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Erika Thulin Dawes
Erika Thulin Dawes is a Professor of Language and Literacy in the Graduate School of Education at Lesley University in Cambridge, Massachusetts. A former elementary classroom teacher, reading specialist, and district literacy administrator, Erika now teaches and mentors courses in early childhood literacy, children's literature, and elementary literacy methods. Prior to Lesley, Erika taught literacy methods courses at Teachers College, Columbia University. Erika currently serves as the Program Director of the graduate Early Childhood Education program.
Along with Mary Ann Cappiello, she is the co-author ofTeaching with Text Sets(Shell, 2013) andTeaching to Complexity: A Framework for Evaluating Literary and Content-Area Texts(Shell, 2015). She is a co-author of a book on writing instructionLearning to Write with Purpose: Effective Instruction in Grades 4-8(Guilford, 2009) and the author of ancillary materials for several editions of the well-established textbookCharlotte Huck's Children's Literature, authored by her mentor Dr. Barbara Kiefer. She is a regular presenter at regional and national literacy conferences and her work has appeared inLanguage ArtsandSchool Library Journal. Erika was appointed chair of the Charlotte Huck Award for Outstanding Fiction for Children committee of the National Council of Teachers of English (NCTE) in 2016 for a two-year term. She blogs about children's and young adult literature currently at "The Classroom Bookshelf," aSchool Library JournalBlog and has reviewed children's and middle grade books forLanguage Arts. She is also a founding member of The Biography Clearinghouse, a project of the Children’s Literature Assembly of NCTE.
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Text Sets in Action
Finding ways to organize your classroom instruction for knowledge building and literacy learning can be challenging. How can you incorporate more nonfiction and informational text in your content area curriculum while expanding and deepening representation with diverse texts? What can motivate student learning while providing equity and access for different learning styles and needs? Text sets are the answer!
In Text Sets in Action: Pathways Through Content Area Literacy, authors Erika Thulin Dawes and Mary Ann Cappiello demonstrate how text sets offer students the opportunity to build critical thinking skills and informational literacy while generating interest and engagement across the content areas. Put your students in the center of the meaning-making in your classroom with multimodal multi-genre text sets in action.
In Text Sets in Action, the authors:
Model how text sets build foundational skills and metacognitive strategies as students experience a carefully scaffolded and sequenced exploration of ideas, academic, and content vocabulary
Explain how text sets encourage classroom discussion by having students ask questions about what they read, debate different perspectives, and relate the texts to their own personal experiences and the changes they would like to see in the world
Show how children’s literature and multimodal, multi-genre texts can serve as mentor texts for student writing and inspire creativity and advocacy
Demonstrate how to curate text sets that can introduce diverse and underrepresented voices into the classroom, fostering appreciation for different points of view and generate deeper critical thinking
Provide resources and suggestions for designing text sets – a multimodal, multi-genre text set can include children’s literature of all genres, as well as digital texts, YouTube videos, news articles, podcasts, and more
Text Sets in Action will help you create a collection of text sets that can be added to or edited over the years to align with your lesson plan goals. Teachers who have adopted this approach saw greater student reading comprehension and critical thinking skills. By introducing a multitude of text, teachers will ignite a spirit of inquiry and engagement for lifelong learning.
Mathematizing Children’s Literature
Sparking Connections, Joy, and Wonder Through Read-Alouds and Discussion