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Supporting Disciplinary Literacy and Science Learning in Grades 3-5
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Grysko, Rebeca A.; Zygouris-Coe, Vassiliki I. – Reading Teacher, 2020
The elementary grades provide a rich context for literacy and science learning. Reading, writing, and talk support students' conceptual understanding of and engagement with science. The authors provide theoretical and research evidence to support the teaching of five instructional strategies that can facilitate literacy and science learning in…
Descriptors: Literacy Education, Teaching Methods, Science Instruction, Elementary School Students
Challenging the 'Dual': Designing Translanguaging Spaces in a Mandarin-English Dual Language Bilingual Education Program
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Tian, Zhongfeng – Journal of Multilingual and Multicultural Development, 2022
In response to a growing call for developing flexible, multilingual spaces in dual language bilingual education (DLBE) programs, this paper explored how [Sánchez, M. T., O. García, and C. Solorza. 2018. "Reframing Language Allocation Policy in Dual Language Bilingual Education." Bilingual Research Journal 41 (1): 37-51.] translanguaging…
Descriptors: Code Switching (Language), Language Usage, Second Language Learning, Second Language Instruction
Collaborative Online Inquiry: Exploring Students' Skills in Locating, Reading, and Communicating Information
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Sekeres, Diane Carver; Castek, Jill – Journal of Interactive Online Learning, 2016
This study examines third, fourth, and fifth grade students' reasoning that was captured as they engaged collaboratively in a teacher designed inquiry task. This task focused on choosing eco-friendly toys for a fictitious local toy store. Results indicated that students were more expressive with reasoning when they shared their ideas orally, but…
Descriptors: Inquiry, Cooperative Learning, Online Courses, Information Literacy
Integrating Content and Academic Language Using Balanced Literacy Structures: A Framework for Instruction of Emergent Bilinguals
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Velasco, Patricia – Journal of Multilingual Education Research, 2012
Teachers working with emergent bilinguals face difficult dilemmas. Students who do not receive rigorous content instruction fail to acquire academic language. However, if students do not understand the content or cannot participate in content lessons, they cannot be expected to learn the academic information and the language associated with it.…
Descriptors: Teaching Methods, Case Studies, Content Area Reading, Content Area Writing
Transfer of Critical Thinking: Literacy from Reading Art to Reading Text
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Vancil, Kelly – ProQuest LLC, 2009
This study examined (a) the effects of Visual Thinking Strategies (VTS) on student use of critical thinking skills (CTS) in written responses to district reading assessments, (b) if practiced oral responses affected the ability to respond critically using written language, (c) whether there was a relationship between the development of the CTS of…
Descriptors: Reading Comprehension, Written Language, Art Education, Tests
Teaching New Literacies in Grades K-3: Resources for 21st-Century Classrooms
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Moss, Barbara, Ed.; Lapp, Diane, Ed. – Guilford Publications, 2009
Even the youngest readers and writers in today's classrooms can benefit enormously from engagement with a wide range of traditional and nontraditional texts. This teacher-friendly handbook is packed with creative strategies for introducing K-3 students to fiction, poetry, and plays; informational texts; graphic novels; digital storytelling;…
Descriptors: Protocol Analysis, High Stakes Tests, Visual Aids, Biographies