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ERIC Number: EJ1165056
Record Type: Journal
Publication Date: 2018
Pages: 6
Abstractor: As Provided
ISSN: ISSN-0034-0561
Becoming Disciplined about Disciplinary Literacy through Guided Retelling
Parenti, Melissa A.
Reading Teacher, v71 n4 p473-478 Jan-Feb 2018
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.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A