Content-Area Literacy

C3WP: Formative Assessment

Summary: This resource from NWP’s College, Career, and Community Writers Program (C3WP) features two strategies that teachers can use to assess students’ source-based arguments. The “Using Sources Tool” focuses on the quality of students’ claims and how well they use evidence to support them. The “Claim, Evidence, Reasoning Protocol” can...

Content Area Literacy and Learning: Selected Sources for the 21st Century, An Annotated Bibliography

Author: Judith Rodby Summary: Those looking for materials related to content area and cross-disciplinary reading may find this annotated bibliography useful. It is organized around three general categories of research and practice: 1) generalized reading strategies; 2) adapting/applying generalized reading strategies to specific content areas (math, science, history); and 3)...

How Language Minority Students Can Learn in the Content Areas: An Alternative to Silence

Author: Beth Winningham Summary: A teacher researcher who studied the experiences of five language-minority students over the course of a school year offers concrete suggestions for improving the learning experience of middle/high school students in general, and English learners in particular. This article could be examined as a model of...

Teaching Reading: A Semester of Inquiry

Author: Antero Garcia Summary: Acknowledging that, in these early years of the digital age, “literacies are changing . . . a lot,” Antero Garcia notes that this “is a resource of a specific moment.” Student projects, blog posts, discussions, and more from Garcia’s course “Teaching Reading,” in which he and...

Working at the Intersections of Formal and Informal Science and Literacy Education

Author: Tanya Baker and Becky Carroll Summary: This resource describes the NWP’s multi-faceted work (with collaborating organizations) on the Intersections Project, which supported local partnerships to design programming and innovative projects to connect science and literacy learning. The authors present two cases and their benefits to participants: one focuses on...

Math Blogs: Fostering Voice, Ownership, and Understanding Online

Author: Howard Rheingold Summary: This article describes how a mathematics teachers became a connected educator, and how he and his precalculus students in Winnipeg began blogging. Students took turns with daily scribing — reflecting, summarizing, and connecting with each other locally and, serendipitously, with others beyond their school, e.g., a...

Bioethics, Informed Consent, and Open Networks: The Story of Bioethics Day

Author: Jennifer Smyth Summary: This collection of materials, inspired by a shared reading in English and Biology classes of The Immortal Life of Henrietta Lacks, describes the planning and presentation of Bioethics Day as a “day of learning” for students from three high schools. The materials include explanatory videos and...

What’s Next: Possibilities for Literacy and Content Area Learning (NWP Radio)

Summary: This NWP Radio show captures the conversation among planners, presenters and participants in the 2010 National Reading Initiative Conference in New Orleans. The conference captured learning from NWP sites engaged in the National Reading Initiative. Of particular interest to teacher leaders looking at the reading/writing connection and disciplinary literacy,...

Aims and Criteria for Collaboration in Content-Area Classrooms

Author: Roni Jo Draper, Paul Broomhead, Amy Petersen Jensen, and Daniel Siebert Summary: If you are looking for a book chapter that will help you think through content area reading and writing beyond taking tests and basic writing, read this. Facilitators planning and/or framing the thinking of a group that...

Service to School: Creating Connections, Creating Democratic Cultures—from The Activist Learner

Author: Jeffrey D. Wilhelm, Whitney Douglas, and Sara W. Fry Summary: This sample chapter from The Activist Learner explores how the school itself can become a site for service learning. Two examples are discussed in detail: 1) engaging students in the process of documenting the school’s history; and 2) transforming...