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Moore, D. W., Moore, S. A., Cunningham, P. M., & Cunningham, J.M. (2011). Developing readers and writers in the content areas K-12 (6th ed.). Boston, MA: Allyn & Bacon

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Suggestions to Assist with Socially Situated Identities

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Suggestions to Assist with Socially Situated Identities

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1. Avoid making assumptions of students' capabilities

2. Understand who your students are and adjust your instruction based on what they need

3. Guide students in learning how to adjust to your classroom instruction

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Students will have to adjust the type of learner they are or the way they learn depending on the subject and/or teacher.

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*Positive: students who embrace learning and take responsibility of their learning

*Negative: students who are lost, unsuccessful, and do not value education

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*Overlap with Bloom's Taxonomy

*There is no direct order to the processes and each can be an independent thinking process

*Children at all grade levels can use one of the eight thinking processes

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Thinking - Basis for Reading, Writing, and Learning

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Thinking - Basis for Reading, Writing, and Learning

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*have mastered the material so they are the most qualified to teach reading and writing in their own content area

*need to teach the vocabulary that is present in each subject and encourage students to use the vocabulary when communicating

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*As students advance in school, the level of difficulty in readings increases.

*As children grow up, the demand for needing more sophisticated reading and writing abilities are increasing in the real world outside of school.

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"Academic language is the language of school." (Moore, Moore, Cunningham, & Cunningham, 2011, p. 2) 

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"Academic language is the language of school." (Moore, Moore, Cunningham, & Cunningham, 2011, p. 2) 

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*Teachers can teach students to read, examine, and comprehend subject matter in all content areas.

*Teachers should encourage students to read and write about what they are studying to increase literacy skills.