The Nile on eBay FREE SHIPPING UK WIDE Doing Disciplinary Literacy by Rachael Gabriel, Richard Robinson
Learn how to design discipline-specific literacy instruction that increases academic engagement and supports college and career readiness. This practical resource offers contexts and strategies for addressing a fundamental question that teachers bring to their work with middle and high school learners.
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Learn how to design discipline-specific literacy instruction that increases academic engagement and supports college and career readiness. This practical resource offers contexts and strategies for addressing a fundamental question that teachers bring to their work with middle and high school learners: How do I support literacy development alongside specific content goals? By exploring the histories and potentials of discipline-specific literacy instruction, this book provides a clear framework for engaging students as active participants in the authentic activities and processes of each content area. It goes beyond content-area reading strategies by situating literacy within the purposes, audiences, and formats of each area of study. Readers are invited to develop their own disciplinary knowledge to ensure authenticity in their representations of literate practices, to involve students deeply in the work of their disciplinary communities, and to support students' continued engagement beyond the classroom.Book Features:Strategies to deepen teachers' awareness of disciplinary text, practices, and habits of mind to inform the ways they model, teach, and invite literacy into their classrooms.Activities to support students in developing the meta-discursive awareness that allows them to navigate the texts of different disciplines.Guidance to intentionally and expertly develop multiple literacies that create equity, choice, and access for all learners.Exercises and examples appropriate for educators entering the field, as well as veterans who want to revitalize their instruction or prepare for new content, courses, or grade levels.
Author Biography
Rachael Gabriel is a professor of literacy education in the Neag School of Education at the University of Connecticut.
Table of Contents
ContentsForeword ixAcknowledgments xiiiIntroduction 1Overview 3Conclusion 41. What Is Disciplinary Literacy? 5Why Build Disciplinary Literacy? 6Questions for Discussion 152. Pedagogy and Processes for Literacy Development 17Pedagogy 18Doing the Work of the Discipline 19Processes for Literacy Development 23Understanding Text Complexity 25What Does the Reading Sound Like? 29Questions for Discussion 32Resources for Further Reading 323. Doing the Discipline 35Routines and Practices 36Habits of Mind 37Conventions 40Known Differences 41History and Literature 42Mathematics 42Why Disciplines Are Not Enough 45Discourse Follows Communities 47Resources for Further Reading 474. Text Roundup 49Examining Routines 49Unlocking Habits of Mind 52Activity Guide: Text Roundup 54Evaluation 56Questions for Discussion 57Resources for Further Reading 585. Mentor Texts 59Knowing What to Notice 60Knowing What to Teach 62How to Write From a Mentor Text 63Activity Guide 66Evaluation 67Questions for Discussion 67Resources for Further Reading 676. The Expert Interview 69Purposes for Expert Interviews 70Interview Procedures 71Interview With a Lab Technician in a Biology Lab 74Evaluation 76Questions for Discussion 76Resources for Further Reading 777. The Oak Tree Activity 79A "Fine" Example 81Activity Guide 84Examples 84Evaluation 89Questions for Discussion 89Resources for Further Reading 898. Text Set Construction 91Making a Text Set 93Activity Guide 94Evaluation 95Questions for Discussion 96Resources for Further Reading 969. Text-Dependent Questions 99A Directed Reading-Thinking Activity 100Activity Guide 102Evaluation 105Questions for Discussion 105Resources for Further Reading 10510. Learning From Nontraditional and Non-Print-Based Texts 107Hierarchies of Representation 108Teaching the Reading of Non-Print-Based Texts 110Activity Guide 112Evaluation 112Questions for Discussion 113Resources for Further Reading 11311. Task Analysis and Enhancement 115Starting With a Pre-Planned Lesson or Activity 115Starting With a Text 117Knowing Where Literate Practices Go 118Purpose and Process 118Activity Guide 119Evaluation 119Questions for Discussion 120Resources for Further Reading 120Conclusion 121Preparing Students for the Work of Their Lives 123Looking Ahead 124References 127Index 135About the Author 139
Review
"The accessible content and format, in addition to the application exercises and discussion questions, make Doing Disciplinary Literacy an effective starting point for those interested in integrating disciplinary literacy into instruction whether independently, through a professional development session, or in a content area literacy education course.—Teachers College Record"Gabriel (Univ. of Connecticut) supplies secondary-education graduate students with a degree of meta-discursive awareness to enable them to function in the classroom with the changing demands of reading, writing, and communication. The conclusion provides a good summary of the implications of disciplinary literacy."—CHOICE
Details ISBN0807768618 Author Richard Robinson Pages 160 Publisher Teachers' College Press Year 2023 ISBN-13 9780807768617 Format Hardcover Publication Date 2023-07-28 Imprint Teachers' College Press Subtitle Teaching Reading and Writing Across the Content Areas Place of Publication New York Country of Publication United States AU Release Date 2023-07-28 NZ Release Date 2023-07-28 US Release Date 2023-07-28 UK Release Date 2023-07-28 DEWEY 428.00712 Audience Professional & Vocational We've got this
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