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Digitally Supported Disciplinary Literacy for Diverse K-5 Classrooms [Kietas viršelis]

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  • Formatas: Hardback, 168 pages, aukštis x plotis x storis: 231x152x15 mm, weight: 360 g
  • Serija: Language and Literacy Series
  • Išleidimo metai: 10-Jul-2020
  • Leidėjas: Teachers' College Press
  • ISBN-10: 0807764132
  • ISBN-13: 9780807764138
Kitos knygos pagal šią temą:
Digitally Supported Disciplinary Literacy for Diverse K-5 ClassroomsDidesnis paveikslėlis
  • Formatas: Hardback, 168 pages, aukštis x plotis x storis: 231x152x15 mm, weight: 360 g
  • Serija: Language and Literacy Series
  • Išleidimo metai: 10-Jul-2020
  • Leidėjas: Teachers' College Press
  • ISBN-10: 0807764132
  • ISBN-13: 9780807764138
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9780807764138.html
Raktažodžiai:
This practical resource will help K5 teachers incorporate digitally supported disciplinary literacy practices into their classroom instruction. With an emphasis on reaching all learners, the authors present Planning for Elementary Digitally-supported Disciplinary Literacy (PEDDL)a six-phase framework that introduces readers to an approach for integrating disciplinary literacy into instruction using various types of digital tools to support literacy learning. Including instructional methods and lesson plans, the text demonstrates how the tools can be incorporated into the English language arts, mathematics, science, and social studies classroom. Included are core practices for disciplinary literacy learning, along with the rationale behind each, and examples of the PEDDL Framework in action.Book Features:





A structured framework and lesson planning template to guide teachers in planning for digitally supported disciplinary literacy. Guidance for using the framework in the everyday curriculum, including eight completed lesson plans, two for each focus discipline. A variety of classroom activities, such as reading across texts, making real-world connections, text analysis, and using disciplinary vocabulary. Digital methods and examples for reaching and supporting all learners, including readers and writers who may struggle. Connections to national standards in English Language Arts, Mathematics, Science, and Social Studies.

Recenzijos

This noteworthy and practitioner-focused book would be a great addition for a classroom teachers library or on an elementary methods course reading list.



Teachers College Record Through this text, the authors provide rich, yet practical resources for K-5 teachers and teacher educators to broaden their knowledge and expertise to incorporate digitally supported disciplinary literacy instruction.



Journal of Language and Literacy Education I was very impressed with the way the authors put three very hot topics together, explained how they connect, and laid out a clear, highly detailed teaching framework that makes use of those connections. I also really liked the authors reassurance that since the Core Disciplinary Practices are standards-aligned, teachers need only to extend what they are already teaching to include a disciplinary literacy element, using the PEDDL Framework to guide them.



Illinois Reading Council Journal

Foreword ix
Tom Bean
Introduction 1(4)
1 Digital Tools to Support Disciplinary Literacy in Diverse K-5 Classrooms: An Overview
5(14)
What Is Disciplinary Literacy?
5(1)
Why Disciplinary Literacy in Grades K-5?
6(2)
How Is Disciplinary Literacy Different From Content-Area Literacy?
8(1)
A Brief Note on Text
9(1)
The Challenges of Disciplinary Literacy in Grades K-5
10(2)
The Goals of Disciplinary Literacy in Grades K-5
12(1)
How Can Digital Tools Support K-5 Disciplinary Literacy in Diverse K-5 Classrooms?
12(1)
What Does Current Research Suggest?
13(1)
Core Disciplinary Practices as an Approach to Disciplinary Literacy
14(5)
2 The PEDDL Framework
19(21)
Planning for Disciplinary Literacy in Elementary Grades
20(1)
PEDDL Framework Overview
21(2)
Phase 1 Identifying Appropriate Disciplinary Literacy Practices
23(2)
Phase 2 Framing Disciplinary Literacy
25(2)
Phase 3 Selecting Multimodal Texts for Disciplinary Literacy
27(3)
Phase 4 Assessing Disciplinary Literacy with a Variety of Tools
30(2)
Phase 5 Digitally Supporting Disciplinary Literacy Instruction
32(3)
Phase 6 Reflecting to Reach All Learners
35(2)
Considerations for Diverse Learners in the PEDDL Framework
37(2)
General Ideas for Practice
39(1)
3 Examining Disciplinary Literacy in Elementary English Language Arts
40(12)
Integrating Disciplinary Literacy into ELA
40(6)
How Can Disciplinary Literacy Instruction Be Digitally Supported in ELA?
46(6)
4 Practical Approaches to Digitally Supported Disciplinary Literacy in ELA
52(12)
Sample Lesson: Examining Culturally Diverse Fairytales Through Literary Text Analysis in 2nd Grade
52(11)
Questions to Ponder
63(1)
5 Examining Disciplinary Literacy in Elementary Mathematics
64(13)
Integrating Disciplinary Literacy into Mathematics
64(7)
How Can Disciplinary Literacy Instruction Be Digitally Supported in Mathematics?
71(6)
6 Practical Approaches to Digitally Supported Disciplinary Literacy in Mathematics
77(10)
Sample Lesson: Representing and Explaining Addition in Kindergarten
77(8)
Questions to Ponder
85(2)
7 Examining Disciplinary Literacy in Elementary Science
87(14)
Integrating Disciplinary Literacy into Science
87(7)
How Can Disciplinary Literacy Instruction Be Digitally Supported in Science?
94(7)
8 Practical Approaches to Digitally Supported Disciplinary Literacy in Science
101(10)
Sample Lesson: Evidence-Based Account of Illumination in 1st Grade
101(9)
Questions to Ponder
110(1)
9 Examining Disciplinary Literacy in Elementary Social Studies
111(14)
Integrating Disciplinary Literacy into Social Studies
111(9)
How Can Disciplinary Literacy Instruction Be Digitally Supported in Social Studies?
120(5)
10 Practical Approaches to Digitally Supported Disciplinary Literacy in Social Studies
125(11)
Sample Lesson: Comprehending Multiple Types of Texts to Better Understand U.S. Colonial Life in 5th grade
125(9)
Questions to Ponder
134(2)
11 Closing Thoughts and Tips for Planning
136(9)
Long-Range Planning
136(3)
Time, Time, Time
139(1)
Designing Instruction That Is Appropriate for All Students
140(1)
Introducing New Digital Tools to Students
140(1)
Discrepancies Across Grades K-5
141(1)
Explicit Disciplinary Literacy Instruction
142(1)
Establishing a Professional Learning Network
143(1)
Final Remarks
144(1)
References 145(6)
Index 151(7)
About the Authors 158
Jamie Colwell is an associate professor at Old Dominion University. Amy Carter Hutchison is associate professor and director in the Division of Elementary, Literacy, and Secondary Education at George Mason University. Lindsay Woodward is an assistant professor at Drake University.