Stephanie Maria Bennett

The rights to write: How the Constitutional Convention helped sixth graders compose

Abstract:
This case describes one writing lesson from a sixth grade integrated language arts and social studies unit on the Constitutional Convention. The teacher used the jigsaw method (Aronson, Blaney, Stephin, Sikes, & Snapp, 1978) as a means to disseminate information about the Constitutional Convention. He chose specific mentor texts (Shhh! We’re Writing the Constitution by Jean Fritz, If You Were There When They Signed the Constitution by Elizabeth Levy, We the People: The Story of the Constitution by Lynne Cheney, A More Perfect Union: The Story of the Constitution by Betsey Maestro, and Designing America: The Constitutional Convention by Sean Price), at a variety of lexiles, to meet the needs of the diverse group of students.

Citation:
Bennett, S.M. (2014). The rights to write: How the Constitutional Convention helped sixth graders compose. In J.J. Schneider (Ed.), Casework in K-6 writing instruction: Connecting composing strategies, digital literacies, and disciplinary content to the Common Core (pp. 217-226). New York, NY: Peter Lang Publishing.

Addressing the ‘shift’: Preparing preservice secondary teachers for the Common Core.

Abstract:
Common Core represents a shift in content-area literacy instruction, broadening from a narrow focus on generalizable skills to also include a disciplinary perspective of literacies specific to the specialized language and habits of thinking within particular subjects. This requires teachers to be knowledgeable in their content and possess competence in pedagogical practices that allow them to scaffold their students’ literacy development within these disciplines. We examined how the implementation of a Disciplinary Literacy Project into a content-area literacy course influenced preservice secondary teachers’ disciplinary literacy practice. The findings suggest structured inquiry into disciplinary communities enhances preservice teachers’ understanding of disciplinary literacy, but this knowledge is not easily transferred into classroom instruction. Implications for future research on disciplinary literacy models and preservice teacher preparation are discussed.

Citation:
Bennett, S.M. & Hart, S. M. (2015). Addressing the ‘shift’: Preparing preservice secondary teachers for the Common Core. Reading Horizons, 53(4). Available at: http://scholarworks.wmich.edu/reading_horizons/vol53/iss4/5

Teachers’ beliefs and implementation of historical literacy pedagogy in three advanced placement United States history classrooms

Abstract:
One paradigm of history instruction is teaching students discipline-specific literacy practices in the social studies classroom. Being historically literate helps prepare students to be informed citizens. This paper examines what three Advanced Placement United States History (APUSH) teachers believe about historical literacy and how their beliefs influenced their implementation of historical literacy pedagogy in the history classroom.

Citation:
Bennett, S.M. (2014, Fall). Teachers’ beliefs and implementation of historical literacy pedagogy in three advanced placement United States history classrooms. The Georgia Social Studies Journal, 4(2), 53-67.

Professional resources (Review of the book The dynamics of writing instruction: A structured process approach for middle and high school by P. Smagorinsky, L.R. Johannessen, E.A. Kahn, & T.M. McCann)

Abstract:
This is a review of the text: The dynamics of writing instruction: A structured process approach for middle and high school by P. Smagorinsky, L.R. Johannessen, E.A. Kahn, & T.M. McCann

Citation:
Bennett, S.M. (2014, September). Professional resources (Review of the book The dynamics of writing instruction: A structured process approach for middle and high school by P. Smagorinsky, L.R. Johannessen, E.A. Kahn, & T.M. McCann). Journal of Adolescent & Adult Literacy, 58(1), 89-90.

Japanese internment: A historical literacy lesson plan

Abstract:
This lesson plan focuses on the Japanese internment during World War Two. Utilizing primary sources such as newspaper headlines, executive orders, an excerpt from A Farewell to Manzanar, and visual images, the students will answer two essential questions about Japanese internment. In a culminating activity, the students compose an informational essay based on their analysis of the primary sources. This lesson includes relevant Common Core State Standards for English/Language Arts and National Council for Social Studies Standards.

Citation:
Bennett, S.M. (2014, Summer). Japanese internment: A historical literacy lesson plan. Oregon Journal of Social Studies, 2(2), 73-79.

Promoting thinking and discussion with idea circles

Abstract:
The Common Core State Standards (CCSS) in English/Language Arts and Literacy emphasize the implementation of informational texts in the middle school classroom. By the eighth grade, 55% of the texts read should be informational according to the authors of the Common Core State Standards. In addition, the CCSS stress the importance of teaching students how to speak and listen in the various content areas.One way to accomplish these two goals is to implement idea circles, a strategy created by John Guthrie and Ann McCann, into content area classrooms.

Citation:
Bennett, S.M. (2014, April). Promoting thinking and discussion with idea circles. AMLE Magazine, 1(8), 27-28.