Reading and Representing Across the Content Areas
A Classroom Guide
Nonfiction, Reference & Language, Language Arts, Reading, Reading Skills, Education & Teaching, Educational Theory, Curricula, Literacy
| Author: | Amy Alexandra Wilson, Kathryn J. Chavez | ISBN: | 9780807773192 |
| Publisher: | Teachers College Press | Publication: | December 15, 2009 |
| Imprint: | Language: | English |
| Author: | Amy Alexandra Wilson, Kathryn J. Chavez |
| ISBN: | 9780807773192 |
| Publisher: | Teachers College Press |
| Publication: | December 15, 2009 |
| Imprint: | |
| Language: | English |
This groundbreaking work redefines traditional ideas of what a “text” 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.
Book Features:
- Guidance for explicit instruction in reading, writing, and representing in each discipline.
- Examples of classroom activities that build skills related to state and national standards.
- Ideas for using a wide range of printed, digital, embodied, and three-dimensional texts.
- Images of student work.
“This book hits the ball out of the park! It is exactly what content area/disciplinary literacy classes need to help those who teach different disciplines to integrate the reading and writing of multimodal representations and disciplinary content.”
—Patricia L. Anders, Jewell M. Lewis Distinguished Professor of Reading Language, Reading and Culture Program, University of Arizona
“Wilson and Chavez make a unique contribution to the field that is just in time for the challenges posed by the Common Core State Standards.”
—From the Foreword by Marjorie Seigel, Teachers College, Columbia University
“Destined to become a classic in disciplinary literacy. It puts into print and practice Herber’s (1970) ‘content determines process.’”
—Victoria Gillis, Wyoming Excellence in Education Literacy Chair, Secondary Education, University of Wyoming
This groundbreaking work redefines traditional ideas of what a “text” 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.
Book Features:
- Guidance for explicit instruction in reading, writing, and representing in each discipline.
- Examples of classroom activities that build skills related to state and national standards.
- Ideas for using a wide range of printed, digital, embodied, and three-dimensional texts.
- Images of student work.
“This book hits the ball out of the park! It is exactly what content area/disciplinary literacy classes need to help those who teach different disciplines to integrate the reading and writing of multimodal representations and disciplinary content.”
—Patricia L. Anders, Jewell M. Lewis Distinguished Professor of Reading Language, Reading and Culture Program, University of Arizona
“Wilson and Chavez make a unique contribution to the field that is just in time for the challenges posed by the Common Core State Standards.”
—From the Foreword by Marjorie Seigel, Teachers College, Columbia University
“Destined to become a classic in disciplinary literacy. It puts into print and practice Herber’s (1970) ‘content determines process.’”
—Victoria Gillis, Wyoming Excellence in Education Literacy Chair, Secondary Education, University of Wyoming
