Teaching K–12 Transdisciplinary Literacy: A Comprehensive Instructional Framework for Learning and Leading

Description

Accessible and comprehensive, this text introduces a transdisciplinary framework for literacy instruction in grades K–12. This cutting-edge volume addresses the need for literacy instruction that crosses disciplines to provide students with a skillset that is not constrained or siloed, but rather knowledge that students can apply to existing and emerging fields. The text begins with a clear, theoretical understanding of literacy instruction, delves into practical aspects of select instructional practices by grade level, and expands to the creation of schoolwide Multi-Tiered Systems of Support to ensure a continuous improvement system. The authors’ inviting and innovative approach walks through real-world pathways for meaningful and inclusive literacy practices at distinct grade levels and includes authentic examples that show what the successful implementation of a K–12 transdisciplinary framework looks like. Covering key topics such as MTSS, RtI, Professional Communities of Practice, national and state standards, this book supports pre-service ELA teachers, literacy coaches, reading specialists, and administrators, and is ideal for courses in literacy instruction and content area literacy. Cover Half Title Title Page Copyright Page Dedication Table of Contents Foreword Acknowledgments Prelude Interlude: Understanding Rationales and Dispositions 1 Curating the K–12 Transdisciplinary Learning Environment Conditions for Learning Demonstration Responsibility Approximation Response Immersion Expectation Engagement Use/Employment Flow Theory and Instructional Coherence Intentional and Coherent Instruction Vigor and Vigilance Summary 2 Understanding an Integrated Model of Transdisciplinary Literacy Learning as a Process The Graphophonic Working System The Schematic Working System The Semantic Working System The Pragmatic Working System The Lexical Working System The Syntactic Working System Teaching for Confluency and Close Critical Reading Teaching for Reciprocity of Reading and Writing Teaching for Transdisciplinarity Transactional Nature of Learning Summary 3 Co-Triangulating to Inform K–12 Instruction Collecting Artifacts Participant Observations Non-participant Observations Taking Inventory of Reading Behaviors Analyzing Writing for Instruction Teaching for Strategic Activity Based On Assessment Summary Interlude: Defining K–12 Instructional Practices 4 Using Considerate and Inconsiderate Multimodal Texts Understanding Text Complexity for K–12 Literacy Instruction Triadic Analysis of Text Complexity Student-centered Considerations Qualitative Analysis of Texts Lexile Measures The Role of Leveled Texts The Role of Decodable Texts The Role of Text Sets Recommended Steps for Curating a Text Set Orienting Students to Texts or Lessons Summary 5 Defining Grades 9–12 Instructional Practices Within a K–12 Literacy Framework Instructional Practice: Read Aloud Grades 9–12 Supportive Rationale/Theory to Defend Using the Instructional Practice Description Instructional Practice: Think Aloud Grades 9–12 Supportive Rationale/Theory to Defend Using the Instructional Practice Description Instructional Practice: Collaborative Read Aloud Grades 9–12 Supportive Rationale/Theory to Defend Using the Instructional Practice Description Instructional Practice: Shared/Choral Reading in Grades 9–12 Supportive Rationale/Theory to Defend Using the Instructional Practice Description Instructional Practice: Readers’ Theater 9–12 Supportive Rationale/Theory to Defend Using the Instructional Practice Description Instructional Practice: Guiding Learners Grades 9–12 Supportive Rationale/Theory to Defend Using the Instructional Practice Description Instructional Practice: Interactive Vocabulary Instruction 9–12 Supportive Rationale/Theory to Defend Using the Instructional Practice Description Instructional Practice: Learning Discussion Group 9–12 Supportive Rationale/Theory to Defend Using the Instructional Practice Description Instructional Practice: Modeled Writing 9–12 Supportive Rationale/Theory to Defend the Instructional Practice Description Instructional Practice: Collaborative Writing 9–12 Supportive Rationale/Theory to Defend the Instructional Practice Description Summary 6 Defining Grades 6–8 Instructional Practices Within a K–12 Literacy Framework Instructional Practice: Read Aloud Grades 6–8 Supportive Rationale/Theory to Defend Using the Instructional Practice Description Instructional Practice: Think Aloud Grades 6–8 Supportive Rationale/Theory to Defend Using the Instructional Practice Description Instructional Practice: Collaborative Read Aloud Grades 6–8 Supportive Rationale/Theory to Defend Using the Instructional Practice Description Instructional Practice: Shared/Choral Reading in Grades 6–8 Supportive Rationale/Theory to Defend Using the Instructional Practice Description Instructional Practice: Readers Theater in Grades 6–8 Supportive Rationale/Theory to Defend Using the Instructional Practice Description Instructional Practice: Guiding Learners Grades 6–8 Supportive Rationale/Theory to Defend Using the Instructional Practice Description Instructional Practice: Interactive Vocabulary Instruction in Grades 6–8 Supportive Rationale/Theory to Defend Using the Instructional Practice Description Instructional Practice: Learning Discussion Group in Grades 6–8 Supportive Rationale/Theory to Defend Using the Instructional Practice Description Instructional Practice: Modeled Writing—Teacher Composes, Constructs, and Processes Aloud Supportive Rationale/Theory to Defend the Instructional Practice Description Instructional Practice: Collaborative Writing—Teacher or Student Co-Composes, Constructs, and Processes Aloud Supportive Rationale/Theory to Defend the Instructional Practice Description Summary 7 Defining Grades 3–5 Instructional Practices Within a K–12 Literacy Framework Instructional Practice: Read Aloud Grades 3–5 Supportive Rationale/Theory to Defend Using the Instructional Practice Description Instructional Practice: Think Aloud Grades 3–5 Supportive Rationale/Theory to Defend Using the Instructional Practice Description Instructional Practice: Collaborative Read Aloud Grades 3–5 Supportive Rationale/Theory to Defend Using the Instructional Practice Description Instructional Practice: Shared/Choral Reading in Grades 3–5 Supportive Rationale/Theory to Defend Using the Instructional Practice Description Instructional Practice: Readers’ Theater in Grades 3–5 Supportive Rationale/Theory to Defend Using the Instructional Practice Description Instructional Practice: Guiding Learners Grades 3–5 Supportive Rationale/Theory to Defend Using the Instructional Practice Description Instructional Practice: Interactive Vocabulary Instruction Grades 3–5 Supportive Rationale/Theory to Defend Using the Instructional Practice Description Instructional Practice: Learning Discussion Group Grades 3–5 Supportive Rationale/Theory to Defend Using the Instructional Practice Description Instructional Practice: Modeled Writing—Teacher Composes, Constructs, and Processes Aloud Supportive Rationale/Theory to Defend the Instructional Practice Description Instructional Practice: Collaborative Writing—Teacher or Student Co-Composes, Constructs, and Processes Aloud Supportive Rationale/Theory to Defend the Instructional Practice Description Summary 8 Defining Grades K–2 Instructional Practices Within a K–12 Literacy Framework Instructional Practice: Read Aloud Grades K–2 Supportive Rationale/Theory to Defend Using the Instructional Practice Description Instructional Practice: Think Aloud Grades K–2 Supportive Rationale/Theory to Defend Using the Instructional Practice Description Instructional Practice: Collaborative Read Aloud Grades K–2 Supportive Rationale/Theory to Defend Using the Instructional Practice Description Instructional Practice: Shared/Choral Reading in Grades K–2 Supportive Rationale/Theory to Defend Using the Instructional Practice Description Instructional Practice: Readers’ Theater Grades K–2 Supportive Rationale/Theory to Defend Using the Instructional Practice Description Instructional Practice: Guiding Learners Grades K–2 Supportive Rationale/Theory to Defend Using the Instructional Practice Description Instructional Practice: Interactive Vocabulary Instruction Grades K–2 Supportive Rationale/Theory to Defend Using the Instructional Practice Description Instructional Practice: Learning Discussion Group Grades K–2 Supportive Rationale/Theory to Defend Using the Instructional Practice Description Instructional Practice: Modeled Writing—Teacher Composes, Constructs, and Processes Aloud Supportive Rationale/Theory to Defend the Instructional Practice Description Instructional Practice: Collaborative Writing—Teacher or Student Co-Composes, Constructs, and Processes Aloud Supportive Rationale/Theory to Defend the Instructional Practice Description Summary Interlude: Building a Foundation for Implementation 9 Developing a Literacy Leadership Team to Refine and Sustain a K–12 Transdisciplinary Literacy Framework for Instruction Developing a Common Language Literacy Leadership Team Self-Assessment Survey Defining the Ground Rules Setting the Ground Rules Assembling a Working System to Support Change Developing Common Goals Understanding Literacy Learning as a Process Professional Learning Community of Practice Professional Growth Identifying Members Elementary Transdisciplinary Literacy Leadership Team (PK–5) Secondary Transdisciplinary Literacy Leadership Team (6–12) Assembling a Working System to Promote Forward Shifts Using Assessment to Guide Investigation and Inform Instruction Using Evaluation to Inform Practice Executing an Action Plan Reflecting On the Action Plan Summary 10 Transdisciplinary Literacy Coaching On a Continuum of Professional Learning Facilitating a Workshop Providing an Observation Lesson Co-teaching in an Observation Classroom Conferring, Observing, Debriefing (Aka “The Coaching Cycle”) Facilitating an MTSS or Transdisciplinary Literacy Leadership Team Facilitating Action Research Summary 11 Engaging in Multi-Tiered Systems of Support, Response to Intervention/Instruction, and Professional Learning Communities of Practice in a K–12 Transdisciplinary Literacy Framework Multi-Tiered Systems of Support Response to Intervention/Instruction Professional Learning Communities of Practice Summary Epilogue: Lessons Learned References Index