Literacy—it’s not just for English teachers anymore!
The new Common Core English Language Arts Standards aren’t just for English teachers. Fluent reading and writing are critically important to the study of history/social studies, science, and technical subjects, too. In this practical resource, you’ll use teacher-tested, CCSS-based lessons as models—and follow the principles of the Backward Design approach to curriculum development to set and meet your goals. Each lesson template includes
- The teaching strategies you’ll utilize
- Ways to incorporate technology and media
- Variations for differentiation and interdisciplinary connections
- Links to the work of major educational theorists
|Product dimensions:||8.56(w) x 10.86(h) x 0.64(d)|
|Age Range:||13 - 17 Years|
About the Author
Consulting DescriptionVicky Giouroukakis, PhD, (née Vasiliki Menexas), is an Associate Professor in the Division of Education at Molloy College, Rockville Centre, New York. She teaches graduate courses to prospective and practicing secondary English teachers and English as a Second Language (ESL) teachers. Prior to her tenure at Molloy, Vicky taught English at a public high school in Queens, New York, and ESL to adolescents and adults. She also taught at Manhattanville College and Queens College, CUNY. Her research interests include adolescent literacy, standards and assessment, teacher education, and cultural and linguistic diversity. Her work has been featured in books and scholarly journals, and she frequently presents at regional, national, and international conferences. In 2010, Vicky was the recipient of the Educator of Excellence Award by the New York State English Council and has been serving on the Council’s Executive Board since then. She has been interested in standards and assessment and how they affect teaching and learning ever since she began teaching. Moreover, her dissertation work was on the impact of state assessments in English on instructional practice. Vicky received a master’s degree in English Education from Teachers College, Columbia University. She also received a master’s degree in TESOL and a doctorate in Reading/Writing/Literacy from the University of Pennsylvania. Vicky resides in New York with her supportive husband and three loving children.
Consulting DescriptionMaureen Connolly, EdD, has been an English teacher at Mineola High School on Long Island, New York, for 12 years. She has also worked as a professor of Education at Molloy College, Adelphi University, and Queens College. She has overseen service-learning grants for the New York Metropolitan Area and collaborated in the writing of several publications related to service-learning. While Maureen credits her passion for service to her mother, a music teacher who often coordinated trips for her pupils to perform at a local nursing home, she credits her love of literature and teaching to her grandmother, a professor of English at Hunter College, and her grandfather, a salesman for Macmillan. Maureen has developed many standards-based, service-learning projects that link community outreach, character education, and reading. In addition, she has been a part of the Learn to Serve with Character Research Project headed by New York State. Maureen earned her master’s degree in Reading and her doctorate in Educational Leadership at St. John’s University. She has been awarded the title of Honoree for the ASCD Outstanding Young Educator of the Year and granted the St. John’s University LEAD Award. Also, she has presented workshops at regional, national, and international conferences, and volunteered to teach in India, Ghana, Peru, and Spain. Maureen is part of the Teachers for Global Classrooms Program which promotes global education. She believes that at the core of her profession is the need to develop purposeful learning that opens students’ eyes to the potential for positive change in themselves and in their local, national, and global communities. Maureen resides in New York City.
Table of ContentsIntroduction: How to Use This Book Overview of Chapters Lesson Format Lesson Selection Best PracticesPart I. Reading Standards for Literacy in History/Social Studies, Science, and Technical Subjects1. Understanding the CCSS: An Overview What Are the CCSS for Literacy in the Content Areas? How Can We Use Backward Design to Create Curriculum that Addresses the CCSS for Literacy in the Content Areas? How Do the CCSS for Literacy in the Content Areas and Backwards Design Relate to the Theories of Dewey, Bloom and Gardner?2. The Benefits of the CCSS for the Teaching of Reading in the Content Areas3. Reading Lessons in History/Social Studies 6-12 Key Ideas and Details Nationalism: THe Good, the Bad, the Ugly (U.S. History, Grades 6-8) Craft and Structure Social Causes of New Imperialism (World History, Grades 9-10) Integration of Knowledge and Ideas Vietnam: The Human Face of an Inhumane Time (US History, Grades 11-12)4. Reading Lessons in Science and Technical Subjects Key Ideas and Details Bonus Science Articles (Biology, Grades 11-12) Craft and Structure Vocabulary Videos (Computer Apps, Grades 9-10) Integration of Knowledge and Ideas Continental Drift (Earth Science, Grades 6-8)Part II. Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects5. The Benefits of the CCSS for the Teaching of Writing in the Content Areas6. Argument Writing Lessons Social Studies Mock Trial: Native Americans & European Colonization ( U.S. History, Grades 6-8) Science Boyle's Law (Chemistry, Grades 9-10) Technical Subjects Fantasy Basketball (Sports Marketing, Grades 11-12)7. Informative/Explanatory Writing Lessons Technical Subjects Math in Everyday Life (Math, Grades 6-8) Science Earth Day (Earth Science, Grades 9-10) Social Studies The Montgomery Bus Boycott (U.S. History, Grades 11-12)8. Ensuring Success With the CCSS for Literacy in the Content Areas What are Best Practices for Addressing the CCSS for Literacy in the Content Areas? Success Stories Involving Content Area Teachers Working Together Accessing Support Through Technology Ten Tips for Getting to the Core of the Common Core for Literacy in the Content Areas Conclusion