Full Description
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 deepen 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.
Contents
Contents (Tentative)
Foreword
Introduction
Overview
Conclusion
1. What Is Disciplinary Literacy?
Why Build Disciplinary Literacy?
What Does Disciplinary Literacy Do for Students?
Is Disciplinary Literacy Only for Academic Disciplines?
Why Should Teachers Learn about Disciplinary Literacies?
Why Is Disciplinary Literacy so Important?
I Don't Remember being Taught This Way, so Why Should I Teach This Way?
The Goal of Disciplinary Literacy
Questions for Discussion
2. Pedagogy and Processes for Literacy Development
Pedagogy
Doing the Work of the Discipline
Processes for Literacy Development
Understanding Text Complexity
Questions for Discussion
Resources for Further Reading
3. Doing the Discipline
Routines and Practices
Why Disciplines Are Not Enough
Discourse Follows Communities
Resources for Further Reading
4. Text Roundup
Examining Routines
Unlocking Habits of Mind
Activity Guide: Text Roundup
Questions for Duscussion
Resources for Further Reading
5. Mentor Texts
Knowing What to Notice
Knowing What to Teach
How to Write From a Mentor Text
Activity Guide
Discussion Questions
6. The Expert Interview
Purposes for Expert Interviews
Evaluation
Questions for Discussions
Resources for Further Reading
7. The Oak Tree Activity
A "Fine" Example
Activity Guide
Examples
Evaluation
Questions for Discussion
Resources for Further Reading
8. Text Set Construction
Making a Text Set
Activity Guide
Evaluation
Questions for Discussion
Resources for Further Reading
9. Text-Dependent Questions
A Directed Reading-Thinking Activity
Activity Guide
Evaluation
Questions for Discussion
Resources for Further Reading
10. Learning From Non-Print-Based Texts
Hierarchies of Representation
Teaching the Reading of Non-Print-Based Texts
Activity Guide
Evaluation
Questions for Discussion
Resources for Further Reading
Chapter 11: Task Analysis and Enhancement
Starting With a Pre-Planned Lesson or Activity
Starting With a Text
Knowing Where Literate Practices Go
Purpose and Process
Activity Guide
Evaluation
Discussion Questions
Resources for Further Reading
Conclusion: Doing the Discipline
Preparing Students for the Work of Their Lives
Looking Ahead
References
Index
About the Author
