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This groundbreaking work redefines traditional ideas of what a a�texta� should be incorporating new kinds of multimodal texts to revitalize instruction within and across disciplines. The authors provide examples of innovative representations to aid learning in earth science language arts mathematics and social studies classrooms. Each chapter focuses on a specific content area outlining learning goals relevant national standards types of representation that enrich learning and teaching strategies for developing critical literacy specific to that discipline. Reading and Representing Across the Content Areas is a powerful application of creative multimodal teaching principles for meeting challenging standards.
(source: Nielsen Book Data)

Through this strategy-driven, theory-based text, content-area teachers gain a thorough understanding of the fundamental role that reading and writing play in content-area learning. Unique to this text is the attention paid to helping teachers understand how the high school cultures students belong to affect their view of literacy and learning. The author effectively guides readers to ways they can identify and address school cultures and make literacy in content learning, relevant to students. The author offers step-by-step approaches to gauge student literacy, build vocabulary, and implement instruction that improves comprehension, encourages critical reading, supports writing for learning, and facilitates collaboration for literacy development.
(source: Nielsen Book Data)

• 1. Engaging Cultures and Literacies for Learning.
• 2. Readers Reading: Inside the Meaning Construction Zone.
• 3. Assessing Readers and Their Texts.
• 4. Vocabulary and Concept Development in the Content Areas.
• 5. Strategies to Enhance Comprehension.
• 6. Collaborating for Literacy and Learning: Group Strategies.
• 7. Critical Reading.
• 8. Writing to Assess, Promote, and Observe Learning.
• 9. Struggling Readers and English Learners: Addressing their Cognitive and Cultural Needs.
• 10. Focusing on Motivation to Read Content Area Texts.
• 11. Designing Literacy into Academically Diverse Content Area Classes: Aligning Standards with Strategies and Assessments.
• 12. Teacher to Teacher: Fostering Literacy and Reflective Practice.
• (source: Nielsen Book Data)

For content area reading and literacy development in middle and high school courses. Through this strategy-driven, theory-based text, content-area teachers gain a thorough understanding of the fundamental role that reading and writing play in content-area learning. Unique to this text is the attention paid to helping teachers understand how the high school cultures students belong to affect their view of literacy and learning. The author effectively guides readers to ways they can identify and address school cultures and make literacy in content learning, relevant to students. The author offers step-by-step approaches to gauge student literacy, build vocabulary, and implement instruction that improves comprehension, encourages critical reading, supports writing for learning, and facilitates collaboration for literacy development.
(source: Nielsen Book Data)

• List of Figures Foreword Acknowledgments About the Author Introduction
• Chapter 1: Standards and Knowledge The Purpose of Standards Key Areas of Emphasis in the ELA Common Core Standards Understanding Fiction and Nonfiction Characteristics Definitions of the Common Core Text Types and Sample Prompts What Do Argument Texts Entail? What Do Informative/Explanatory Texts Entail? What Do Narrative Texts Entail? A Closer Look at Appendix C: Samples of Student Writing Identifying and Articulating the Language Standards Across Grades Exercise 1: What Is the Best Way to Group Standards? Unit Focus and Template Considerations for Grouping Standards Grouping Standards: Two Approaches Definition and Examples for Knowledge Exercise 2: How Are Standards Used to Determine What Students Should Know? Looking Ahead
• Chapter 2: Essential Understandings The Nature and Critical Importance of Essential (or Enduring) Understandings Essential Understandings as Statements of Conceptual Intent Examples of Essential Understandings Aligned to the Anchor Standards for Reading Special Considerations: Time, Intellectual Growth, Clustering Constructing Your Own Essential Understandings Exercise 3: How Do Educators Create (or Revise) Essential Understandings? Sharing Essential Understandings With Your Students Looking Ahead
• Chapter 3: Guiding Questions The Importance of Guiding Questions Sharing Guiding Questions With Your Students The Differences Between Essential Unit and Lesson Guiding Questions Designing Text-Dependent Questions for Complex Text How Do Teachers Facilitate Close Reading of Complex Texts? Examples of Essential Unit and Lesson Guiding Questions for Grammar and Conventions Constructing Your Own Essential Unit and Lesson Guiding Questions Exercise 4: How Do Educators Create (or Revise) Essential Unit and Lesson Guiding Questions? Looking Ahead
• Chapter 4: Unit Map Template and Example Customizing and Adapting the Unit Map to Fit Your Needs Organizing Unit Maps and Student Work Looking Ahead
• Chapter 5: Summative Assessments and Preassessments Types of Assessments Summative (Culminating) Assessments Rubrics Checklists Preassessments Constructing Your Own Summative Assessment Exercise 5: How Do Educators Determine an Appropriate Summative Assessment? Looking Ahead
• Chapter 6: Skills, Activities, Formative Assessments, and Resources Skills Teaching Strategies and Learning Activities Formative Assessments Resources Identifying Skills and Constructing Activities, Evidence of Assessment, and Resources for Your Targeted Unit Exercise 6: What Targeted Skills With Associated Activities, Evidence of Assessment, and Resources Can Educators Design (and Find) for a Targeted Unit? Looking Ahead
• Chapter 7: Differentiated Instruction Content, Process, and Product Readiness, Learning Profile, and Interest Instructional Strategy: Rolling Dice or Cubes Instructional Strategy: Using Manipulatives Constructing Your Own Differentiated Instructional Strategies Exercise 7: How Can You Indicate Differentiation on Your Unit Map? Looking Ahead
• Chapter 8: Lesson Design Lesson Components Sample Lessons Next Steps After Designing Lessons A Final Note Lesson 1: What Are Inferences? How Do I Make Inferences About This Text? Lesson 2: What Is Characterization? How Do Authors Use Characterization to Create and Develop Characters? Lesson 3: What Factors Help Me to Evaluate the Credibility of Sources? Lesson 4: What Are Elements of an Argument Paper? What Are the Expectations for My Finished Argument? Resource: A Brief Primer on the ELA Common Core Standards Creation and Purpose of the Common Core Standards Who Led the Standards Initiative, and What Is the Goal? Who Are the CCSSO and NGA? Content and Structure of the Common Core Standards Research Highlights for the Reading Strand Logistics Can States Add to the Standards? How Can Standards Be Identified? Collaboration, Limitations, and Assessment Who Uses These Standards Besides the ELA Teacher? What Aspects Are Not Covered in the Common Core Standards Document? What to Look for When Aligning Existing Standards With the Common Core Assessments Closing References Index.
• (source: Nielsen Book Data)

Your ELA roadmap to achieving Common Core objectives! Are your secondary students on track to meet the new Common Core ELA standards? If they aren't, they can be soon. In Mapping Comprehensive Units, Kathy Glass presents a comprehensive plan for effective curriculum design that you can use as a model for either revising your existing Grades 6-12 ELA curriculum or creating an entirely new one. This book includes: Key benefits and a rationale for each standard Tools for developing a unit map and reinforcing important connections across all components Practical instruments to plan exciting, content-rich Common Core units of study.
(source: Nielsen Book Data)

• 1. Bringing Science, Social Studies, and Math into the Literacy Block
• 2. Zooming Out on the Holistic Goals of Literacy Instruction
• 3. The Content-Driven Integration Model for Developing Thematic, Interdisciplinary Units
• 4. Selecting Texts for Integrated Instruction
• 5. Reading to Learn: Bringing Reading Instruction and Content Learning Together
• 6. Writing to Learn
• 7. Analyzing Texts to Support Comprehension
• 8. Developing Vocabulary
• 9. Talking to Learn... and Learning to Talk
• 10. Supporting Students With Process-Based Writing.
• (source: Nielsen Book Data)

Accessible and engaging, this text provides a comprehensive framework and practical strategies for infusing content-area instruction in math, social studies, and science into literacy instruction for grades K-6. Throughout ten clear thematic chapters, the authors introduce an innovative Content-Driven Integration (CDI) model and a roadmap to apply it in the classroom. Each chapter provides invaluable tools and techniques for pre-service classroom teachers to create a quality integrated thematic unit from start to finish. Features include Chapter Previews, Anticipation Guides, Questions to Ponder, Teacher Spotlights, "Now You Try it" sections, and more. Using authentic examples to highlight actual challenges and teacher experiences, this text illustrates what integrating high-quality, rich content-infused literacy looks like in the real world. Celebrating student diversity, this book discusses how to meet a wide variety of students' needs, with a focus on English Language Learners, culturally and linguistically diverse students, and students with reading and writing difficulties. A thorough guide to disciplinary integration, this book is an essential text for courses on disciplinary literacy, elementary/primary literacy, and English Language Arts (ELA) methods, and is ideal for pre-service and in-service ELA and literacy teachers, as well as consultants, literacy scholars, and curriculum specialists.
(source: Nielsen Book Data)

• Let's Bring People Back into the Curriculum
• A Workshop on People
• Learning to Read Characters
• A Reading and Writing Workshop on Character
• Constructing Ourselves
• People and History
• Opening New Doors to History
• Artful Thinking
• Let the Arts Lead
• From Seeing to Art
• Science: Change in Motion
• Learning to Think Through Science
• Bring Life into Learning
• Actions.

• Part 1 Framing Secondary and Adolescent Literacy Research: situating secondary school literacy, D.W. Moore and J.E. Readance
• exploring the contexts of secondary and adolescent literacy - literacy in people's everyday school lives, D. O'Brien et al. Part 2 Cases of Secondary and Adolescent Literacy: cases that seek to interpret - reading and writing to get work done - literacy learning in high school biology, D.R. Dillon et al
• "I've run a 4,000 person organization... and it's not nearly this intense" - a three-year case study of content literacy in high school mathematics, E.G. Sturtevant et al
• cases that seek to reform - engaging at-risk students - literacy learning in the high school literacy lab, D. O'Brien et al
• text and talk - the role of gender in learning physics, B.J. Guzzeti
• cases that seek to interrupt - re-envisioning Mr Weller - toward a postmodern conceptualization of secondary content area literacy, R.A. Stewart
• "she puts all these words in it" - interpreting the language of tenth-grade global studies, K. Hinchman and P. Zalewski
• negotiating and constructing literacy in the writer's workshop - literacy teaching and learning in seventh grade, E.B. Moje et al
• living in the everyday world, S.F. Oates
• the education of African-American youth - literacy practices and identity representation in church and school, M.M. Kelly. Part 3 Commentaries: reading gender and positionality into the nine case studies - a feminist poststructuralist perspective, D. Alvermann
• boundaries on the construction of literacy in secondary classrooms - envisioning reading and writing in a democratic and just society, D. Bloome.
• (source: Nielsen Book Data)

Explores and represents, through a series of cases and commentaries, how and why secondary school teachers and students use literacy in formal and informal learning settings. As used in the context of this study, secondary literacy refers to speaking, listening, reading, writing and performing. It also refers to how these processes or events are constructed, negotiated and used for specific purposes by teachers and students as they engage in various classroom, school and community practices and interactions. The authors operate from a stance that literacy is socially, culturally and historically constructed. They recognize that there are many different perspectives on how that construction occurs - some arguing for institutional and structural influences; others suggesting that people have some degree of agency within the constraints imposed by larger structures. A distinguishing feature of the volume is that the contributors explore and make explicit differing perspectives on literacy as a social construction. The volume is built around case studies of secondary school teachers' and students' literacy practices inside and outside of schools. The cases include diverse (critical, cultural, feminist, interpretive, phenomenological and postmodern) theoretical and epistemological perspectives and research methodologies. It concludes with two commentaries, by Donna Alvermann and David Bloome, in which they discuss and critique the contributions made from the different perspectives, and grapple with how they simultaneously illuminate and confuse issues in literacy theory, research and practice. Preservice and inservice teachers, school professionals and researchers in literacy education, secondary education and curriculum theory should find this book useful. It should help them analyze the complexities of secondary literacy teaching and learning, and to examine their own understandings of literacy within their own literary contexts.
(source: Nielsen Book Data)

• Acknowledgments About the Authors Introduction
• 1. Curriculum is the Foundation Maximizing Learning Through a Coherent Curriculum WHAT is Concept-Based Curriculum? WHY Concept-Based Curriculum and Instruction? HOW Are Concept-Based Curriculum Units of Instruction Designed? The Classroom Setting Summary Extending Thought
• 2. Designing Concept-Based Literacy Lessons Concept-Based Literacy Lessons Steps in Planning a Concept-Based Literacy Lesson Resources to Guide the Lesson-Planning Process A Flowchart to Guide Thinking Final Product Summary Extending Thought
• 3. Learning From Model Literacy Lesson Plans Role of Inductive Inquiry in a Concept-Based Literacy Classroom Balancing Inductive Inquiry and Explicit Instruction The Developing Concept-Based teacher Rubrics Learning Through Model Lesson Plans Summary Extending Thought
• 4. Designing Learning Experiences That Develop Conceptual Understanding Moving Beyond Skills to Conceptual Understanding That Transfers Developing Three-Dimensional Learning Experiences Snapshots of Concept-Based Literacy Classrooms Summary Extending Thought
• 5. Frequently Asked Questions Resources Resource A: Model CBCI Curriculum Units Resource B: Sample Graphic Organizers Resource C: Student Reflection and Self-Assessment of Process Resource D: Other Tools to Support Concept-Based Literacy Lesson Design Resource E: Developing Concept-Based Teacher/Student Rubrics References Index.
• (source: Nielsen Book Data)

This book is deal for literacy teachers looking for practical ways to implement a curriculum and instruction model that's more inquiry-driven and idea-centered. Readers will find step-by-step help with lesson planning for conceptual understanding and transfer Ideas for supporting inductive learning.
(source: Nielsen Book Data)

• Enhancing academic achievement through a continuum of literacy activites, Neari F. Warner, Evelyn Francois, Wanda F. Randall
• enhancing literacy skills and self-esteem through whole language and literature, Gwendolyn M. Duhon, Katrina Boden-Webb, Jimmy McJamerson
• Mathmatics and the Middle School student, Patsy Williams
• Critical barriers to scientific literacy, Marilyn M. Irving
• strategies for strengthening literacy learning in a Middle School program, Joyce B. Patton
• Writing a book of their own - a key to literacy skill development, Nancy Shepard
• Involving children with children's literature - statagies that work, Elen Butler
• the three "R's" of critical literacy - roots, reading and reconstruction, Nanthalia W. McJamerson, A. Kadir Nur-Hussen, Jewel Jackson, Mary Scott Hobdy
• Community Coordinating Council Inc - a community-based effort which supports the literacy development efforts of the school, Valena Lane
• developing literacy skills across the curriculum - practical approaches, creative models, strategies and resources, Sallie S. Evans
• school public relations and business partnerships - key components in the development of literacy skills, Elaine Foster, Tamar L. Roberts
• Making connections - a field-based model for preparing pre-service teachers to promote literacy learning, Loretta Jaggers, Jean G. Brown, Andolyn B. Harrison, Vicki R. Brown
• strengthening literary skills across the core curiculum by addressing indivdual differeneces, Glenda S. Starr, Donald W. Smith
• preparing teachers to work with diverse student populations, Marilyn Irving
• headlights in the night - using problem-based learning across the professional education curriculum, Kathryn Newman
• literacy for life sucess - using critical pedagogy in developmental and educational psycology classes, Nanthalia Mc Jamerson, Wasilka Goodie, Sandra F. Thomas, Tamir Mutakabbir
• enlarging the literacy bank through the transfer of study skills, Christine Paige
• mind development inc - teacher expectations and student achievement, Gail Lee
• pepring pre-service teachers to effectivly address literacy through clinical experience, Florence Simon.
• (source: Nielsen Book Data)

These interdisciplinary essays demonstrate diverse techniques for involving administrators, parents, community agencies and organisations in the process of developing literacy skills.
(source: Nielsen Book Data)

• Foreword / Tiffany Flowers
• Introduction / Mary Amanda Stewart
• Colonialism and Native American resiliency / Patricia Flint and Mariannella Núñez
• Modern-day colonialism : D.C., Puerto Rico, and other U.S. territories / Marlene Walker
• Immigration : the fabric of our nation / Yismelle Dúran
• Latinx influencers : past and present contributions to America's greatness / Margarita \ Ramos-Rivera
• Latinas as change-agents : feminist activism in the U.S / Joan Borda
• Antiracism : understanding our history to co-create a better future / Christina Thomas and Victor Lozada
• Redlining : a mechanism of systemic racism / Christina Salazar
• Cultural (mis)representations in the media : challenging hegemonic ideas / Phyliciá Anderson
• The death of childhood : mass shootings in the United States / Christina Thomas
• Rap music : leveraging hip hop culture to empower / Victor Lozada
• Consent isn't complicated : the implications of the #MeToo Movement / Christina Thomas
• See us : LGBTQ+ issues for representation, empathy, and justice / Christina Salazar
• Afterword / Isabel Morales

"This edited book provides ready-to-use engaging curriculum units for an integrated approach to teaching English language arts and U.S. history in grades 4-12"-- Provided by publisher

• Introduction Part 1: Reading Chapter 1: Reading and the Common Core Chapter 2: Meticulous Reading Chapter 3: Recreational Reading: The Missing Ingredient Conclusion: Reading Classroom Close-Ups for Reading Part 2: Writing Chapter 4: Writing and the Common Core Chapter 5: Creating a Culture of Writing: What Do Students Need? Chapter 6: Writing to Learn: Science, Meet Syntax-- Syntax, This Is Science Chapter 7: Writing a Cogent Argument Chapter 8: Formative and Summative Assessments Conclusion: Writing Classroom Close-Ups for Writing Part 3: Speaking and Listening Chapter 9: Speaking and Listening and the Common Core Chapter 10: Traditional Classroom Discourse: The Recitation Script Chapter 11: Moving Toward Socratic Dialogue Chapter 12: Developing Social Competencies Chapter 13: Whiteboarding Conclusion: Speaking and Listening Classroom Close-Ups for Speaking and Listening
• Part 4: Language Chapter 14: Language and the Common Core Chapter 15: Grammar and the Common Core Chapter 16: Teaching Vocabulary Chapter 17: Spelling as Word Study Conclusion: Language Classroom Close-Ups for Language Conclusion Appendix A: Checklist for Paragraph Development Appendix B: Writing Rubrics Appendix C: Academic Word List Appendix D: Semantic Features Chart References.
• (source: Nielsen Book Data)

Zoom in on the academic skills students are required to learn in reading, writing, speaking/listening, and language! This book cuts through all of the Common Core jargon and gets right to the heart of what students need to learn now. Big Skills for the Common Core is packed with engaging strategies you can use immediately to improve your students' literacy skills and help them retain those skills. Special features include...Charts that break down the skills for each anchor standard and put them into teacher- friendly language. BONUS! The charts highlight the big shifts for teachers for discussion and sharing. Practical strategies to help students tackle and understand complex texts. Helpful ideas for teaching argument writing, plus writing rubrics and assessment strategies. Clear information on Tier II and Tier III words and how to teach them. In addition, each section of the book ends with "Classroom Close-Ups, " which take you inside real classrooms that are implementing the Common Core. You'll see the standards in action across the curriculum and get takeaway tips you can use tomorrow in your own classroom!.
(source: Nielsen Book Data)

• Preface
• SECTION I
• 1. Integrating Science and Literacy: Forms and Functions Maria Varelas & Christine C. Pappas
• SECTION II
• 2. Read-Alouds of Children's Literature Information Books: Dialogic Sharing and Intertextuality Amy Arsenault, Maria Varelas, Christine C. Pappas, Anne Barry, & Neveen Keblawe-Shamah
• 3. Children's Language Acts: Diverse Forms of Classroom Participation in Read-Alouds Eli Tucker-Raymond, Maria Varelas, Christine C. Pappas, & Ibett Ortiz
• 4. Hands-On explorations that Nurture Scientific Practices: Linking Doing with Thinking and Talking Maria Varelas, Christine C. Pappas, Justine M. Kane, Amy Arsenault, Jennifer Hankes, & Begona Marnotes Cowan
• 5. Book Writing and Illustrating: Ways with Text and Pictures Christine C. Pappas, Maria Varelas, Hongmei Dong, Li Ye, Sofia Kokkino Patton, Tamara Ciesla, & Sharon Gill
• 6. Dramatizing as a Tool for Thinking and Speech Maria Varelas, Christine C. Pappas, Eli Tucker-Raymond, Justine M. Kane, Jennifer Hankes, Ibett Ortiz, & Neveen Keblawe-Shamah
• 7. Scientific Practices in Home Projects: Exploring at Home, Sharing at School Amy Arsenault, Maria Varelas, Christine C. Pappas, & Tamara Ciesla
• SECTION III
• 8. Learning Together Over Time: Young Children Making Meaning Justine M. Kane, Maria Varelas, Christine C. Pappas, Lynne Pieper, Jennifer Hankes, & Begona Marnotes Cowan
• 9. Children's Conceptions of Being Scientists Eli Tucker-Raymond, Maria Varelas, & Christine C. Pappas
• SECTION IV
• 10. Young Children in Urban Classrooms: Possibilities for Sciencing Maria Varelas & Christine C. Pappas.
• (source: Nielsen Book Data)

Science is often a forgotten subject in early elementary grades as various mandates require teachers to focus on teaching young students to achieve specific reading and mathematical competencies. This book offers specific examples and empirical evidence of how integrated science-literacy curriculum and teaching in urban primary-grade classrooms give students opportunities to learn science and to develop positive images of themselves as scientists. The Integrated Science-Literacy Enactments (ISLE) approach builds on multimodal, multidimensional, and dialogically oriented teaching and learning principles. Readers see how, as children engage with texts, material objects, dialogue, ideas, and symbols in their classroom community, they are helped to bridge their own understandings and ways with words and images with those of science. In doing so, they become learners of both science and literacy. The book features both researcher and teacher perspectives. It explores science learning and its intersection with literacy development in schools that educate predominately children of color, many of whom struggle with poverty and have been traditionally underestimated, underserved, and underrated in science classrooms. In all these ways, this volume is a significant contribution to a critically under-researched area of science education.
(source: Nielsen Book Data)

Applies the whole language perspective across the primary-grade curriculum. The book presents examples where teachers have used authentic, meaningful ways for children to communicate about their lives and what they are learning.
(source: Nielsen Book Data)

Elementary-aged children are often positioned as not developmentally ready to learn about race, racism, and injustice. Yet, the classroom materials used in most schools misrepresent history, withhold knowledge about racial injustice, or fail to uplift stories of resilience and resistance. For almost a decade, this groundbreaking resource has been one of the most highly used textbooks in justice-oriented social studies methods courses for grades 3-8. The author has thoroughly revised her bestseller to provide additional lessons that are more deeply situated within the current context of converging pandemics-COVID-19, racism, and impending environmental catastrophe. Grounded in the daily realities of public schools, Agarwal-Rangnath shows teachers how to use primary and other sources that will offer students new ways of thinking about history while meeting language arts standards for information text proficiency and critical thinking. Educators will also learn how to teach language arts and social studies as complementary subjects.New for the Second Edition: More concrete connections between theory and practice. Additional lesson examples that are centered in today's context of converging pandemics. Reflection questions that challenge readers to think about ways to navigate curricular constraints and standardization in the classroom.
(source: Nielsen Book Data)

This concise resource provides innovative new strategies for supporting English learners in elementary classrooms. The authors delve into the social, cultural, and linguistic backgrounds of English learners in American schools, and describe how to teach to each student's strengths and background knowledge. Each chapter provides examples from real classrooms where first, third, and fifth grade teachers are working to serve students from a wide variety of backgrounds. Guided by up-to-date research on disciplinary literacy, these expert authors provide a meaningful guide to integrating best-practices for English learners across content areas - science, mathematics, and social studies - while fostering high levels of academic proficiency.
(source: Nielsen Book Data)