Teaching Content and Skills through Integrated Literacy Circles

Autor/inn/en	Wood, Karen D.; Pilonieta, Paola; Blanton, William E.
Titel	Teaching Content and Skills through Integrated Literacy Circles
Quelle	In: Middle School Journal (J3), 41 (2009) 1, S.56-62 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
Schlagwörter	Middle School Students; Reading Skills; Content Area Reading; Integrated Curriculum; Peer Relationship; Grouping (Instructional Purposes); Reading Assignments; Discussion (Teaching Technique); Reading Comprehension; Text Structure; Classroom Environment; Literacy + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Reading skill; Lesefertigkeit; Sinnerfassendes Lesen; Peer-Beziehungen; Grouping; Gruppenbildung; Leseverstehen; Textstruktur; Klassenklima; Unterrichtsklima; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	The authors maintain that developing an awareness of the skills and tasks involved in proficient reading is necessary in the middle grades and that success with these skills and tasks develops through peer interaction and meaningful activity, not through teacher-dominated discussion. To that end, in this column, the authors introduce the "integrated literacy circle," a discussion-based approach to teaching and learning content area concepts while simultaneously acquiring basic reading skills. The authors illustrate how a teacher facilitates this approach using excerpts from transcripts of two lessons that were taught in middle school classrooms. The first lesson was designed to help students identify cause and effect in a social studies passage, and the second lesson taught students to recognize and use context clues to identify obstacle words in a science lesson. However, note that integrated literacy circles can be used to teach and reinforce students' understanding of any of the necessary literacy skills and tasks including predicting, sequencing, summarizing, skimming for main ideas, inferring, critical analysis, and text structure. (Contains 2 figures.) (ERIC).
Anmerkungen	National Middle School Association. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@nmsa.org; Web site: http://www.nmsa.org/Publications/MiddleSchoolJournal/tabid/435/Default.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10