exercises. For each lesson, there are six to 25 slides that focus on one vital academic-social skill; step-by-step teaching tips are in the lie-flat planning book. The sequence looks mostly like this: The first slides introduce the skill—like being a good partner or arguing both sides of a controversial topic—then explain its value. The next slides help model the skill in action, using whatever curricular topic you happen to be teaching. Now, kids’ active thinking is invited as you co-create strategies to enhance use of the target social-academic skill. Additional slides help kids practice the skill using your curricular content as you monitor and support. Lessons end with a debriefing to solidify new understandings. Any way you look at Teaching the Social Skills of Academic Interaction, it’s a win-win. Your students realize better engagement in curriculum topics, higher performance, and social skills to last a lifetime. That’s really college and career ready! And our schools become safer harbors, where students know one another, respect one another, and learn together. Longtime collaborators themselves, HARVEY "SMOKEY" DANIELS and NANCY STEINEKE have written six books together and are regular co-presenters at all the major literacy conferences. Both are former public school teachers who now work as national consultants, helping schools and districts to create friendly, supportive, and collaborative climates for young people. For an author-led walk-through of Teaching the Social Skills of Academic Interaction, visit https://www.brainshark.com/corwinpress/teachingsocialskills.

Download or read book Connecting Disciplinary Literacy and Digital Storytelling in K 12 Education written by Leslie Haas and published by Information Science Reference. This book was released on 2020-11 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Disciplinary Literacy Approach to Middle School Mathematics written by Tara M. Brash and published by . This book was released on 2008 with total page 430 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Disciplinary Literacy (DL) framework, developed by the Institute for Learning at the University of Pittsburgh, focuses on five principles for creating rigorous, inquiry-based instruction that integrates academic content and discipline-appropriate habits of thinking. Disciplinary Literacy uses current research to provide professional development reform efforts for urban school districts. In Disciplinary Literacy math classes, teachers are facilitators and coaches who promote inquiry. The students learn math concepts and perform the work of mathematicians. They work together to solve problems and decide on multiple solutions or representations. I used my DL training to create a practical guidebook to help middle school mathematics teachers implement Disciplinary Literacy into their curriculum. The guidebook includes norms and strategies for cooperative learning; strategies for introducing Accountable TalkSM; descriptions for developing quality work; criteria for developing effective presenters and a respectful audience; and six Disciplinary Literacy mathematics lessons.

Download or read book Does this Go in Our Science Or in Our English Copy written by Patrick Burke and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: At both national and international levels, no other subject on the school curriculum is afforded more time and attention than literacy. This has led to claims that literacy is a 'curriculum bully'(Cervetti et al., 2006). The current study examines how the concept of disciplinary literacy (Shanahan & Shanahan, 2008) can be used to integrate literacy with subject-area learning in a harmonious manner. Adopting a mixed methods design, the study comprises three phases. Phase 1 (QUAL) draws on in-depth interviews with primary and post-primary teachers (n=30) to investigate how literacy is conceptualised in various disciplines across upper primary and post-primary school. Drawing on design-based research methods, Phase 2A (QUALquan) captures the experiences of primary teachers (n=6) and students (n=131) engaging with disciplinary literacy in science, history and visual arts for the first time. Phase 2B (QUAN) broadens the findings of Phase 1, utilising quantitative measures to compare and contrast the literacy perceptions and practices of primary and post-primary teachers (n=455). Synthesis of findings from across phases revealed that both primary and post-primary teachers generally placed a high value on the teaching of literacy. Though teachers were positively disposed to integrating literacy with other subjects, predominantly narrow and traditional conceptualisations of literacy underpinned this integration. Disciplinary literacy was not well represented in typical accounts of practice. Discontinuities were evident between primary and post-primary school literacy practices and between in- and out-of-school literacies. Classroom-based work with primary teachers highlighted the significant depth of knowledge and changes in practice required to link literacy with disciplinary learning in multiple subjects. Tailored professional development and carefully curated instructional materials (e.g. text sets) were crucial to the enactment of higher-order literacy practices in science, history and visual arts. The benefits of disciplinary literacy for primary students were manifold. Associated pedagogical approaches demonstrated significant potential to support student engagement, deepen the critical reading of texts and scaffold varied ways of thinking and communicating. Crucially, the findings illustrate that the pursuit of literacy skills need not come at the expense of a broad and balanced curriculum.

Download or read book Action Research for Classrooms Schools and Communities written by Meghan Manfra and published by SAGE Publications. This book was released on 2019-12-20 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: Action Research for Classrooms, Schools, and Communities is a core textbook for the action research course. This book addresses the trend toward high-stakes testing and teacher accountability by focusing on understanding student outcomes. With edTPA rapidly becoming part of the requirements for teacher certification, teacher preparation programs will increasingly be looking to measure the impact of the teacher candidate on student learning. The book focuses on the potential for action research to lead to greater understanding about student outcomes from the perspective of teachers, school leaders, and community members. There is a special emphasis on helping pre-service and experienced teachers use action research to understand their impact on student learning. There is an emphasis on using action research to understand community impacts on schools; unlike other books, this text acknowledges the complex ecology linking classrooms, schools, and the community, especially regarding issues fundamental to school reform.

Download or read book Enhancing Teaching and Learning written by Jean Donham and published by American Library Association. This book was released on 2019-03-30 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: Rapid change calls for informed leadership. The goal of Donham’s text has always been to help school library professionals make a difference in the educational experience and academic attainment of students in their schools. With the addition of new co-author Sims, a junior high school librarian, this newly revised fourth edition rises to the challenge with updates and enhancements that confirm its value as an important resource for both LIS students and current school librarians. Covering all aspects of the school system, including students, curriculum and instruction, principals, district administration, and the community, it demonstrates how to interact and collaborate in order to integrate the school library program throughout these environments. Inside, readers will find myriad real-world examples of issues in school librarianship and evidence-based practice; discussion of such urgent topics as the educational needs of the iGen (those born between 1995 and 2012), changing reading habits, the influence of the media, and news literacy and other issues related to the proliferation of fake news; updates which touch upon the new AASL Standards, inquiry-based learning, assessment, and library program evaluation; specific tactics for establishing the library program as an active player in teaching and learning; an overview of education-related technology such as course management systems, the virtual library, makerspaces, information presentation and data representation tools like ScreenCast and Google Maps, online home-school communication, and online student safety and privacy; and end-of-chapter discussion scenarios that explore opportunities for the practical application of concepts. Reflecting changes—professional, theoretical, legal, and political—in both the library field and education, this new edition of a groundbreaking school library text will equip readers to be leaders at their schools and in their communities.