# data[].attributes.headline
Demystifying reading
in the science classroom

# data[].attributes.subject
Demystifying reading
in the science classroom

# data[].attributes.body
A helpful strategy that encourages students to interact deeply with visuals by using a structured graphic organizer. This tool guides them to reflect on three things: their first impression, the facts they learn, and a question the visual raises. This is especially powerful in the viewing mode because it transforms passive looking into active analysis. For example, a student viewing an image about climate change might write, “This is scary to think about!” as a first impression, list observable facts (e.g., temperature changes), and then ask a question like “What can be done to reverse this trend?” This strategy helps students not only decode visuals but also connect them to prior knowledge, make emotional connections, and generate inquiry-based thinking.

# data[].attributes.headline
Demystifying reading in the science classroom

# data[].attributes.subject
Demystifying reading in the science classroom

# data[].attributes.body
Emely Huertero

An anticipation guide gets students talking by asking them to decide if statements are true or false before a lesson. After choosing, they explain their reasoning to a partner or the class. To make it interactive, students can move left or right in the room to show their answers, then explain why. This sparks discussion and helps activate prior knowledge.

# data[].attributes.headline
Building Literacy in the World Language Classroom.

# data[].attributes.subject
Building Literacy in the World Language Classroom.

# data[].attributes.body
Teachers use pre-reading during during-reading, and post-reading strategies, making texts attainable to learners so that they can achieve the learning objective in the text. Strategies that can be used are to brainstorm, for example, by looking at the title and cover of the book, and recollecting vocabulary. Another strategy is mind mapping, for example, by starting with a central idea or topic. Also, by adding facts and details.

# data[].attributes.headline
Building Literacy in the World Language Classroom

# data[].attributes.subject
Building Literacy in the World Language Classroom

# data[].attributes.body
Teachers were focused on building literacy in different ways, with a focal point on interpretative listening and interpersonal speaking before students start reading and writing in their native language. Some strategies that teachers can use include asking questions about the text so students respond to them. Having students talk to a partner and share ideas or make predictions. With those activities, students will build confidence in speaking, will show more interest in the text, and participate.

# data[].attributes.headline
Building Literacy in the World Language Classroom.                         

# data[].attributes.subject
Building Literacy in the World Language Classroom.                         

# data[].attributes.body
Evangelina Galvan

This article discusses how to use strategies to help students understand literature. It should be noted that, regardless of the language used, teachers should use appropriate strategies when introducing the reading of a text. These strategies include the cover illustrations, the theme they think the text will address, naming objects that can provide ideas or clues, and encouraging dialogue among students. These activities will help students develop an interest and participate in class so they can be successful in reading.

# data[].attributes.body
List-group-label is a strategy to be used before of after reading. It has 3 steps: List, group and label. Provide students with the topic of the day. First, instruct students to create a list of terms related to topic (give a minimum number of terms). Then, ask students to group similar terms together. Finally students should assign a label to each group to justify each term's placement in respective category. This is a great strategy used to get students thinking about what they will be reading. I really liked this strategy because it doesn't take a lot of time to incorporate before or after a lecture.

# data[].attributes.headline
"10 Content-Area Literacy Strategies for Art, Mathematics, Music, and Physical Education"

# data[].attributes.subject
"10 Content-Area Literacy Strategies for Art, Mathematics, Music, and Physical Education"

# data[].attributes.body
When it comes to mathematics literacy, we use text structures that encourage concise writing. Content-area literacy fosters language arts development. Educators play a crucial role in integrating these concepts, helping students to see the relevance of math in their daily lives. For example, they can guide students to read fictional literature in which mathematics concepts are integral to the story development. Another example is that they can lead students to read weekly department store sale flyers, sale coupons, the sports section of the newspaper, and other nonfiction literature that explains how math is not just a subject, but a tool that is relevant to their daily lives.

# data[].attributes.body
"Essential Practices for Literacy in Secondary Social Studies Classroom," explains the different types of conversations that can spark in a social studies classroom. The text mentions that a presentation allows for the students to practice both speaking and listening about historical events. Another type of conversation that can unfold in a social studies classroom is a debate.

# data[].attributes.headline
Building Literacy in the world language classroom:

# data[].attributes.subject
Building Literacy in the world language classroom:

# data[].attributes.body
Jenny Moreno

"One of the distinct differences in the

world languages classroom is the focus on

interpretive listening and interpersonal

speaking before students begin to read and

write formally in the language."

# data[].attributes.body
“Concept or mind mapping: The teacher places the title/subject as the main idea and then, with student input, develops a “mind map” around it. This can be effective either as a group task or as a whole group”.

# data[].attributes.headline
"10 Content-Area Literacy Strategies for Art, Mathematics, Music, and Physical Education"

# data[].attributes.subject
"10 Content-Area Literacy Strategies for Art, Mathematics, Music, and Physical Education"

# data[].attributes.body
This article demonstrates how content-area instruction fosters critical thinkers and problem solvers, particularly in the field of mathematics. These strategies are not just theoretical, but practical tools that students can use in their learning journey. For instance, students can use a K-W-L chart to track their vocabulary knowledge, a valuable and helpful way to enhance their understanding. Additionally, they can use an enumeration chart to illustrate the steps involved in solving a problem, providing a clear and structured approach to problem-solving.

# data[].attributes.headline
Demystifying reading in the science classroom.

# data[].attributes.subject
Demystifying reading in the science classroom.

# data[].attributes.body
"When students come into your room, have on the board an illustration, photo, or a typed list of titles, headings, and sub-

headings from the text students will be reading. Have students examine the illustration, photo, or list and, based on what they see, come up with three questions they think will be answered in the text."

This is a "Before Reading: Admit Slip", I thought it was a very interesting way to engage students right away. It promotes critical thinking which is a great warm up for a classroom. This helps them recall their prior knowledge and preps them for the new topic to read.

# data[].attributes.body
"Essential Practices for Literacy in the Secondary Social Studies Classroom" discusses a strategy for providing better instruction in disciplinary writing. The article suggests that it is essential to make writing about relevant/significant social science topics compelling. To do this, you can provide clear instructions on writing processes, strategies, and conventions, while explaining why these strategies are important to writing skills. Doing so can improve students' writing skills/literacy. Improving these skills can allow students to better share their thoughts on a topic they researched through writing. It also reinforces that what they study and write about should be informed, especially if they are sharing their own conclusions or critiquing the findings of others.

# data[].attributes.body
“A Purpose for Reading”: The teacher sets a purpose for the story or article in order to direct their reading towards a goal and to focus attention on key ideas. The teacher may pose questions, lead a brainstorming activity, or invite ideas from individual students. Along with the question, it is a good idea to pose predictions of the outcomes and problems, which need to be solved”.

# data[].attributes.body
"Essential Practices for Literacy in the Secondary Social Studies Classroom" discusses a strategy for offering diverse texts when covering a specific topic. Doing so allows students the ability to improve their academic investigative skills. It also allows them to be more analytical of a wide range of texts and better decipher even more challenging texts.

# data[].attributes.headline
Essential Practices for Literacy Instruction in the Secondary Social Studies Classroom

# data[].attributes.subject
Essential Practices for Literacy Instruction in the Secondary Social Studies Classroom

# data[].attributes.body
"teaches students to apply disciplinary tools andconcepts when producing text and communication (e.g. establishing historical or political significance for an event being discussed or written about)" This is essential in the social sciences as students need to learn how to apply their knowledge in the sciences to their writing to draw a clear connection between the sources and their own writing.

# data[].attributes.body
"Essential Practices for Literacy in Secondary Social Studies Classroom" explains how giving students different types of sources allows students to engage with their source. Giving students different types of sources, allows students to work with them differently. Whether it's a visual, an audio, or a text, etc. Doing this, it will encourage them learn to distinguish between a primary and secondary source.

# data[].attributes.body
"provides instruction in discipline-specific writing

processes, strategies, and conventions, and

attention as to why those writing norms exist

in the discipline, particularly those involving

researching, planning, and revising historical

accounts and making social science arguments in

other social science discipline"

A history teacher can have their students read articles or book chapters of the same topic, but from different times. It shows how we as a society have progressed on how we view and treat others with the words that we use. It is also important for students to be acquainted with certain writing styles from various authors.

# data[].attributes.body
The article is about Content-area literacy and the different strategies in class to model how to think about what is read and help students understand the material better.

Content-area literacy emphasizes teaching students to think about what they read through questioning, interpreting, and evaluating. This way they build their knowledge about a subject. Ultimate goal to create an understanding the content influenced by their own passions and interests.

# data[].attributes.headline
Essential Practices for Literacy Instruction in the Secondary Social Studies Classroom.

# data[].attributes.subject
Essential Practices for Literacy Instruction in the Secondary Social Studies Classroom.

# data[].attributes.body
"engages students in discussion of, and practice with, norms

and strategies for engaging in civic discourse around a range

of issues, including potentially controversial topics"

This method can help students learn the etiquette of listening to the input of their classmates and what is deemed acceptable and not.

# data[].attributes.headline
"Essential practices for literacy instruction in the secondary social science" explains that writing is crucial for students to learn because it allows them to build on their critical thinking skills. This teaches them to analyze and "establish significance for a historical or political event they are writing about." This also gives students an opportunity to practice their writing skills and make conclusions or critique texts in a meaningful way. 

# data[].attributes.subject
"Essential practices for literacy instruction in the secondary social science" explains that writing is crucial for students to learn because it allows them to build on their critical thinking skills. This teaches them to analyze and "establish significance for a historical or political event they are writing about." This also gives students an opportunity to practice their writing skills and make conclusions or critique texts in a meaningful way. 

# data[].attributes.body
Cristina Gutierrez

# data[].attributes.body
"Demystifying Reading in the Science Classroom" explains different strategies for students to use to explain what they read instead of just repeating what is on the page. One strategy mention is examining visuals. Students examine any pictures or graphics in the reading and write down what ideas or thoughts it provokes. They write down notes on each one, providing details about they see and how it could be connected to the topic.

# data[].attributes.headline
"As teachers read, model, and engage in instructional activities, they verbalize exactly what is going on in their minds. This practice helps students understand what proficient learners should think about as they actively seek information." 

# data[].attributes.subject
"As teachers read, model, and engage in instructional activities, they verbalize exactly what is going on in their minds. This practice helps students understand what proficient learners should think about as they actively seek information." 

# data[].attributes.body
Anthony Silva

# data[].attributes.headline
Building Literacy in the world language classroom:

# data[].attributes.subject
Building Literacy in the world language classroom:

# data[].attributes.body
Jenny Moreno

Some of the main points that I gathered from the article are that, the main focus for a teacher in a world language classroom are the interpretative listening and the interpersonal speaking activities before any reading or writing activity.

By having the students practice their oral skills can improve the literacy of the second language and strenghten the firrst language.

As a teacher, it is important to find texts or contexts that make the students feel connected to their experiences. Things such as stories, painting, videos, or folkore can be good examples.

Teachers can help students by highlighting vocabulary that they might encounter on the text, make predictions, ask questions, and walk them through the main ideas of the story can help students become present and active during the lessons.

Teachers need to plan the following: Pre-reading, during-reading, and post-reading methods to have it accesible for students.

Some of this examples are:

Pre:

Brainstorming, concept or mind mapping, or vocab. preview.

During:

Mini lessons that focus on specific strategies, pause-think-retell, and small group work.

Post:

Storyboards, photo caption, and "How to" guides.

# data[].attributes.headline
"Essential practices for literacy instruction in the secondary social science" discusses how teachers need to establish compelling reasons for reading in social studies. This gives meaning to the content and encourages students to ask who is the author, why are they reading this, what is the purpose? This builds on their critical thinking and overall literacy skills because it teaches students to apply disciplinary tools and concepts when reading. 

# data[].attributes.subject
"Essential practices for literacy instruction in the secondary social science" discusses how teachers need to establish compelling reasons for reading in social studies. This gives meaning to the content and encourages students to ask who is the author, why are they reading this, what is the purpose? This builds on their critical thinking and overall literacy skills because it teaches students to apply disciplinary tools and concepts when reading. 

# data[].attributes.body
Cristina Gutierrez

# data[].attributes.body
Have the students question the author's stance, perspective, historical and social context as well as motives. Who wrote the article? What was their purpose? Who do you think is the target audience? Also have students read different texts of the same events to look for any comparisons and differences.

# data[].attributes.headline
"10 Content-Area Literacy Strategies for Art, Mathematics, Music, and Physical" provides a strategy for visual representation in Physical Education classes by creating graphic organizers for students to analyze. This includes Venn-diagrams to compare and contrast sports, and using an enumeration chart to explain the steps and processes within a game/sport. 

# data[].attributes.subject
"10 Content-Area Literacy Strategies for Art, Mathematics, Music, and Physical" provides a strategy for visual representation in Physical Education classes by creating graphic organizers for students to analyze. This includes Venn-diagrams to compare and contrast sports, and using an enumeration chart to explain the steps and processes within a game/sport. 

# data[].attributes.body
Education

# data[].attributes.headline
"In classroom discussions, students and teachers exchange ideas on a given topic. This ensures that students are actively engaged in learning, and teachers serve as facilitators instead of dispensers of knowledge."

# data[].attributes.subject
"In classroom discussions, students and teachers exchange ideas on a given topic. This ensures that students are actively engaged in learning, and teachers serve as facilitators instead of dispensers of knowledge."

# data[].attributes.body
Anthony Silva

# data[].attributes.body
"Demystifying Reading in the Science Classroom" explains different strategies for students to use to help them understand what they read instead of just repeated what is on the page. While the article focuses on science classrooms, these strategies can be in classrooms for other subjects. One strategy mentioned is "List-Group-Label." In this strategy, students are presented a topic and they make a list of words related to the topic. Then, they group similar words together and labels these groups. It is a great way to get students prepared before starting the reading.

# data[].attributes.headline
"10 Content-Area Literacy Strategies for Art, Mathematics, Music, and Physical Education" provides a strategy for how writing can be integrated into a Physical Education class by having students perform a "quick write" discussing the rules of a sport/activity, and describing its importance to reinforcing fair play. 

# data[].attributes.subject
"10 Content-Area Literacy Strategies for Art, Mathematics, Music, and Physical Education" provides a strategy for how writing can be integrated into a Physical Education class by having students perform a "quick write" discussing the rules of a sport/activity, and describing its importance to reinforcing fair play. 

# data[].attributes.body
Danny Tomboc

# data[].attributes.headline
Strategies to implement to enhance content area literacy is pre-viewing content-specific vocabulary words and asking questions while reading. "Reading should be a transformative experience where they are encouraged to read more and ask questions."

# data[].attributes.subject
Strategies to implement to enhance content area literacy is pre-viewing content-specific vocabulary words and asking questions while reading. "Reading should be a transformative experience where they are encouraged to read more and ask questions."

# data[].attributes.body
David Barajas

# data[].attributes.headline
"Essential Practices for Literacy in the Secondary Social Studies Classroom" discusses allowing students to research historical or social science topics/events that can than be shared  with others, as well as critiqued. The practice of reading sources and deciding if they are valid sources and what information to focus on requires student to practice literacy skills. 

# data[].attributes.subject
"Essential Practices for Literacy in the Secondary Social Studies Classroom" discusses allowing students to research historical or social science topics/events that can than be shared  with others, as well as critiqued. The practice of reading sources and deciding if they are valid sources and what information to focus on requires student to practice literacy skills. 

# data[].attributes.body
Ms. Ramirez