Teaching Dilemmas and Solutions in Content-Area Literacy, Grades 6-12
Teaching Dilemmas and Solutions in Content-Area Literacy, Grades 6-12
Smagorinsky, Peter
SAGE Publications Inc
10/2014
184
Mole
Inglês
9781452229935
390
Descrição não disponível.
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
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disciplines;history;science;math;art;edited collection
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
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