Disciplinary Literacy
by Piercy, Thomasina, Dr.; Piercy, William, Dr.Format: Paperback
Pub. Date: 2011-06-16
Publisher(s): Lead + Learn Pr
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Summary
Designed to be used in classrooms tomorrow! Provide discipline-explicit literacy instruction aligned with the Common Core State Standards with all texts, including primary documents and complex texts. Use specific tools for text investigations and text-based discussions to improve disciplinary literacy skills and content-focused critical thinking.
Author Biography
Thomasina Piercy, Ph.D., and William Piercy, Ph.D., have worked for public school systems as teachers, principals, curriculum leaders, and state liaisons. Their combined experiences-Thommie as a pre-K-12 reading supervisor, Compelling Conversations author, International Reading Association Research Award for Maryland, and Bailor Award recipient, and Bill as a supervisor responsible for principal leadership, and a graduate adjunct professor-provide genuine literacy insight to school systems throughout the country.
Table of Contents
| List of Exhibits | p. viii |
| About the Authors | p. x |
| Foreword | p. xii |
| Foreword | p. xv |
| Preface | p. xvii |
| Acknowledgments | p. xviii |
| Introduction: How Can Disciplinary Literacy Establish Deeper Connections? | p. 1 |
| What Are the Connections between Citizen Journalists and Adolescent Learners? | p. 5 |
| How Are Adolescent Citizen Journalists Changing Instruction? | p. 9 |
| Literacy Perspectives Inform Understanding | p. 16 |
| Literacy Resources: What? Why? Who Says? | p. 17 |
| How Is Literacy Research Providing Direction? | p. 18 |
| How Can Literacy Actions Guide Instruction? | p. 21 |
| Literacy Action Instructional Frameworks | p. 26 |
| How Did Literacy Become Liberated? | p. 61 |
| Today's Context for Adolescent Literacy | p. 64 |
| The Disciplinary Literacy Focus | p. 64 |
| The Different Types of Literacy | p. 64 |
| The Definitions of Literacy for the 21st Century | p. 65 |
| Why is Literacy under the Urgency Spotlight? | p. 69 |
| Conclusion | p. 71 |
| What Are the Disciplinary Literacy Instructional Models? | p. 72 |
| What is Disciplinary Literacy? | p. 73 |
| What is Disciplinary Literacy's New Model for Adolescent Understanding? | p. 74 |
| Reading Like a Historian | p. 75 |
| Why Does History Matter? | p. 75 |
| What Do Historians Seek to Know? | p. 76 |
| How Can Reading Like a Historian Improve Adolescent Citizen Journalist Thinking? | p. 78 |
| Citizen Journalist: Instructional Model | p. 78 |
| Disciplinary Literacy's Four-Stage Text Investigation: Reading Like a Historian | p. 80 |
| What Does Instruction for ôReading Like a Historianö Look Like? | p. 88 |
| Instructional Model: Reading Like a Historian | p. 92 |
| Reading Like a Literary Critic | p. 98 |
| Why Does Literature Matter? | p. 98 |
| What Do Literary Critics Seek to Know? | p. 99 |
| What Are the Elements of Literature? | p. 99 |
| Disciplinary Literacy's Four-Stage Text Investigation: Reading Like a Literary Critic | p. 103 |
| Reading Like a Scientist | p. 108 |
| Why Does Science Matter? | p. 109 |
| What Do Scientists Seek to Know? | p. 110 |
| Disciplinary Literacy's Four-Stage Text Investigation: Reading Like a Scientist | p. 110 |
| Reading Like a Mathematician | p. 116 |
| Why Does Mathematics Matter? | p. 116 |
| What Do Mathematicians Seek to Know? | p. 118 |
| Disciplinary Literacy's Four-Stage Text Investigation: Reading Like a Mathematician | p. 118 |
| Reading Like a Musician: Connecting Historians, Literary Critics, Scientists, and Mathematicians | p. 123 |
| Reading Like a Musician | p. 123 |
| Why Does Music Matter? | p. 123 |
| What Do Musicians Seek to Know? | p. 124 |
| Disciplinary Literacy's Four-Stage Text Investigation: Reading Like a Musician | p. 124 |
| Conclusion | p. 128 |
| Disciplined Practice: A Literacy Leadership Model | p. 129 |
| What is the Disciplined Practice Model of Literacy Leadership? | p. 131 |
| Fueling-Phase 1 (Inserting Oxygen) | p. 131 |
| Igniting-Phase 2 (Creating a Spark) | p. 135 |
| Tending-Phase 3 (Monitoring the Flame) | p. 143 |
| Banking-Phase 4 (Preserving the Embers) | p. 149 |
| Conclusion | p. 153 |
| How Can Disciplinary Literacy Be Differentiated and Sustained? | p. 154 |
| Sustaining Literacy Leadership | p. 154 |
| Connecting Disciplined Minds | p. 154 |
| Transferring Disciplinary Literacy Instruction | p. 155 |
| Engaging English Language Learners and Struggling Learners | p. 158 |
| Three Elements for Disciplinary Literacy Instruction | p. 159 |
| Conclusion | p. 163 |
| Conclusions | p. 164 |
| Glossary | p. 167 |
| References | p. 173 |
| Index | p. 181 |
| Table of Contents provided by Ingram. All Rights Reserved. |
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