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In 2001, the Elementary and Secondary Education Act (ESEA) was reauthorized as No Child Left Behind (NCLB) under the premise of greater accountability and school choice. It was passed with bipartisan support, but over the course of the subsequent 12 years became increasingly criticized from all sides of the political spectrum. Looking ahead to the ESEA reauthorization and the end of NCLB, Hopkins, Thompson, Linquanti, Hakuta, & August (2013) provide recommendations on English Learner accountability that is more meaningful for teachers and policymakers.
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Our first episode! We discuss Teaching Disciplinary Literacy to Adolescents.
Reference:
Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content- area literacy. Harvard Educational Review, 78(1), 40–59. https://doi.org/10.17763/HAER.78.1.V62444321…
We discuss historical thinking. Skills students use in history include sourcing, contextualizing, corroborating and close reading. History isn’t just memorization of facts, but developing critical thinking skills specific to the discipline.
More info:
Read more about historical thinking at …
Students must learn math concepts and vocabulary simultaneously. Computational knowledge and fluency flow from being able to speak the language of math. We discuss ways that students can interact with the language, learn vocabulary, and our own classroom struggles trying to teach students to be mor…
This is a guest podcast from the Council for Exceptional Children. Kara Hume interviews Eric Claravall on his action research on children with special needs and literacy strategies involving increased reading fluency by explicit teaching of morphology.
You can learn more about the Council …
We discuss disciplinary literacy in science. Teachers can activate and develop students’ science literacy through the use of trade books. We mention a variety of strategies, including book groups and genre studies.
Full reference:
Fang, Z. (2013). Disciplinary Literacy in Science. Journal of…
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