Collaborative Cross-Curricular Literature Circles
Cross curricular Science of Reading teaching strategies benefit elementary children and teacher candidates when supported by university collaborations. Apply the strategy in other disciplines!
Presented by:
Denise Frazier, Indiana University East
Abstract:
Prior to the 2024 Total Solar Eclipse, reading and social studies teacher educators collaborated and consulted with the university librarian co-selecting Hidden Figures to build teacher candidate (TC) background knowledge on the event using the Science of Reading literature circles (LCs) strategy. Then, TCs used the same text for LCs in grades 3-6 field placements to build local elementary children’s background knowledge on the eclipse, 1960’s space travel and civil rights. Results indicate TCs perceive improved confidence in their ability to use authentic texts and evidence-based teaching strategies in upper elementary reading and social studies instruction.
Keywords:
Reading, Cross Curricular, Collaboration
Learning Outcomes:
1. Describe the importance of background knowledge in disciplinary reading.
2. Analyze how literature circles could be used outside of teacher education.
3. Identify potential campus collaborations to support course learning objectives.
Collaborative Cross-Curricular Literature Circles
Hear it from the author:
Transcript:
Hi, my name is Denise Frazier, and my poster presentation is about how I used
collaborative cross-curricular literature circles in my reading in grades 3-6
methods course.
To provide some context, in 2023 Indiana legislated a definition of the science
of reading requiring teacher preparation programs to comply. In my course,
this looks like a focus on fluency, vocabulary and comprehension instruction.
I use the evidence-based strategy of literature circles to address these
components and others.
Teacher candidates take my course in conjunction with social studies
methods so I collaborated with that instructor to choose a historical fiction
book we could use in both of our courses through literature circles. My
colleague and I found this to be successful until a conversation with the IU
East librarian made it even better when she told me she had grant money for
purchases related to the April 8, 2024, total solar eclipse taking place in
Richmond, Indiana.
The librarian and I co-selected Hidden Figures for teacher candidates and
their field-placement students to provide background knowledge on the eclipse,1960’s space travel and civil rights. Reading the same book on campus that was read in field placements developed teacher candidate confidence in understanding and teaching content and getting the community
excited and prepared for the eclipse.
The same cross-curricular process can strengthen understanding in higher
education students as well with content presented in motivational books. For
example, book discussions could happen in any discipline and might extend
into communities as long-term partnerships.
References
McRae, A., & Guthrie, J. T. (n.d.). Teacher practices that impact reading motivation. Reading Rockets. https://www.readingrockets.org/topics/motivation/articles/teacher-practices-impact-reading-motivation
National Aeronautics and Space Administration. (n.d.). 2024 total solar eclipse.
https://science.nasa.gov/eclipses/future-eclipses/eclipse-2024/where-when/
Shetterly, M. (2016). Hidden figures: Young readers edition. HarperCollins.
Wexler, N. (2023, May 31). Clearing up misconceptions about the ‘science of reading.’ Forbes. https://www.forbes.com/sites/nataliewexler/2023/05/31/clearing-up-misconceptions-about-the-science-of-reading/