Literaturnachweis - Detailanzeige
| Autor/in | Parenti, Melissa A. |
|---|---|
| Titel | Becoming Disciplined about Disciplinary Literacy through Guided Retelling |
| Quelle | In: Reading Teacher, 71 (2018) 4, S.473-478 (6 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0034-0561 |
| DOI | 10.1002/trtr.1647 |
| Schlagwörter | Literacy; Classroom Techniques; Teaching Methods; Content Area Reading; Content Area Writing; Instructional Effectiveness; Elementary Education; Cues; Educational Strategies |
| Abstract | Becoming more disciplined about teaching disciplinary literacy in our classrooms can be a challenge. Encouraging student production of the academic language and the demands and styles of thinking associated with each discipline requires an additional push that was often overlooked in content area instruction of the past. As this new journey in disciplinary literacy begins, supportive strategies become a necessity. In this article, the author presents guided retelling as a simple solution to the complex task of promoting disciplinary literacy in the elementary classroom. Through the use of verbal and visual prompts, guided retelling continues to be a highly implementable and adaptable tool for learners of all ages and abilities across all disciplines. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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