Liberty University Disciplinary Literacy in Elementary Geography Paper 3-4 pages in APA format I have attached the instruction, rubric and the article Art
Liberty University Disciplinary Literacy in Elementary Geography Paper 3-4 pages in APA format I have attached the instruction, rubric and the article
Article Review Instructions
One of the most important skills that we need to develop as educators and teacher leaders is the ability to read and discern current research that is being carried out in our field. Peer-reviewed journals represent the highest quality of research that is being conducted to help inform educators at all levels of the best practices in their content or field. When writing a journal article review the candidate will be asked to create a critical evaluation of literature that is relevant to his/her given field of study. These reviews should include summaries of the given information but should move beyond this to also include an analysis and comparison of the given information, and even the methods that were used to collect the information.
For each of your article reviews, you will be asked to select a peer-reviewed, scholarly work from an academic database related to reading in your content area. Your selection must reflect current research in the field and should be based on research conducted. Blogs, websites, Idea Bank, etc. are not acceptable choices for this review.
Examples of Peer-Reviewed Journals:
American Educational Research
Action in Teacher Education
Educational Researcher
Journal of Adolescent and Adult Literacy
Journal of Research in Reading
Reading Research Quarterly
Harvard Educational Review
Each review should be 3 4 pages, double spaced, and include an APA formatted title page and references. Your selected article must be current (no more than FIVE years old) and must relate specifically to content area strategies. Your journal critique should be organized to include the following key points:
Summary of the Article
Conclusions and Implications
Overall Assessment
Write a concise overview of the article. Include the purpose for the article, any research that may have been conducted and the methods used to do so, and any results from the study or other important information that the researcher may have collected or commented on relevant to our purposes.
Discuss the implications for the classroom the results of the study may have. Is the information that has been collected useful or practical? How does the information included specifically relate to the classroom? Highlight the benefits to the classroom, or changes that you might make personally because of the information found in the study. Be sure to link the findings with practical classroom application.
Give a short overall assessment of the article. Discuss any particular strengths or weaknesses within the study or in the writing. Did you agree with the major points of the article or were there any areas of particular concern? Was the article well written and easy to read, or was the information presented in a manner that made it difficult to understand or apply to an actual classroom?
All references must be cited in a correctly formatted APA References section. Your paper will also be evaluated for mechanics.
This assignment is due at 11:59 p.m. (ET) on the Sunday of the Module/Week that is assigned. The Geography Teacher
ISSN: 1933-8341 (Print) 1752-6884 (Online) Journal homepage: https://www.tandfonline.com/loi/rget20
Applying Disciplinary Literacy in Elementary
Geography
Judy Britt & Kavin Ming
To cite this article: Judy Britt & Kavin Ming (2017) Applying Disciplinary Literacy in Elementary
Geography, The Geography Teacher, 14:2, 68-76, DOI: 10.1080/19338341.2017.1292940
To link to this article: https://doi.org/10.1080/19338341.2017.1292940
Published online: 24 Mar 2017.
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ARTICLE
The Geography Teacher 14 (2): 6876, 2017
Copyright © 2017 National Council for Geographic Education
ISSN: 1933-8341 print/1752-6884 online
DOI: 10.1080/19338341.2017.1292940
Applying Disciplinary Literacy in
Elementary Geography
Judy Britt
Teaching and Learning
Florida Atlantic University
Boca Raton, Florida, USA
Kavin Ming
Literacy Program
Winthrop University
Rock Hill, South Carolina, USA
INTRODUCTION
Elementary teachers are deeply engaged in developing literacy skills with their students
throughout the school day. Reading, writing, listening, and speaking are given purpose
when they are woven into the context of different content areas. As elementary students
connect literacy to learning in math, science, and social studies, strategies become less
general and more specific to learning in each discipline area. Content-area literacy is applied with generic reading strategies in different content areas. In contrast to content-area
literacy, disciplinary literacy places an emphasis on specific skills that are aligned with discipline areas. For example, timelines are often used in history lessons to develop chronological understanding. Maps are used in elementary geography to develop spatial knowledge. In this article, a social studies teacher and a literacy teacher share ideas that embed
geography and disciplinary literacy in elementary social studies. Our purpose is to share
a practical approach for enriching elementary social studies lessons and activities with a
geographic lens. During the development of this work, two goals merged in our focus on
disciplinary literacy and geography. We used national standards to identify disciplinary
literacy in geography and developed ideas to apply disciplinary literacy with common
reading strategies found in elementary classrooms. We utilized the work of geography edu68
ARTICLE
Disciplinary Literacy in Elementary Geography
cators to describe disciplinary literacy as a geographic lens for teaching spatial information
in elementary social studies.
To explore ideas that promote disciplinary literacy in geography, we describe common
elementary reading practices that offer potential for spatial learning, inquiry, and curriculum integration in social studies. Essential elements of our examination of disciplinary
literacy and geography focus on real-world reading with informational and narrative texts.
Instructional practices such as reading aloud, twin texts, and literature circles provide opportunities for teaching disciplinary literacy in elementary geography. Cultural universals
provide a unifying theme for our examination of reading practices that apply disciplinary
literacy in elementary geography.
READING ALOUD IN GEOGRAPHY
Reading a book aloud to children is a commonly used practice in todays elementary classrooms. A read-aloud strategy is used by the teacher for a variety of reasons: to model
reading fluency, to engage the students in the development of content knowledge, and
to demonstrate how meaning is acquired from text (Skinner 2013). Reading a book with
a geographic theme aloud is a powerful way to develop spatial awareness, introduce concepts, develop perspective, and integrate geography into a unit of study. Skinner explains
that with a read aloud the teacher controls the text and the discussion to guide the students before, during, and after reading. When used in a read aloud, a variety of trade
books provide potential for a real-world focus on the development of geography content
knowledge.
A desire to know something is a reason to read in the real world. Real-world reading
provides students with a purpose for learning to read (Duke 2010). Duke suggests that
reading informational texts to children supports content-area learning by using real-world
texts that foster reading comprehension and vocabulary development. In an analysis of
research findings, Duke reported that when Michigan students were involved in reading
and writing to compare and contrast climates with Costa Rican key pals, social studies and
language arts content were taught in the context of a larger purpose to communicate ideas
and information.
Santoro, Chard, Howard, and Baker (2008, 407) studied the regular use of read-aloud
lessons and concluded that explicit instruction with standards-based lessons improved content knowledge. A structured approach to read-aloud lessons addresses academic standards
and supports disciplinary knowledge. Students learn to apply text structures in disciplinary
contexts with read-aloud strategies that focus on content knowledge using informational
and narrative texts. Santoro et al. (397) concluded that effective read-aloud lessons use
questioning, build content vocabulary, and use text-focused discussions to emphasize
comprehension and content knowledge. Based on the recommendations by Santoro et al.
and our own input for geography education, we offer five guidelines for explicit instruction
in geography read-aloud lessons.
A desire to know
something is a reason
to read in the real
world.
1.?Choose content-rich books that address geography standards and themes.
2.?Use a variety of narrative and informational texts.
3.?Choose books with around 32 pages (Santoro et al. 2008).
4.?Plan short twenty- to thirty-minute read-aloud lessons (Santoro et al. 2008).
5.?Use a structured approach for read-aloud lessons that includes plans for active engagement before, during, and after reading.
Our example of an approach to a read aloud is provided in Table 1.
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Britt and Ming
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Table 1. Houses of the World: Read-Aloud Lesson
If You Lived Here: Houses of the World
By Giles Laroche
In this beautifully illustrated book by Giles Laroche, readers are engaged in learning about fifteen different houses in the world. This
informational trade book provides the reader with facts about how different houses in the world are constructed. Written in second
person, this book engages the reader to think about living in different places. Each page begins with If you lived here
with a
description of the house and its location. Information about each house includes house type, materials, location, date (historical
information), and fascinating facts. The last page of the book is a numbered world map for students to connect the house information
to different places in the world.
Geography for
Life: Standard 4
The physical and human characteristics of places
Students will describe and compare the human characteristics of places at a variety of scales, local to global as
exemplified by being able to:
Describe and compare the types of housing used in different countries located at different latitudes in the
world.
Before reading
A technology presentation will be useful for introducing the topic of houses located in different places in the
world. Include pictures of houses in different regions of the United States as well as pictures of houses around
the world. Include houses at different latitudes. Guide the students in a discussion of where the houses are
located and how they are constructed to compare and contrast houses in different regions of the country and
in the world. Include vocabulary from the book in the discussion. Locate the city where the school is located.
Discuss the building materials that are used to construct the houses and discuss the landscape for the houses at
different lines of latitude. Begin the read aloud by examining the picture on the cover of the book to engage the
students in a discussion about where the houses are located. A map of the world will be a useful reference during
the discussion.
Sample discussion questions might include the following:
During reading
What do you notice about the landscape for the homes?
Do the houses have common characteristics?
What do you think the houses are made of?
Where in the world do you think the houses are located?
Pause during reading to engage the students in a meaningful discussion about houses of the world. To engage
the students in learning about houses of the world, guide them in completing a Map It Out activity. Map It Out
is a simple strategy for engaging students with trade books by using a map to follow along with the narrative or
informational text.
Follow the sequence below to complete this Map It Out.
Divide the students into partners to locate each of the houses.
Give each set of partners a map of the world that includes lines of latitude. As you read about a house, refer
to a large map that has been projected electronically or a paper map that is mounted for the students to see.
Model for the students how to locate the house on a map of the world and locate houses as you read.
Connect to prior knowledge by pointing out to the students how latitude provides information about climate.
Use map information to engage the students in a discussion about different places in the world.
After reading
After reading Houses of the World, plan a meaningful follow-up to the lesson to engage the students in writing
about what they have learned. Students can remain with their partner to complete the writing activity or write
independently. Use the writing process to engage the students in completing the writing activity.
For the getting ready to write stage of the writing process, students should talk to their partner about the
houses and locations from the book that they found interesting. Guide the students in completing a graphic
organizer such as T-chart or Venn diagram to compare and contrast two houses from two different countries
in the book.
Use a prepared writing prompt that engages students in paragraph writing to compare two houses. Remind
the students of how the information was organized in the book: house type, materials, location, date, and
fascinating facts. This will provide students with a good opportunity to learn about synthesizing information.
Vocabulary
House words: construction, dogtrot, chalet, pueblo, cave, palafitos, Venetian palace, gondola, chateau, Fujian
tulou, half-timbered townhouse, white towns, yurt, houseboat, treehouse
Geography words: longitude, latitude, region, environment
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Disciplinary Literacy in Elementary Geography
TEACHING GEOGRAPHY WITH TWIN TEXTS
AND TECHNOLOGY
Narrative and informational texts are fundamental to integrating literacy skills with content-area learning. References to twin text projects and text sets as recommended practices for content-area learning have been found in the literature for over a decade. Camp
(2000, 400) defines a twin text project as a reading practice in which two books with the
same theme are used in a lesson. One of the books is a narrative or fiction book and the
other is an informational or nonfiction text. Camp observed that many elementary teachers regularly connect fiction and nonfiction trade books and explained that with a twin
text project, childrens literature becomes a bridge to content-area learning.
Research informs our practice in using fiction and narrative text in content-area teaching. Camp (2000) and Solat (2005) examined the benefits of using twin texts to support
content-area learning. Camp explained that twin text activities provide motivational
ways to engage students in the development of content knowledge as they develop skills
in reading. Solat described twin text teaching as a flexible reading practice that combines
narrative and informational text on the same topic to build background knowledge. Solat
explained that informational texts support the comprehension of fictional texts by developing background knowledge and text-related vocabulary and increasing motivation for
learning about the topic under discussion.
With a twin text project, narrative texts provide context and nonfiction texts provide
information for a social studies theme. Examples of twin text projects support our assertion
that disciplinary literacy in geography develops spatial understanding and interdisciplinary teaching. Solat (2005, 680) described a twin text project in which a fourth-grade
teacher used narrative and informational texts to teach her students about the transcontinental railroad. Informational texts were used to help the students understand where
the transcontinental railroad was built and to connect the importance of the railroads
construction to American expansion. Narrative texts provided context for the time period
during which Chinese immigrants helped to build the railroad. In Solats example, the
teacher engaged the students in an interdisciplinary approach to geography and history. In
another social studies example, Frye, Trathen, and Wilson (2009, 15) shared a twin text
project in which students learned about pirates and privateers in the American colonies.
Students used maps and historical information to learn about the location and impact
that pirates and privateers had on the American Revolution. We include our example of a
twin text project that combines spatial awareness with the cultural universal of the worlds
water supply in Table 2.
USING LITERATURE CIRCLES IN GEOGRAPHY
A geographic lens focuses on spatial elements and geographic representations in geographic inquiry. Literature circles provide potential for infusing disciplinary literacy in
geography with real-world reading and discussion. McCall (2010, 153) describes literature
circles as small student-led discussion groups in which members have selected the same
book or article to read. In an overview of literature circles, McCall points out that effective planning for reading in any content area should achieve disciplinary goals while
reinforcing reading skills.
The structure for planning literature circles is based on scaffolding small groups of
students as they choose, read, and discuss books. To focus their attention during read71
Britt and Ming
ARTICLE
Table 2. Learning About the Worlds Water: Twin Texts and Technology
Informational Text
Narrative Text
Written by Rochelle Strauss and illustrated by Rosemary Woods,
One Well: The Story of Water on Earth is an informational trade
book that focuses the reader on the importance of water on
earth. Each page in this fact-filled book provides information
to answer questions about water. The worlds water supply is
referred to as a well. To guide the students understanding
that all water on earth is connected, water topics such as water
supply, recycling, habitats, and water access provide structure
for the book that integrates science and geography. Readers
learn that the need for water is a cultural universal that
connects all people on earth.
Written by Christine Ieronimo and illustrated by Eric Velasquez,
A Thirst for Home: A Story of Water Across the World is the
inspirational true story of Alemitu, an Ethiopian child who
is adopted by an American family. Her adopted mother
writes the story of Alemitus life. Before being adopted she
lives in poverty in Ethiopia. The daily journey for water and
food is difficult for this child, whose mother gives her up for
adoption to give her a better life. With a new name and a
new life in America, Eva never forgets her life in Ethiopia.
Named a National Council for the Social Studies Notable
Social Studies Trade Book for Young People in 2014, this
story provides context for the understanding that we are all
connected by a need for water.
With a twin text lesson, students can read the book independently or with a partner for shared reading, or it can be introduced as a
read aloud, depending on the reading level/grade. Deciding which book to read first is based on the students instructional needs. For
this twin text on the worlds water, we recommend reading the informational text first.
Introduction: Set the purpose for reading: For students who
may not understand the concept of using wells for water,
pictures and historical information may be used to explain the
metaphor in the text. Before reading the book, write 3-2-1
on a whiteboard or chart paper. Tell the students that after
reading the book they are going to think of 3 things they
discovered, 2 interesting ideas, and 1 question that they still
have.
Main Activity: Read One Well: The Story of Water on Earth.
If the students are reading with a partner or in small group,
engage them in thinking about what they are learning from
the informational text. If this is the first time that they have
completed a 3-2-1 model, complete the thinking and writing
activity with them. Encourage the students to sketch pictures
to illustrate their writing.
Closure: Think-Pair-Share: Instruct the students to turn to
a partner and talk about the 3-2-1 informational reading
activity and share their responses.
Writing
Guide the students in using facts from their 3-2-1 graphic
organizer to synthesize what they have learned about water to
write a paragraph about water.
Introduction: Set the purpose for reading: Remind the students
what they learned about the concept of using wells as a source
for water in One Well: The Story of Water on Earth. Use a world
map to find Ethiopia on a map. Show the students a T-chart
on the whiteboard or chart paper. Explain to the students that
they will be learning about the importance of access to clean
water in their community.
Main Activity: Read A Thirst for Home: The Story of Water
Across the World. During the story, pause to ask and answer
questions that the students have about access to water in some
parts of Africa.
Closure: Think-Pair-Share: Working with a small group,
students compare and contrast access to water in the United
States and in Ethiopia. Ask the students to think about
their access to water on one side of the T-chart and to think
about Alemitus access to water on the other side. Engage
the students in comparing and contrasting access to water in
different parts of the world.
Writing
Guide the students in using facts from their T-chart graphic
organizer to write about what they have learned about water.
Technology
https://images.google.com/
To help the students visualize the importance of wells to millions of people on earth, conduct Internet searches with the students to
locate pictures of the wells in Africa. Keyword searches may include water, wells, Africa, and pictures. These pictures can also be found
ahead of time and put in a PowerPoint slide show. Students could also locate pictures of wells and water on the Internet with iPads.
http://www.kidzsearch.com/
This free app can be used on a computer or an iPad. Students can type keywords to search for pictures of wells in Africa.
http://wateruseitwisely.com/
Launched in 1999, the WaterUse It Wisely campaign promotes water conservation in Arizona. This interactive website provides
information and games for kids to learn about water conservation. The Home Water Challenge is a link on the Kids drop-down menu.
http://interactivesites.weebly.com/clouds–water-cycle.html
Explore the interactive webpages: Clouds, Condensation, Evaporation, and the Water Cycle
http://www.kidsgoglobal.net/the-issues/water/
Kids Go Global is a website for K12 students to explore global issues. Read Water Issu…
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