Teaching Dilemmas and Solutions in Content-Area Literacy, Grades 6-12 /

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Bibliographic Details
Imprint:Thousand Oaks, California : Corwin, [2014]
Description:1 online resource (xvii, 163 pages)
Subject:English language -- Writing -- Study and teaching (Secondary)
Literacy -- Study and teaching (Secondary)
English language -- Writing -- Study and teaching (Secondary)
Literacy -- Study and teaching (Secondary)
Electronic books.
Format: E-Resource Book
URL for this record:http://pi.lib.uchicago.edu/1001/cat/bib/12398513
Hidden Bibliographic Details
Other authors / contributors:Smagorinsky, Peter, editor.
Notes:Includes bibliographical references and index.
Vendor-supplied metadata.
Summary:This book provides suggestions on how to develop curriculum and instruction that are responsive to students' needs across English/language arts, science, social studies, mathematics, visual space, and music and drama.
Other form:1-4522-2993-7
Table of Contents:
  • Ch. 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 Technological Age
  • Ch. 2. Toward Disciplinary Reading and Writing in History / Chauncey Monte-Sano and Denise Miles
  • What Is the Role of Literacy in History?
  • Reading History
  • Writing History
  • Practices That Help Students Write Historical Arguments
  • Concluding Thoughts
  • 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
  • Appendix A
  • Appendix B
  • Appendix C
  • Ch. 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 Reading of Complex Text in the Service of Inquiry
  • Scenario 2: Integrating Content Instruction and Disciplinary Literacy Standards in Science
  • Scenario 3: Foregrounding Multimod.al Literacy Practices in Concept Leaming
  • Scenario 4: Connecting Hands-on Experiences With Textual Practices
  • Ch. 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
  • Ch. 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
  • Ch. 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 2: Infused Drama Theater Education Strategies as Multimodal Transmediated Literacy Practices.