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Becoming Disciplined About Disciplinary Literacy Through Guided Retelling
Author(s) -
Parenti Melissa A.
Publication year - 2017
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.1647
Subject(s) - discipline , literacy , psychology , mathematics education , visual literacy , pedagogy , task (project management) , teaching method , sociology , social science , engineering , systems engineering
Becoming more disciplined about teaching disciplinary literacy in our classrooms can be a challenge. Encouraging student production of the academic language and the demands and styles of thinking associated with each discipline requires an additional push that was often overlooked in content area instruction of the past. As this new journey in disciplinary literacy begins, supportive strategies become a necessity. In this article, the author presents guided retelling as a simple solution to the complex task of promoting disciplinary literacy in the elementary classroom. Through the use of verbal and visual prompts, guided retelling continues to be a highly implementable and adaptable tool for learners of all ages and abilities across all disciplines.