Becoming Fluent in the Language of Content: Developing Strategic Readers as Critical Consumers of Information
Edition: 1
Copyright: 2016
Pages: 232
Edition: 1
Copyright: 2016
Pages: 232
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Section I: Acquiring the Language of Content
CHAPTER 1: DEVELOPING A FRAMEWORK FOR THINKING ABOUT CONTENT AS LANGUAGE
The Five Literacies of the 21st Century
Acquisition of Content Language through the Five Literacies
Developing a Critical Eye for Lesson Design with the Five Literacies
CHAPTER 2: STRATEGIES TO SUPPORT ENGAGED LEARNING THROUGH THE FIVE LITERACIES
Front Loading and Back Loading
Building Content Language Structure: a.k.a. Vocabulary
Section II: Building Fluency in the Language of Content
CHAPTER 3: STUDENT INTEREST AND INSTRUCTIONAL MATERIALS
Approaches to evaluating readers and matching student interests and needs with nonfiction texts
Developing text sets, word walls, and classroom materials to support language of content
CHAPTER 4: EXPLORING NONFICTION THROUGH A CRITICAL LENS
Evaluating and selecting informational texts access features
Navigating through organizational structures of informational texts
CHAPTER 5: DESIGNING INSTRUCTION THROUGH THE FIVE LITERACIES
Designing Units of Inquiry
Content Manipulation- Designing Instruction to Engage with Multiple Text Types.
Textset Exploration
Visual Manipulation of Multiple Text Types- Media and Digital
Section III: Designing Instruction to Support Content Language Acquisition
CHAPTER 6: ACQUIRING THE LANGUAGE OF CONTENT THROUGH DISCOVERY LEARNING CIRCLES
Increase classroom opportunities for students to use the five literacies to support learning of content
Interactive groups to engage students in learning the language of content
Section IV: Digital Literacies and the Language of content
CHAPTER 7: EXPLORING DIGITAL LITERACIES THROUGH A CRITICAL LENS
Exploring digital texts for structure, features, genres, and content for instructional purposes
Using a critical lens to analyze and select appropriate digital resources
CHAPTER 8: NAVIGATING DIGITAL LITERACIES AS INSTRUCTIONAL TOOLS
Identify and describe strategies that support learning content via digital literacy
Design and implement instruction using forms of digital literacy to increase content learning for all students
Section V: Making Research Real
CHAPTER 9: THE INQUIRY PROCESS
Children and Inquiry
The Process of Inquiry
The Art of Questioning
Developing and Inquiry Plan
Presenting research
Evaluating and Reflecting on Inquiry
Section VI: Instructional Resources
Materials to support teaching and learning the language of content
Dr. Lory E. Haas is an Associate Professor of literacy for the School of Teaching and Learning at Sam Houston State University, Texas. She teaches literacy courses at all levels, with primary focus on preservice teachers seeking elementary education certification. Her research interests include topics related to early childhood education, information literacy, multisensory learning, as well as visual-based literacy with wordless picture books, animation, and photovoice experiences. She has co-authored two books; Learning through Play: Early Childhood Theory, Development, Education and Engagement and Becoming Fluent in the Language of Content: Developing Strategic Readers as Consumers of Information.