Becoming Nonfiction Authors: Engaging in Science Inquiry.
This article describes how second-grade students' literacy learning was enhanced as they used their developing knowledge of nonfiction in an integrated English language arts/science unit toward the creation of multimodal nonfiction science books. After explaining the Common Core State Standards that...
| Publicado en: | Reading Teacher Vol. 71; no. 1; pp. 33 - 42 |
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| Formato: | Artículo |
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Wiley-Blackwell
Jul2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=123793832&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 123793832 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: Jul2017 vid: 71 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 123793832 10.1002/trtr.1577 ppf: 33 ppct: 9 formats: fmt: – @attributes: type: T – @attributes: type: P size: 993KB tig: atl: Becoming Nonfiction Authors: Engaging in Science Inquiry. aug: au: Kersten, Sara affil: Assistant professor of literacy studies at the University of Nevada, Reno, USA su: English language education Elementary education School children Literacy Nonfiction Scientific method Education sug: subj: English language education Elementary education School children Literacy Nonfiction Scientific method Education keyword: 1-Early childhood 2-Childhood as inquiry < Assessment Case study < Research methodology Children's literature Constructivism < Theoretical perspectives Content literacy Expectations < Motivation/engagement Genre studies < Literature Information literacy < Digital/media literacies Informational text < Strategies, methods, and materials Instructional models < Strategies, methods, and materials Instructional strategies Instructional strategies; methods and materials Literary elements < Literature Literature Literature-based instruction < Literature Making inferences < Comprehension Predicting < Comprehension professional development Questioning < Comprehension Standards-based < Assessment Teacher education teaching strategies < Strategies, methods, and materials Text features text features < Content literacy text structure < Comprehension Text types To inform instruction Visual literacy < Digital/media literacies Writing ab: This article describes how second-grade students' literacy learning was enhanced as they used their developing knowledge of nonfiction in an integrated English language arts/science unit toward the creation of multimodal nonfiction science books. After explaining the Common Core State Standards that guided the unit, the author outlines the theoretical practices of project-based learning that informed the teacher's instruction. Then, the author explores how the teacher guided her students to an understanding of the genre and positioned her students as authors of nonfiction, taking readers through an outline of the students' process of creating research questions, writing in their own words, establishing a purpose for their writing, and conveying scientific information through multiple modes. As a result, students had a deeper understanding of the genre of nonfiction and were engaged in scientific inquiry, learning how to convey and share nonfiction information through multimodal books. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Reading Teacher holder: Wiley-Blackwell dt: @attributes: year: 2017 holdings: @attributes: islocal: N |
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