Supplemental Material for Acquiring Science and Social Studies Knowledge in Kindergarten Through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI)

2016 ◽  
Keyword(s):  
Social Studies ◽  
Literacy Instruction ◽  
Fourth Grade ◽  
Content Area Literacy ◽  
Content Area

scholarly journals Acquiring science and social studies knowledge in kindergarten through fourth grade: Conceptualization, design, implementation, and efficacy testing of content-area literacy instruction (CALI).

2017 ◽  
Vol 109 (3) ◽  
pp. 301-320 ◽  
Author(s):  
Carol McDonald Connor ◽  
Jennifer Dombek ◽  
Elizabeth C. Crowe ◽  
Mercedes Spencer ◽  
Elizabeth L. Tighe ◽  
...  
Keyword(s):  
Social Studies ◽  
Literacy Instruction ◽  
Fourth Grade ◽  
Content Area Literacy ◽  
Content Area

Narrowing the Achievement Gap in Second-Grade Social Studies and Content Area Literacy: The Promise of a Project-Based Approach

2012 ◽  
Vol 40 (3) ◽  
pp. 198-229 ◽  
Author(s):  
Anne-Lise Halvorsen ◽  
Nell K. Duke ◽  
Kristy A. Brugar ◽  
Meghan K. Block ◽  
Stephanie L. Strachan ◽  
...  
Keyword(s):  
Achievement Gap ◽  
Social Studies ◽  
Content Area Literacy ◽  
Content Area ◽  
Second Grade

Teaching Disciplinary Literacy to Adolescents: Rethinking Content- Area Literacy

2008 ◽  
Vol 78 (1) ◽  
pp. 40-59 ◽  
Author(s):  
TIMOTHY SHANAHAN ◽  
CYNTHIA SHANAHAN
Keyword(s):  
Social Studies ◽  
Secondary School ◽  
Content Area Literacy ◽  
Disciplinary Literacy ◽  
Content Area ◽  
Comprehension Strategies ◽  
Content Area Teachers ◽  
School Settings ◽  
Adolescent Readers ◽  
Best Fit

In this article, Timothy and Cynthia Shanahan argue that "disciplinary literacy" — advanced literacy instruction embedded within content-area classes such as math, science, and social studies — should be a focus of middle and secondary school settings. Moving beyond the oft-cited "every teacher a teacher of reading" philosophy that has historically frustrated secondary content-area teachers, the Shanahans present data collected during the first two years of a study on disciplinary literacy that reveal how content experts and secondary content teachers read disciplinary texts, make use of comprehension strategies, and subsequently teach those strategies to adolescent readers. Preliminary findings suggest that experts from math, chemistry, and history read their respective texts quite differently; consequently, both the content-area experts and secondary teachers in this study recommend different comprehension strategies for work with adolescents. This study not only has implications for which comprehension strategies might best fit particular disciplinary reading tasks, but also suggests how students may be best prepared for the reading, writing, and thinking required by advanced disciplinary coursework.

scholarly journals Minding the Gap: Mentor and Pre-service Teachers’ Ability Perceptions of Content Area Literacy Instruction

2017 ◽  
Vol 17 (4) ◽  
pp. 44-66
Author(s):  
Treavor Bogard ◽  
Mary-Kate Sableski ◽  
Jackie Arnold ◽  
Connie Bowman
Keyword(s):  
Student Teachers ◽  
Literacy Instruction ◽  
Content Area Literacy ◽  
Content Area ◽  
Teacher Licensure ◽  
Content Literacy ◽  
Actual Performance ◽  
Clinical Educators ◽  
Ability Perceptions ◽  
K 12

This mixed method study compared how student teachers rated their ability in implementing components of content area literacy compared to their clinical educators’ perceptions of the  student teachers’ actual performance. The researchers collaborated with K-12 clinical educators to develop a scaled survey to rate level of skill in four components of content literacy instruction. 112 clinical educators (CEs) and 183 student teachers (STs) representing five teacher licensure programs completed the survey. A two-way multivariate analysis of variance measured the effect of Role (CE and ST) and Teacher Licensure Program on ability perception. Results indicated that Role and Program each significantly affected ratings of the four content literacy component skills measured, but the effect of Role did not significantly differ based on Program. Participants’ written explanations of their ability ratings revealed how their mental models of content literacy accounted for differences in ability perception by Role. Implications are provided for enhancing pre-service teachers’ perceptual and qualitative awareness of the practices that underlie highly effective content-area literacy instruction. 

Preparing to Implement Evidence-Based Literacy Practices in the Co-taught Classroom

2020 ◽  
pp. 105345122094436
Author(s):  
Jade Wexler ◽  
Devin M. Kearns ◽  
Erin Hogan ◽  
Erin Clancy ◽  
Alexandra Shelton
Keyword(s):  
Middle School ◽  
Special Education ◽  
Literacy Instruction ◽  
Literacy Practices ◽  
Content Area Literacy ◽  
Fidelity Of Implementation ◽  
Content Area ◽  
Evidence Based ◽  
Instructional Framework ◽  
Content Area Instruction

It is essential that middle school content-area and special education co-teachers adopt evidence-based literacy practices that they can integrate into their content-area instruction to address the needs of all of the students in their classes. This article provides co-teachers with four planning tips to improve implementation of the practices they adopt. The planning tips are organized using the acronym FIRST: (a) monitor Fidelity of implementation of the adopted practices, (b) Integrate the practices into daily content-area instruction and across the year, (c) determine the Roles of each co-teacher when planning for and implementing instruction in the adopted practices, and (d) consider specific guidelines to Select Texts for each literacy-focused lesson. The planning tips are illustrated using examples related to the content-area literacy instruction (CALI) instructional framework, which is a set of evidence-based literacy practices and procedures designed to improve the literacy instruction middle school coteachers implement in their content-area classes.

Individualizing Literacy Instruction in Co-Taught Classrooms Through a Station Teaching Model

2020 ◽  
pp. 105345122094437
Author(s):  
Cheryl Lyon ◽  
Erin K. Hogan ◽  
Devin M. Kearns
Keyword(s):  
Reading Comprehension ◽  
Literacy Instruction ◽  
Student Support ◽  
Content Area Literacy ◽  
Individualized Instruction ◽  
Content Area ◽  
Teaching Model ◽  
Typically Developing ◽  
Instructional Framework ◽  
Class Instruction

The Project CALI (Content Area Literacy Instruction) instructional framework is designed to enhance reading comprehension for all students, those with disabilities as well as their typically developing peers, in inclusive co-taught middle school content-area classrooms. For students with and at-risk for disabilities, even well-designed, research-based, and whole-class instruction often leads to inadequate improvement in reading comprehension and thus learning of content material. In CALI, teachers use student data to determine which students need more support and targeted, individualized instruction, and by contrast, which students may benefit from opportunities to extend their learning with more challenging texts and student-managed work. This article provides guidance for designing and implementing customizable lessons using station-teaching to individualize instruction. The Project CALI student support model is the final instructional piece of the CALI instructional framework.

Improving Instruction in Co-Taught Classrooms to Support Reading Comprehension

2020 ◽  
pp. 105345122094421
Author(s):  
Jade Wexler
Keyword(s):  
Professional Development ◽  
General Education ◽  
Literacy Instruction ◽  
Literacy Practices ◽  
Content Area Literacy ◽  
Development Project ◽  
Content Area ◽  
Special Issue ◽  
Students With Learning Disabilities ◽  
Improving Instruction

This unique special issue features five articles that provide guidance for middle school special education and general education content-area co-teachers on how to implement enhanced co-teaching models including specialized literacy instruction and best practices for co-teachers (e.g., co-planning; using station teaching to differentiate instruction). The authors of each article were part of a research team that conducted a 2015–2018 development and innovation professional development project funded by the U.S. Department of Education, Institute of Education Sciences, Project CALI (Content Area Literacy Instruction). Project CALI resulted in the development of the CALI professional development designed to provide co-teachers guidance on how to implement a set of evidence-based literacy practices (i.e., the CALI instructional framework) to improve outcomes for students with learning disabilities (LD) in co-taught classes. Authors in this special issue use examples from the CALI professional development to illustrate each practice.

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