MARC Record from marc_nuls

LEADER: 04884cam 2200373 i 4500
001 9925202793401661
005 20150325073558.7
008 140616s2014 cau b 001 0 eng
010 $a 2014009492
019 $a890611928$a892333763$a898891915
020 $a9781452229935 (pbk. : alk. paper)
020 $a1452229937 (pbk. : alk. paper)
035 $a40024793934
035 $a(OCoLC)881469268$z(OCoLC)890611928$z(OCoLC)892333763$z(OCoLC)898891915
035 $a(OCoLC)ocn881469268
040 $aDLC$beng$erda$cDLC$dYDX$dBDX$dOCLCF$dYDXCP$dUKMGB$dMEU$dEZN$dCDX$dGZI
042 $apcc
050 00 $aLB1631$b.T274 2014
082 00 $a428.0071/2$223
100 1 $aSmagorinsky, Peter.
245 10 $aTeaching dilemmas and solutions in content-area literacy, grades 6-12 /$cedited by Peter Smagorinsky, University of Georgia.
264 1 $aThousand Oaks, California :$bCorwin,$c[2014]
300 $axvii, 163 pages ;$c26 cm
336 $atext$2rdacontent
337 $aunmediated$2rdamedia
338 $avolume$2rdacarrier
504 $aIncludes bibliographical references and index.
546 $aText in English.
505 0 $aCh. 1. Literacy in the English/Language Arts Classroom / Peter Smagorinsky and Joseph M. Flanagan -- Changing Conceptions of Literacy -- The Growing Debate Regarding What Students Should Be Reading -- The Transformation of Instructional Strategies for English Language Arts -- Forging a Path for Literacy Instruction -- Scenarios -- Scenario 1: Language Proficiency as Literacy -- Scenario 2: The Literature Strand of the Language Arts Curriculum -- Scenario 3: The Writing Strand of the Language Arts Curriculum -- Scenario 4: Promoting Literacy Through the Use of a Variety of Textual Forms -- Scenario 5: Developing Literacy in a Technological Age -- Ch. 2. Toward Disciplinary Reading and Writing in History / Chauncey Monte-Sano and Denise Miles -- What Is the Role of Literacy in History? -- Reading History -- Writing History -- Practices That Help Students Write Historical Arguments -- Concluding Thoughts -- Scenarios -- Scenario 1: When Reading Is a Struggle -- Scenario 2: Shifting the Focus in History Class to Embrace the Common Core -- Scenario 3: Transitioning From Writing Summary to Argument -- Scenario 4: Helping Students Use and Select "Good" Evidence -- Scenario 5: Balancing the Coverage Mandate With Historical Inquiry -- Appendix A -- Appendix B -- Appendix C -- Ch. 3. Literacy in the Science Classroom / Kok-Sing Tang, Stephen C. Tighe, and Elizabeth Birr Moje -- What Is Science Literacy, and Why Does It Matter? -- Learning Science Literacy -- Scenarios -- Scenario 1: Engaged Reading of Complex Text in the Service of Inquiry -- Scenario 2: Integrating Content Instruction and Disciplinary Literacy Standards in Science -- Scenario 3: Foregrounding Multimod.al Literacy Practices in Concept Leaming -- Scenario 4: Connecting Hands-on Experiences With Textual Practices -- Ch. 4. Literacy in the Mathematics Classroom / Linda Hutchison and Jennifer Edelman -- Texts, Mathematics, and Content Area Literacy -- Writing and Content-Area Literacy in Mathematics -- Reading and Content-Area Literacy in Mathematics -- Literacy in Mathematics: More Than Vocabulary -- Problem-Solving Literacy -- Numerical Literacy -- Number Line Literacy -- Spatial Literacy in Mathematics -- Graphing Literacy -- Statistical Literacy -- Models/Modeling Using Symbols Technology -- Proof -- Scenarios -- Scenario 1: A Learning Community -- Scenario 2: Extended Responses on Standardized Tests -- Scenario 3: Geometry and Technology-Why Do We Do Proofs? -- Scenario 4: Evidence of Content-Area Literacy Practices -- Ch. 5. The Visual Space of Literacy in Art Education / Karinna Riddett-Moore and Richard Siegesmund -- Dewey's Vision of Art Education -- From Perception to the Aesthetics of Care -- The Challenges and Possibilities of Visual Literacy -- Scenarios -- Scenario 1: The Pieta Is a Love Letter -- Scenario 2: PostSecret: Finding Narrative in Image and Text -- Scenario 3: Doodles Can Mean Something -- Scenario 4: Shifting Control: Teaching White Girl to Dance -- Scenario 5: A Literacy of Listening: Relational Aesthetics -- Ch. 6. Music and Drama Literacies / Katherine D. Strand and Gus Weltsek -- Music Literacy -- Aural Discrimination and Reading Music -- Alternate Musical Literacies -- Scenario -- Scenario 1: Musical Literacy With Informal Learning Practices -- Drama Literacy -- Why and How Does Drama Work? -- Scenario -- Scenario 2: Infused Drama Theater Education Strategies as Multimodal Transmediated Literacy Practices --
650 0 $aEnglish language$xWriting$xStudy and teaching (Secondary)
650 0 $aLiteracy$xStudy and teaching (Secondary)
700 1 $aSmagorinsky, Peter.
947 $cBOOK$fBOOK-SOE-K12$g29.95$hCIRCSTACKS$lNULS$n257406$o150713$p28.45$q1$r31786102995427
980 $a40024793934