Content Literacy & ALM
The provided links provide information and resources for each ALM category for Content Literacy
Literacies in Social Studies
Table 1: Literacies in Schools
What is the Progression of Literacy Development
To practice Social Studies, teachers need to practice Disciplinary Literacy throughout the K-12 progression (Table 2). Disciplinary Literacy is foundational to the Democratic Classroom, wherein a teacher and student must know and apply a variety of differences as they use inquiry to make sense of the social world. Content Literacy, Disciplinary Literacy, Critical Literacy, and Information Literacy provide the necessary skills and lenses to navigate information, craft questions, gather and use evidence, and build arguments and take informed action. to successfully and fully practice an inquiry. These skills are scaffolded throughout a learner's education.
Table 2:
Specialization of Literacy Development: Adapted from Shanahan and Shanahan
What does Content Literacy Look Like In Social Studies?
ALM to Social Studies Crosswalk.pdfTable 3: Crosswalk: ALM to JCPS Social Studies
Literacy Development
Best Practices of Literacy Development
Table 4: Best Practices of Literacy Development
Gradual Release of Responsibility
Table 5: Gradual Release of Responsibility
ALM: Content Literacy Categories
Build student ability to make sense of words during reading, listening, speaking, and writing. Two core types of strategies support vocabulary development – teacher instructional strategies and independent student engagement strategies.
Build student ability to understand, remember, and communicate about what they read. The model includes integration of three core strategy sets for reading: pre-, mid-, and post-reading strategies.
Build student ability to engage in rigorous informal and formal dialogue to communicate about what they understand and how they process new learning.
Build student ability to use writing as a tool to make sense of what they read, hear, and observe, and how they process new learning.
Build student ability to communicate about what they know in a variety of forms, for a variety of purposes, and for authentic audiences. Provides both teacher and student with an opportunity to collect evidence of and assess proficiency with a given set of learning objectives.