Peter Smagorinsky
Teaching Dilemmas and Solutions in Content-Area Literacy, Grades 6-12
Peter Smagorinsky
Teaching Dilemmas and Solutions in Content-Area Literacy, Grades 6-12
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Because literacy is not just the English teacher's job. Think literacy is just for English teachers? Not anymore. Nor should it be when you consider that each discipline has its own unique values and means of expression. This book helps you tackle the topic across all major subject areas.
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Because literacy is not just the English teacher's job. Think literacy is just for English teachers? Not anymore. Nor should it be when you consider that each discipline has its own unique values and means of expression. This book helps you tackle the topic across all major subject areas.
Produktdetails
- Produktdetails
- Verlag: SAGE Publications Inc
- Seitenzahl: 184
- Erscheinungstermin: 27. August 2014
- Englisch
- Abmessung: 254mm x 178mm x 10mm
- Gewicht: 366g
- ISBN-13: 9781452229935
- ISBN-10: 1452229937
- Artikelnr.: 38581853
- Verlag: SAGE Publications Inc
- Seitenzahl: 184
- Erscheinungstermin: 27. August 2014
- Englisch
- Abmessung: 254mm x 178mm x 10mm
- Gewicht: 366g
- ISBN-13: 9781452229935
- ISBN-10: 1452229937
- Artikelnr.: 38581853
Introduction - Peter Smagorinsky
About This Book
How This Book is Organized
How to Use this Book
What Does it Meant to be Literate?
Content-Area Literacy
Implications for Practice
Policy Recommendations
Chapter 1. Literacy in the English/Language Arts Classroom - Peter
Smagorinsky and Joseph M. Flanagan
Changing Conceptions of Literacy
The Growing Debate Regarding What Students Should Be Reading
The Transformation of Instructional Strategies for English Language Arts
Forging a Path for Literacy Instruction
Scenarios
Scenario 1: Language Proficiency as Literacy
Scenario 2: The Literature Strand of the Language Arts Curriculum
Scenario 3: The Writing Strand of the Language Arts Curriculum
Scenario 4: Promoting Literacy Through the Use of a Variety of Textual
Forms
Scenario 5: Developing Literacy in a Technical Age
Chapter 2. Toward Disciplinary Reading and Writing in History - Chauncey
Monte-Sano and Denise Miles
Understanding the Discipline
What Is the Role of Literacy in History?
Reading History
Writing History
Practices That Help Students Write Historical Arguments
Scenarios
Scenario 1: When Reading Is a Struggle
Scenario 2: Shifting the Focus in History Class to Embrace the Common Core
Scenario 3: Transitioning From Writing Summary to Argument
Scenario 4: Helping Students Use and Select "Good" Evidence
Scenario 5: Balancing the Coverage Mandate With Historical Inquiry
Chapter 3. Literacy in the Science Classroom - Kok-Sing Tang, Stephen C.
Tighe, and Elizabeth Birr Moje
What Is Science Literacy and Why Does It Matter?
Learning Science Literacy
Scenarios
Scenario 1: Engaged in Reading of Complex Text in the Service of Inquiry
Scenario 2: Integrating Content Instruction and Disciplinary Literacy
Standards in Science
Scenario 3: Foregrounding Multimodal Literacy Practices in Concept Learning
Scenario 4: Connecting Hands-On Experiences With Textual Practices
Chapter 4. Literacy in the Mathematics Classroom - Linda Hutchison and
Jennifer Edelman
Texts, Mathematics, and Content Area Literacy
Writing and Content Area Literacy in Mathematics
Reading and Content Area Literacy in Mathematics
Literacy in Mathematics: More Than Vocabulary
Problem-Solving Literacy
Numerical Literacy
Number Line Literacy
Spatial Literacy in Mathematics
Graphing Literacy
Statistical Literacy
Models/Modeling Using Symbols
Technology
Proof
Scenarios
Scenario 1: A Learning Community
Scenario 2: Extended Responses on Standardized Tests
Scenario 3: Geometry and Technology-Why Do We Do Proofs?
Scenario 4: Evidence of Content-Area Literacy Practices
Chapter 5. The Visual Space of Literacy in Art Education - Karinna
Riddett-Moore and Richard Siegesmund
Dewey's Vision of Art Education
From Perception to the Aesthetics of Care
The Challenges and Possibilities of Visual Literacy
Scenarios
Scenario 1: The Pieta Is a Love Letter
Scenario 2: PostSecret: Finding Narrative in Image and Text
Scenario 3: Doodles Can Mean Something
Scenario 4: Shifting Control: Teaching White Girl to Dance
Scenario 5: A Literacy of Listening: Relational Aesthetics
Chapter 6. Music and Drama Literacies - Katherine D. Strand and Gus Weltsek
Music Literacy
Aural Discrimination and Reading Music
Alternate Musical Literacies
Scenario
Scenario 1: Musical Literacy With Informal Learning Practices
Drama Literacy
Why and How Does Drama Work?
Scenario
Scenario 1: Infused Drama Theatre Education Strategies as Multimodal
Transmediated Literacy Practices
About This Book
How This Book is Organized
How to Use this Book
What Does it Meant to be Literate?
Content-Area Literacy
Implications for Practice
Policy Recommendations
Chapter 1. Literacy in the English/Language Arts Classroom - Peter
Smagorinsky and Joseph M. Flanagan
Changing Conceptions of Literacy
The Growing Debate Regarding What Students Should Be Reading
The Transformation of Instructional Strategies for English Language Arts
Forging a Path for Literacy Instruction
Scenarios
Scenario 1: Language Proficiency as Literacy
Scenario 2: The Literature Strand of the Language Arts Curriculum
Scenario 3: The Writing Strand of the Language Arts Curriculum
Scenario 4: Promoting Literacy Through the Use of a Variety of Textual
Forms
Scenario 5: Developing Literacy in a Technical Age
Chapter 2. Toward Disciplinary Reading and Writing in History - Chauncey
Monte-Sano and Denise Miles
Understanding the Discipline
What Is the Role of Literacy in History?
Reading History
Writing History
Practices That Help Students Write Historical Arguments
Scenarios
Scenario 1: When Reading Is a Struggle
Scenario 2: Shifting the Focus in History Class to Embrace the Common Core
Scenario 3: Transitioning From Writing Summary to Argument
Scenario 4: Helping Students Use and Select "Good" Evidence
Scenario 5: Balancing the Coverage Mandate With Historical Inquiry
Chapter 3. Literacy in the Science Classroom - Kok-Sing Tang, Stephen C.
Tighe, and Elizabeth Birr Moje
What Is Science Literacy and Why Does It Matter?
Learning Science Literacy
Scenarios
Scenario 1: Engaged in Reading of Complex Text in the Service of Inquiry
Scenario 2: Integrating Content Instruction and Disciplinary Literacy
Standards in Science
Scenario 3: Foregrounding Multimodal Literacy Practices in Concept Learning
Scenario 4: Connecting Hands-On Experiences With Textual Practices
Chapter 4. Literacy in the Mathematics Classroom - Linda Hutchison and
Jennifer Edelman
Texts, Mathematics, and Content Area Literacy
Writing and Content Area Literacy in Mathematics
Reading and Content Area Literacy in Mathematics
Literacy in Mathematics: More Than Vocabulary
Problem-Solving Literacy
Numerical Literacy
Number Line Literacy
Spatial Literacy in Mathematics
Graphing Literacy
Statistical Literacy
Models/Modeling Using Symbols
Technology
Proof
Scenarios
Scenario 1: A Learning Community
Scenario 2: Extended Responses on Standardized Tests
Scenario 3: Geometry and Technology-Why Do We Do Proofs?
Scenario 4: Evidence of Content-Area Literacy Practices
Chapter 5. The Visual Space of Literacy in Art Education - Karinna
Riddett-Moore and Richard Siegesmund
Dewey's Vision of Art Education
From Perception to the Aesthetics of Care
The Challenges and Possibilities of Visual Literacy
Scenarios
Scenario 1: The Pieta Is a Love Letter
Scenario 2: PostSecret: Finding Narrative in Image and Text
Scenario 3: Doodles Can Mean Something
Scenario 4: Shifting Control: Teaching White Girl to Dance
Scenario 5: A Literacy of Listening: Relational Aesthetics
Chapter 6. Music and Drama Literacies - Katherine D. Strand and Gus Weltsek
Music Literacy
Aural Discrimination and Reading Music
Alternate Musical Literacies
Scenario
Scenario 1: Musical Literacy With Informal Learning Practices
Drama Literacy
Why and How Does Drama Work?
Scenario
Scenario 1: Infused Drama Theatre Education Strategies as Multimodal
Transmediated Literacy Practices
Introduction - Peter Smagorinsky
About This Book
How This Book is Organized
How to Use this Book
What Does it Meant to be Literate?
Content-Area Literacy
Implications for Practice
Policy Recommendations
Chapter 1. Literacy in the English/Language Arts Classroom - Peter
Smagorinsky and Joseph M. Flanagan
Changing Conceptions of Literacy
The Growing Debate Regarding What Students Should Be Reading
The Transformation of Instructional Strategies for English Language Arts
Forging a Path for Literacy Instruction
Scenarios
Scenario 1: Language Proficiency as Literacy
Scenario 2: The Literature Strand of the Language Arts Curriculum
Scenario 3: The Writing Strand of the Language Arts Curriculum
Scenario 4: Promoting Literacy Through the Use of a Variety of Textual
Forms
Scenario 5: Developing Literacy in a Technical Age
Chapter 2. Toward Disciplinary Reading and Writing in History - Chauncey
Monte-Sano and Denise Miles
Understanding the Discipline
What Is the Role of Literacy in History?
Reading History
Writing History
Practices That Help Students Write Historical Arguments
Scenarios
Scenario 1: When Reading Is a Struggle
Scenario 2: Shifting the Focus in History Class to Embrace the Common Core
Scenario 3: Transitioning From Writing Summary to Argument
Scenario 4: Helping Students Use and Select "Good" Evidence
Scenario 5: Balancing the Coverage Mandate With Historical Inquiry
Chapter 3. Literacy in the Science Classroom - Kok-Sing Tang, Stephen C.
Tighe, and Elizabeth Birr Moje
What Is Science Literacy and Why Does It Matter?
Learning Science Literacy
Scenarios
Scenario 1: Engaged in Reading of Complex Text in the Service of Inquiry
Scenario 2: Integrating Content Instruction and Disciplinary Literacy
Standards in Science
Scenario 3: Foregrounding Multimodal Literacy Practices in Concept Learning
Scenario 4: Connecting Hands-On Experiences With Textual Practices
Chapter 4. Literacy in the Mathematics Classroom - Linda Hutchison and
Jennifer Edelman
Texts, Mathematics, and Content Area Literacy
Writing and Content Area Literacy in Mathematics
Reading and Content Area Literacy in Mathematics
Literacy in Mathematics: More Than Vocabulary
Problem-Solving Literacy
Numerical Literacy
Number Line Literacy
Spatial Literacy in Mathematics
Graphing Literacy
Statistical Literacy
Models/Modeling Using Symbols
Technology
Proof
Scenarios
Scenario 1: A Learning Community
Scenario 2: Extended Responses on Standardized Tests
Scenario 3: Geometry and Technology-Why Do We Do Proofs?
Scenario 4: Evidence of Content-Area Literacy Practices
Chapter 5. The Visual Space of Literacy in Art Education - Karinna
Riddett-Moore and Richard Siegesmund
Dewey's Vision of Art Education
From Perception to the Aesthetics of Care
The Challenges and Possibilities of Visual Literacy
Scenarios
Scenario 1: The Pieta Is a Love Letter
Scenario 2: PostSecret: Finding Narrative in Image and Text
Scenario 3: Doodles Can Mean Something
Scenario 4: Shifting Control: Teaching White Girl to Dance
Scenario 5: A Literacy of Listening: Relational Aesthetics
Chapter 6. Music and Drama Literacies - Katherine D. Strand and Gus Weltsek
Music Literacy
Aural Discrimination and Reading Music
Alternate Musical Literacies
Scenario
Scenario 1: Musical Literacy With Informal Learning Practices
Drama Literacy
Why and How Does Drama Work?
Scenario
Scenario 1: Infused Drama Theatre Education Strategies as Multimodal
Transmediated Literacy Practices
About This Book
How This Book is Organized
How to Use this Book
What Does it Meant to be Literate?
Content-Area Literacy
Implications for Practice
Policy Recommendations
Chapter 1. Literacy in the English/Language Arts Classroom - Peter
Smagorinsky and Joseph M. Flanagan
Changing Conceptions of Literacy
The Growing Debate Regarding What Students Should Be Reading
The Transformation of Instructional Strategies for English Language Arts
Forging a Path for Literacy Instruction
Scenarios
Scenario 1: Language Proficiency as Literacy
Scenario 2: The Literature Strand of the Language Arts Curriculum
Scenario 3: The Writing Strand of the Language Arts Curriculum
Scenario 4: Promoting Literacy Through the Use of a Variety of Textual
Forms
Scenario 5: Developing Literacy in a Technical Age
Chapter 2. Toward Disciplinary Reading and Writing in History - Chauncey
Monte-Sano and Denise Miles
Understanding the Discipline
What Is the Role of Literacy in History?
Reading History
Writing History
Practices That Help Students Write Historical Arguments
Scenarios
Scenario 1: When Reading Is a Struggle
Scenario 2: Shifting the Focus in History Class to Embrace the Common Core
Scenario 3: Transitioning From Writing Summary to Argument
Scenario 4: Helping Students Use and Select "Good" Evidence
Scenario 5: Balancing the Coverage Mandate With Historical Inquiry
Chapter 3. Literacy in the Science Classroom - Kok-Sing Tang, Stephen C.
Tighe, and Elizabeth Birr Moje
What Is Science Literacy and Why Does It Matter?
Learning Science Literacy
Scenarios
Scenario 1: Engaged in Reading of Complex Text in the Service of Inquiry
Scenario 2: Integrating Content Instruction and Disciplinary Literacy
Standards in Science
Scenario 3: Foregrounding Multimodal Literacy Practices in Concept Learning
Scenario 4: Connecting Hands-On Experiences With Textual Practices
Chapter 4. Literacy in the Mathematics Classroom - Linda Hutchison and
Jennifer Edelman
Texts, Mathematics, and Content Area Literacy
Writing and Content Area Literacy in Mathematics
Reading and Content Area Literacy in Mathematics
Literacy in Mathematics: More Than Vocabulary
Problem-Solving Literacy
Numerical Literacy
Number Line Literacy
Spatial Literacy in Mathematics
Graphing Literacy
Statistical Literacy
Models/Modeling Using Symbols
Technology
Proof
Scenarios
Scenario 1: A Learning Community
Scenario 2: Extended Responses on Standardized Tests
Scenario 3: Geometry and Technology-Why Do We Do Proofs?
Scenario 4: Evidence of Content-Area Literacy Practices
Chapter 5. The Visual Space of Literacy in Art Education - Karinna
Riddett-Moore and Richard Siegesmund
Dewey's Vision of Art Education
From Perception to the Aesthetics of Care
The Challenges and Possibilities of Visual Literacy
Scenarios
Scenario 1: The Pieta Is a Love Letter
Scenario 2: PostSecret: Finding Narrative in Image and Text
Scenario 3: Doodles Can Mean Something
Scenario 4: Shifting Control: Teaching White Girl to Dance
Scenario 5: A Literacy of Listening: Relational Aesthetics
Chapter 6. Music and Drama Literacies - Katherine D. Strand and Gus Weltsek
Music Literacy
Aural Discrimination and Reading Music
Alternate Musical Literacies
Scenario
Scenario 1: Musical Literacy With Informal Learning Practices
Drama Literacy
Why and How Does Drama Work?
Scenario
Scenario 1: Infused Drama Theatre Education Strategies as Multimodal
Transmediated Literacy Practices