References
Duke, N., Purcell-Gates, V., Hall, L., & Tower, C. (2006). Authentic Literacy Activities for Developing Comprehension and Writing. The Reading Teacher, 344-355. doi:10.1598/rt.60.4.4
The article discusses authentic literacy activities in the classroom replicate and reflect literacy activities that occur in people 's lives outside of school and instructional contexts. A growing body of research supports use of such activities in teaching and learning. The authors elaborate on the definition of authentic literacy, describe supporting research and theory, and give examples of authentic literacy activities documented in a research study. They identify strategies teachers can use to implement these activities for reading and writing, …show more content…
Such units improve students ' background knowledge when informational texts activate or build prior knowledge for fictional texts on the same topic, vocabulary when they provide opportunities to encounter the same word or group of conceptually related words in a variety of different texts, and motivation when they offer multiple entry points suited to individual preferences for fictional or informational texts. The two texts on the same topic offer multiple perspectives on a single subject?affective and objective points of view?that can broaden students ' understanding when they are compared and contrasted by teachers aware of the possibilities and risks of intertextuality. Informational and fictional picture books read with longer informational books and novels enrich older students ' engagement. They create scaffolds for readers at a variety of different levels and help build the contextual knowledge necessary for working with longer texts. Examples of upper grade units that contain fictional and informational picture books are included. This article was used to validate the literacy theory that I identify …show more content…
In this article, the authors present two levels of integration that teachers may use as a starting point. The first level, writing without revision, can be worked into mathematics instruction quickly and readily. The second level, writing with revision, may take more time but enables teachers to connect the writing process more fully with mathematics instruction. Six examples are provided, including student work, in which teachers have successfully attended to the goals of both writing and mathematics. The suggested writing without revision strategy was applied to the creation of the elementary curriculum
Duke, N., Purcell-Gates, V., Hall, L., & Tower, C. (2006). Authentic Literacy Activities for Developing Comprehension and Writing. The Reading Teacher, 344-355. doi:10.1598/rt.60.4.4
The article discusses authentic literacy activities in the classroom replicate and reflect literacy activities that occur in people 's lives outside of school and instructional contexts. A growing body of research supports use of such activities in teaching and learning. The authors elaborate on the definition of authentic literacy, describe supporting research and theory, and give examples of authentic literacy activities documented in a research study. They identify strategies teachers can use to implement these activities for reading and writing, …show more content…
Such units improve students ' background knowledge when informational texts activate or build prior knowledge for fictional texts on the same topic, vocabulary when they provide opportunities to encounter the same word or group of conceptually related words in a variety of different texts, and motivation when they offer multiple entry points suited to individual preferences for fictional or informational texts. The two texts on the same topic offer multiple perspectives on a single subject?affective and objective points of view?that can broaden students ' understanding when they are compared and contrasted by teachers aware of the possibilities and risks of intertextuality. Informational and fictional picture books read with longer informational books and novels enrich older students ' engagement. They create scaffolds for readers at a variety of different levels and help build the contextual knowledge necessary for working with longer texts. Examples of upper grade units that contain fictional and informational picture books are included. This article was used to validate the literacy theory that I identify …show more content…
In this article, the authors present two levels of integration that teachers may use as a starting point. The first level, writing without revision, can be worked into mathematics instruction quickly and readily. The second level, writing with revision, may take more time but enables teachers to connect the writing process more fully with mathematics instruction. Six examples are provided, including student work, in which teachers have successfully attended to the goals of both writing and mathematics. The suggested writing without revision strategy was applied to the creation of the elementary curriculum