After the Reading Assignment: Strategies for Leading Student-Centered Classroom Conversations

Gallavan, Nancy P.; Kottler, Ellen

doi:10.1080/00377990209600177

Cited by 5 publications

(6 citation statements)

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“…While a writer's personality may dictate writing strategy choices, for novice writers such as Michael, the need for additional instruction in a number of other basic writing skills should play a greater role in increasing his ability. Research indicates that teachers who combine literacy strategies within their social studies lessons will be able to help their students develop a better understanding of the concepts (Gallavan & Kottler, 2002). This understanding will involve important skills such as 'attentiveness, critical thinking, and intellectual skills' (Gallavan & Kottler, 2002).…”

Section: Michaelmentioning

confidence: 98%

“…Research indicates that teachers who combine literacy strategies within their social studies lessons will be able to help their students develop a better understanding of the concepts (Gallavan & Kottler, 2002). This understanding will involve important skills such as 'attentiveness, critical thinking, and intellectual skills' (Gallavan & Kottler, 2002).…”

Section: Michaelmentioning

confidence: 98%

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Exploring the Effectiveness of an Online Writing Workspace to Support Literacy in a Social Studies Classroom

Carlin-Menter

2013

E-Learning and Digital Media

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The purpose of this exploratory study was to analyze the writing experiences of eighthgrade students in three social studies classrooms while using a Web 2.0 online writing workspace. Participants included one social studies teacher and 69 eighth-grade students in a selective admission public high school. Furthermore, three of the eighth-grade students were chosen as case studies to allow for a more detailed exploration of their writing processes within the online environment. The project was guided by the Common Core Writing Standards for Literacy in History/Social Studies, and objectives were to enhance the students' literacy skills and knowledge acquisition by having students create a wiki-like project. The author proposes that the online writing project and environment allowed students in the social studies class to extend their learning and make connections to outside sources in an accessible manner. The students took ownership over their own learning within their topics and were able to extend and show proficiency in understanding their topics and also in the use of online tools and other Web 2.0 technologies.

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Section: Michaelmentioning

confidence: 98%

Section: Michaelmentioning

confidence: 98%

Exploring the Effectiveness of an Online Writing Workspace to Support Literacy in a Social Studies Classroom

Carlin-Menter

2013

E-Learning and Digital Media

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“…The graffiti activity (Gallavan & Kottler, ) can be devised to provide students with opportunities to then share questions, designs, and claims with one another by jotting their ideas on to posters mounted around the classroom and then systematically rotating around the room adding to each other's ideas on the posters. Reciprocal teaching and jigsaw can also be used to help students cooperatively consult and question expert voices in texts.…”

Section: Support With Flexibilitymentioning

confidence: 99%

“…Literacy practices such as think-pair-share (Lyman, 1981), reciprocal teaching (Palincsar & Brown, 1984), and jigsaw (Aronson, Blaney, Stephan, Sikes, & Snapp, 1978) allow for collaboration in which students are engaged in speaking, and listening for information and idea formation are key for making predictions/ hypotheses, generate investigation designs, and generate claims. The graffiti activity (Gallavan & Kottler, 2002) can be devised to provide students with opportunities to then share questions, designs, and claims with one another by jotting their ideas on to posters mounted around the classroom and then systematically rotating around the room adding to each other's ideas on the posters. Reciprocal teaching and jigsaw can also be used to help students cooperatively consult and question expert voices in texts.…”

Section: Negotiation Strategiesmentioning

confidence: 99%

Using Argument as a Tool for Integrating Science and Literacy

Washburn¹,

Cavagnetto²

2013

The Reading Teacher

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The integration of literacy in science education has been supported by both literacy and science researchers and educators. Recent federal initiatives such as the Common Core State Standards and A Framework for K‐12 Science Education have also emphasized the need to integrate literacy and science. However, few tools exist to help educators think about how to integrate best literacy practices into their science lessons. PONG Cycles is an argument‐to‐learn framework for teaching and learning science that can be used to integrate all aspects of literacy (speaking, listening, reading, writing and viewing). An explanation of PONG Cycles, along with implications and suggestions for its use in the upper elementary classroom, is provided.

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“…We have modified these techniques for the specific purpose of helping students to organize and understand social studies. In addition, we structured ABC Graffiti to capitalize on the benefit of peer conversations and collaboration to increase reading comprehension (Gallavan, 2002). This comprehension technique builds a foundation for extending student learning through writing (field trials by Heafner, 2002;Massey, 2002).…”

Section: Postreading Strategiesmentioning

confidence: 99%

Promoting Reading Comprehension in Social Studies

Massey

Heafner

2004

J Adolescent & Adult Lit

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Researchers suggest there is a reading crisis in middle and secondary schools. However, many content area teachers do not consider themselves reading teachers, nor do they know how to help students develop comprehension skills. Using the Scaffolded Reading Experience approach as a framework, this article provides content area teachers with concrete techniques for teaching reading and content through textbook, primary, and fictional sources.

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After the Reading Assignment: Strategies for Leading Student-Centered Classroom Conversations

Cited by 5 publications

References 0 publications

Exploring the Effectiveness of an Online Writing Workspace to Support Literacy in a Social Studies Classroom

Exploring the Effectiveness of an Online Writing Workspace to Support Literacy in a Social Studies Classroom

Using Argument as a Tool for Integrating Science and Literacy

Promoting Reading Comprehension in Social Studies

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