Layering Intermediate and Disciplinary Literacy Work: Lessons Learned from a Secondary Social Studies Teacher Team

Autor/inn/en	Dobbs, Christina L.; Ippolito, Jacy; Charner-Laird, Megin
Titel	Layering Intermediate and Disciplinary Literacy Work: Lessons Learned from a Secondary Social Studies Teacher Team
Quelle	In: Journal of Adolescent & Adult Literacy, 60 (2016) 2, S.131-139 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.547
Schlagwörter	Secondary School Teachers; Social Studies; Common Core State Standards; Content Area Reading; High School Students; Literacy Education; Teaching Methods; Reading Comprehension; Reading Strategies; Student Needs; Team Teaching + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Common core curriculum; Curriculum; Kerncurriculum; Sinnerfassendes Lesen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Leseverstehen; Reading strategy; Leselernstufe; Lesetechnik; Teamteaching
Abstract	Secondary teachers nationwide are encouraged by the Common Core State Standards and recent research to enact disciplinary literacy instruction. However, little is known about how teachers make sense of teaching disciplinary literacy skills to adolescents. To what extent might adolescents still need the kinds of foundational support provided by what Shanahan and Shanahan called intermediate strategy instruction, or instruction in general reading comprehension strategies? In this article, the authors describe findings from a disciplinary literacy project in which a group of high school social studies teachers (and the authors) discovered that a complex layering of intermediate and disciplinary literacy work was required to meet students' needs. Implications for teams of teachers wishing to explore this tension and keep their focus on helping students access and communicate content material are shared. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01