Engaging Students in Disciplinary Literacy, K-6 Reading, Writing, and Teaching Tools for the Classroom

ISBN-10: 0807755273

ISBN-13: 9780807755273

Edition: 2014

List price: $27.95
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Description: This accessible book will help elementary school teachers improve literacy instruction inside or outside the Common Core environment. The authors address teachers' instructional needs by introducing key concepts from current trends in literacy education--from high-level standards to the use of 21st-century literacies. Readers then follow teachers as they successfully implement the curriculum they developed to promote high-level thinking and engagement with disciplinary content. The text focuses on three disciplinary literacy units of instruction: a science unit in a 2nd-grade classroom, a social studies (history) unit in a 4th-grade classroom, and a mathematics unit in a 6th-grade classroom. Each unit revolves around a central inquiry question and includes research-based strategies for using reading, writing, and classroom talk as tools to foster disciplinary understandings. This unique, insider's look at how real teachers build and implement a Common Core-aligned curriculum will be an invaluable resource for teachers, schools, and districts as they move forward to align their own curricula.

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Book details

List price: $27.95
Copyright year: 2014
Publisher: Teachers College Press, Teachers College, Columbia University
Publication date: 4/27/2014
Binding: Paperback
Pages: 160
Size: 6.00" wide x 9.00" long x 0.50" tall
Weight: 0.506
Language: English

Fenice B. Boyd, PhD, is Associate Professor of Literacy Education in the Department of Learning and Instruction at the University at Buffalo/m-/State University of New York. She earned her doctorate from Michigan State University in Curriculum, Teaching, and Educational Policy with a speciality in Literacy. Dr. Boyd's research centers on adolescents who struggle with literacy learning and schooling, students' responses to young adult and multicultural literature, and issues related to diversity in classrooms. At the University at Buffalo, she teaches master's and doctoral courses focused on reading comprehension research; adolescent literacy; language arts; young adult literature; and language, literacy, and culture. Cynthia H. Brock, PhD, is Associate Professor of Literacy Studies in the Department of Educational Specialties at the University of Nevada, Reno. Her primary teaching interests include literacy instruction for children in the middle and upper elementary grades, literacy and diversity, and qualitative methods. Dr. Brock's primary research interests include studying the literacy learning of upper elementary children from diverse cultural and linguistic backgrounds. She also explores how to work with preservice and inservice teachers to foster the literacy learning of children from diverse backgrounds at the upper elementary level. Mary S. Rozendal, PhD, is Assistant Professor of Literacy Education in the Department of Learning and Instruction at the University at Buffalo/m-/State University of New York. She teaches literacy methods courses that center on instruction for students with disabilities, teacher collaboration in general and special education, and classroom discourse.

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