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Planting Seeds: To Grow Science Disciplinary Literacy Skills We Must Layer Basic And Intermediate Literacy Skills Across K–12, Jacy Ippolito, Cami Condie, Christina L. Dobbs, Megin Charner-Laird, Jaclyn Blanchette
Planting Seeds: To Grow Science Disciplinary Literacy Skills We Must Layer Basic And Intermediate Literacy Skills Across K–12, Jacy Ippolito, Cami Condie, Christina L. Dobbs, Megin Charner-Laird, Jaclyn Blanchette
Jacy Ippolito
As a result of looking specifically at the work of science teachers within two related studies, we have come to two important realizations that we explore in this article. First, we argue that disciplinary literacy instruction can (and likely should) have a place in elementary, middle, and high school settings, promoting early habits of mind and norms of practice that blossom into more specialized disciplinary skills in later grades. Second, we argue that it is in the layering and intermingling of basic, intermediate, and disciplinary literacy skills across K–12 grade levels that students build solid, sophisticated, and ultimately discipline-specific literacy …
Principals As Partners With Literacy Coaches: Striking A Balance Between Neglect And Interference, Jacy Ippolito
Principals As Partners With Literacy Coaches: Striking A Balance Between Neglect And Interference, Jacy Ippolito
Jacy Ippolito
What role must principals play in order to effectively support literacy coaching efforts? This is a question that many educators have begun to ask (Burkins, 2007; Casey, 2006; Kral, 2007; Shanklin, 2007; Steiner & Kowal, 2007; Toll, 2008). Some suggest that principals can establish close relationships with literacy coaches by offering a number of structural supports (e.g., clear job descriptions, regular professional development, common planning times, and a school literacy team), as well as a number of relational supports (e.g., modeling collaboration and participation for teachers) (Kral, 2007; Shanklin, 2007). Others suggest that principals must participate actively in coaching work …