Sale!

Teaching Disciplinary Literacy in Grades K 6 Infusing Content with Reading Writing and Language 1st Edition by Sarah M Lupo, Christine Hardigree, Emma S Thacker, Amanda G Sawyer, Joi Merritt ISBN 0367485583 9781000433906

Original price was: $50.00.Current price is: $35.00.

Teaching Disciplinary Literacy in Grades K 6 Infusing Content with Reading Writing and Language 1st Edition Sarah M. Lupo Digital Instant Download

Author(s): Sarah M. Lupo, Christine Hardigree, Emma S. Thacker, Amanda G. Sawyer, Joi Merritt
ISBN(s): 9781000433906, 0367485583
Edition: 1
File Details: PDF, 17.54 MB
Year: 2021
Language: english
SKU: EB-52505916 Category: Tags: , , , ,

Teaching Disciplinary Literacy in Grades K 6 Infusing Content with Reading Writing and Language 1st Edition by Sarah M Lupo, Christine Hardigree, Emma S Thacker, Amanda G Sawyer, Joi Merritt – Ebook PDF Instant Download/Delivery: 0367485583, 9781000433906
Full download Teaching Disciplinary Literacy in Grades K 6 Infusing Content with Reading Writing and Language 1st Edition after payment

Product details:

ISBN 10: 0367485583 
ISBN 13: 9781000433906
Author: Sarah M Lupo, Christine Hardigree, Emma S Thacker, Amanda G Sawyer, Joi Merritt

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.

Teaching Disciplinary Literacy in Grades K 6 Infusing Content with Reading Writing and Language 1st Table of contents:

1. Bringing Science, Social Studies, and Math into the Literacy Block

  • Step Inside the Classroom

  • Integrating Content and Literacy

  • What Does It Mean to Integrate Content and Literacy?

  • Why Do We Need to Integrate Content and Literacy?

  • Why Should We Be Cautious About Integration?

  • How Do We Integrate Content into Literacy Instruction?

  • Let Content Lead: Teach Thematic Units

  • Teach Concepts, Not Topics

  • Take a Flexible Approach to Integration

  • A Word from the Content Experts

    • Social Studies

    • Science

    • Mathematics

  • Ms. Landry and Mr. Hopper in Action

    • Ms. Landry

    • Mr. Hopper

  • Now You Try It

  • References

  • Bibliography

2. Zooming Out on the Holistic Goals of Literacy Instruction

  • Step Inside the Classroom

  • Holistic Literacy Goals

  • Elements of Literacy Instruction

    • Phonological Awareness

    • Phonics

    • Fluency

    • Comprehension

    • Vocabulary

    • Writing

  • Integrating the Six Components

  • Stages of Literacy Development

    • Pre-Alphabetic Stage

    • Partial-Alphabetic Stage

    • Full-Alphabetic Stage

    • Consolidated-Alphabetic Stage

    • Automatic Stage

  • Understanding Literacy Stages to Develop a Thematic Unit

  • Meeting Each Student Where They Are

  • Now You Try It

  • References

  • Appendices

    • Appendix A

    • Appendix B

3. The Content-Driven Integration Model for Developing Thematic, Interdisciplinary Units

  • Step Inside the Classroom

  • Developing Thematic Interdisciplinary Units

  • Content-Driven Integration Model

  • Step One: Determining Inspiration and Focus Content

    • Considering Content Learning Goals

    • Science and Mathematics

    • Social Studies

    • Motivating Learners

    • Funds of Knowledge

    • Context Is Key!

    • Ms. Landry in Action

  • Step Two: Digging Deep to Develop Essential Questions

  • Step Three: Making Connections

    • Connections Between Multiple Disciplines

    • Connecting to Literacy

  • Step Four: Developing Learning Objectives

    • Identifying Prerequisite Knowledge and Skills

    • Science

    • Social Studies

    • Mathematics

    • Literacy

  • Step Five: Develop Assessments

    • Summative Assessments

    • Formative Assessments

    • Alignment

    • What Is an Authentic Assessment?

  • Now You Try It

  • References

  • Appendix A: Mr. Hopper’s Unit

4. Selecting Texts for Integrated Instruction

  • Step Inside the Classroom

  • Considerations for Selecting Texts

  • Texts Should Build Students’ Content Knowledge

  • Texts Should Motivate Readers to Read

  • Students Need Texts They Can Read and Texts That Challenge Them to Improve

  • What Makes a Text Difficult?

  • The Key Is Variety

  • The Quad Text Set Framework

    • Target Text

    • Informational Texts

    • Visual Texts

    • Hook Texts

  • Considerations for Younger Learners

  • Text Selection Considerations and Examples Across Content Areas

    • Social Studies

    • Mathematics

    • Science

  • Now You Try It

  • References

  • Bibliography

  • Appendix A

5. Reading to Learn: Bringing Reading Instruction and Content Learning Together

  • Step Inside the Classroom

  • Reading Instruction

  • How Do Readers Comprehend Texts?

  • Developing Linguistic Comprehension

  • How Do Readers Learn from Texts?

  • Supporting Readers in Using Their Prior Knowledge to Learn

  • A Tale of Two Teachers

  • But How Do We Teach Comprehension?

  • What About Teaching Literacy Standards?

  • What About Learning Content Through Other Modes Besides Reading?

    • Science

    • Social Studies

    • Mathematics

  • Ms. Landry in Action

  • Now You Try It

  • References

  • Bibliography

  • Appendix A

6. Writing to Learn

  • Step Inside the Classroom

  • Writing to Learn

  • The Before, During, After Framework

    • Before Reading

    • During Reading

    • After Reading

  • Writing-to-Learn Activities

    • KWL Chart

    • Freewrite

    • Pre-Post Journal

    • Somebody Wanted But So

    • A-B-C Nonfiction Summarizing Technique

    • Driving Question Board (DQB)

    • Perspective Journal

    • Explanation or Process Journal

    • Observation Journal

  • Writing to Learn Before Reading

  • Writing to Learn During Reading

  • Writing to Learn After Reading

  • Writing to Learn Across Content Areas

    • Science

    • Social Studies

    • Mathematics

  • Ms. Landry in Action

  • Now You Try It

  • References

  • Bibliography

  • Appendix A

7. Analyzing Texts to Support Comprehension

  • Step Inside the Classroom

  • How Do We Support Text Reading?

  • Analyzing Texts

    • Pacific Cod: The Ageing of a Difficult Species

    • School Health Policy

  • Tools and Scaffolds for Supporting Comprehension

    • Supports for Language Challenges

    • Supports for Text Structure Challenges

    • Supports for Complex Meaning, Themes, or Concepts

  • Considering Reader Factors

  • Content-Specific Comprehension Supports

    • Science

    • Social Studies

    • Mathematics

  • Mr. Hopper in Action

  • Now You Try It

  • References

  • Bibliography

  • Appendix A

8. Developing Vocabulary

  • Step Inside the Classroom

  • How Children Learn Words

  • What About Wide Reading?

  • What the Research Says About Teaching Vocabulary

  • Teach Words in Context

  • Explicitly Teach Children to Use Words

  • Teach Connections Between Groups of Related Words

  • Teach Children How Words Work

  • Practical Techniques to Support Reader’s Vocabulary Development

    • Text-Based Techniques

    • Techniques That Support Vocabulary Learning Before and After Reading

  • Content-Specific Recommendations

    • Science

    • Social Studies

    • Mathematics

  • Mr. Hopper in Action

  • Now You Try It

  • References

  • Bibliography

  • Appendix A

9. Talking to Learn… and Learning to Talk

  • Step Inside the Classroom

  • Talking in Class

  • What Are We Supposed to Teach Students About Talk?

    • Mathematics

    • Social Studies

    • Science

  • Why Is Talk Important?

  • Illuminating the Differences Between Writing and Speaking

  • Infusing Talk in the Literacy Block

    • Scenario 1

    • Scenario 2

  • Learning to Talk

  • Talking to Learn

  • How Do We Teach Students to Talk About Texts and Tasks?

  • Activities That Promote Talk

  • Scaffolding Talk

    • Fishbowls

    • Self-Assessment Rubric

    • Group Talk Checklist

  • Content-Specific Strategies

    • Science

    • Social Studies

    • Mathematics

  • Mr. Hopper in Action

  • Now You Try It

  • References

  • Bibliography

  • Appendix A

10. Supporting Students with Process-Based Writing

  • Step Inside the Classroom

  • Authentic Process-Based Writing Instruction

  • How Do We Facilitate Writing for Authentic Purposes?

  • What Is a Process-Based Model of Writing?

  • Planning for Authentic Writing

  • Examples of Authentic, Process-Based Writing

    • Mathematics

    • Social Studies

    • Science

  • Mr. Hopper in Action

  • Assessment

  • Designing Instruction to Support Writers with the Linguistic Demands of Writing

  • What Are “Linguistic Demands?”

  • Planning for Writing Instruction

  • Mini-Lessons to Focus on Content-Specific Linguistic Demands

  • Mini-Lessons That Meet Students’ Needs

  • Additional Supports for Writing

  • Now You Try It

People also search for Teaching Disciplinary Literacy in Grades K 6 Infusing Content with Reading Writing and Language 1st:

    
teaching literacy in elementary grades
    
how to teach disciplinary literacy
    
what is teaching english in elementary grades
    
teaching disciplinary literacy to adolescents
    
disciplinary-specific literacy lesson

Tags: Sarah M Lupo, Christine Hardigree, Teaching Disciplinary, Grades K 6