Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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4

Disciplinary Literacy

Writing: Big Ideas

References

Beck, I. L, McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press.

Beck, I. L., McKeown, M. G., & Kucan, L. (2008). Creating robust vocabulary: Frequently asked questions and extended examples. New York: Guilford Press.

Calkins, L., Ehrenworth, M., & Lehman, C. (2012). Pathways to the Common Core: Accelerating achievement. Portsmouth, NH: Heinemann.

Chall, J. (1983). Stages of reading development. New York: McGraw-Hill.

Collins, A., Brown, J. S., & Newman, S. E. (1987, January). Cognitive apprenticeship: Teaching the craft of reading, writing and mathematics (Technical Report No. 403). Cambridge, MA: BBN Laboratories; University of Illinois: Center for the Study of Reading.

Coiro, J., Knobel, M., Lankshear, C., & Leu, D. (2008). Handbook of research on new literacies.  Mahwah, NJ: Erlbaum.

Duke, N., Pearson, P. D., Strachan, S., & Billman, A. (2011). Essential elements of fostering and teaching reading comprehension. In S. J. Samuels & A.E. Farstrup (Eds.), What research has to say about reading instruction (4th ed., pp. 51–93). Newark, DE: International Reading Association.

Graham, S., & Perrin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high school. Washington, DC: Alliance for Excellent Education.

Grant, M., Lapp, D., Fisher, D., Johnson, K., & Frey, N. (2012). Purposeful instruction: Mixing up the “I,” “We,” and “You.” Journal of Adolescent and Adult Literacy, 56, 45–55.

Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research: Volume III (pp. 403–422). New York: Erlbaum.

Hayes, J. (2000). A new framework for understanding cognition and affect in writing. In R. Indrisano & J. Squire (Eds.), Perspectives on writing: Research, theory, and practice. Newark, DE: International Reading Association.

Langer, J. A. & Flihan, S. (2000). Writing and reading relationships: Constructive tasks.

R. Indrisano & J. Squire (Eds.), Perspectives on writing: Research, theory, and practice. Newark, DE: International Reading Association.

Lapp, D., Fisher, D., Frey, N., & Gonzalez, A. (2014). Students can purposefully create information, not just consume it. Journal of Adolescent and Adult Literacy,58, 182–188.

Lapp, D., Moss, B., Johnson, K., & Grant, M. (2012). Teaching students to closely read texts: How and when? IRA E-ssentials. Newark, DE: International Reading Association.

Moje, E. (2008). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent and Adult Literacy,52, 96–107. 

Moss, B., Lapp, D., Grant, M., & Johnson, K. (2015). A close look at close reading, 6–12. Alexandria, VA: ASCD.

National Governors Association Center for Best Practices and Council of Chief State School Officers (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: NGA Center and CCSSO.

Ogle, D. (1986). K-W-L: A teaching model that develops active reading of expository text. The Reading Teacher, 39(6), 564–570.

Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8, 317–344.

Pearson, P. D., Roehler, L. R., Dole, J. A., & Duffy, G. G. (1992). Developing expertise in reading comprehension. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about reading instruction (2nd ed., pp. 145–199). Newark, DE: International Reading Association.

Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78, 40–59.

Shanahan, T., & Shanahan, C. (2012). What is disciplinary literacy and why does it matter? Topics in Language Disorders, 32, 7–18.

Spires, H., Hervey, L., Morris, G., & Stelpflug, C. (2012). Energizing project-based inquiry: Middle-grade students read, write, and create videos. Journal of Adolescent and Adult Literacy, 55, 483–493.

Stahl, S. (2003). Vocabulary and readability in classroom and clinic. Topics in Language Disorders, 23, 241–247.

Tierney, R. J., & Pearson, P. D. (1983). Toward a composing model of reading. Language Arts, 60, 568–580. 

Tierney, R. J., & Shanahan, T. (1991). Research on the reading–writing relationship: Interactions, transactions and outcomes. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research: Volume II (pp. 246–280). Hillsdale, NJ: Erlbaum.

Zwiers, J. (2014). Building academic language: Meeting Common Core Standards across disciplines, Grades 5–12 (2nd ed.). San Francisco, CA: Jossey-Bass.

Select a link below to begin Part II for your discipline:

Mathematics: Unit 5 – Big Ideas in Literacy

Science: Unit 5 – Big Ideas in Literacy

English: Unit 5 – Big Ideas in Literacy

History/Social Studies: Unit 5 – Big Ideas in Literacy