Literacy proficiency became the responsibility of every middle and high school teacher as each state adopted, or revised and adopted, The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Its intention was immediately misunderstood, and most content area teachers responded with "I did not go to college to be a reading and writing teacher!" The result? ELA teachers became the sole source of reading and writing instruction. Literacy for Learning: A ...
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Literacy proficiency became the responsibility of every middle and high school teacher as each state adopted, or revised and adopted, The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Its intention was immediately misunderstood, and most content area teachers responded with "I did not go to college to be a reading and writing teacher!" The result? ELA teachers became the sole source of reading and writing instruction. Literacy for Learning: A Handbook of Content-Area and Disciplinary Literacy Practices for Middle and High School Teachers, 2nd edition, enables readers to discover how content area teachers are now using a literacy model of instruction to maximize learning in every discipline and meet the Reading Informational Text Standards of the Common Core. As a handbook, this book motivates middle and high school teachers to include daily, independent reading and writing as literacy instructional practices for teaching disciplinary content through a rigorous curriculum and with complex texts. The updates to this 2nd edition include more recent scholarship, as well as a new digital component featuring resources and strategies.
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