Nikia Robinson

Multiple Texts & Multimodality for Transdisciplinary Curriculum

“Multiple Texts & Multimodality for Transdisciplinary Curriculum” Nikia Robinson MEDU 602 February 9, 2025 Grifenhagen et. al. (2021), two examples of how students and teachers can engage in "touch, talk, and text" communication in an elementary setting include: a science experiment where students physically manipulate materials while discussing their observations and then recording their findings in writing and a sensory-based literacy activity where students touch textured letters. The second example, target objects while saying the corresponding sounds and then writing the letters on a whiteboard. Both activities incorporate tactile interaction ("touch"), verbal discussion ("talk"), and written documentation ("text").Two valuable resources I selected for content area literacy are "Reading Rockets"https://www.readingrockets.org/classroom/content-area-literacy and "Literacy Design Collaborative” https://www.cde.state.co.us/cdesped/dyslexia-structuredliteracy

Inquiry Strategies C-E-R

In the video, "CER-Claim Evidence Reasoning" explains the concept of the "Claim, Evidence, Reasoning" framework, which is a method used to construct a logical argument by stating a claim, providing supporting evidence, and then explaining how that evidence logically connects to the claim; essentially, it's a structured way to explain your thinking behind an answer to a question, often used in academic settings like science or social studies (McNeill & Martin, 2011). My definition of the CER framework and how this approach supports inquiry teaching and learning; CER provides a structured approach to critical thinking that encourages students to make a statement towards a claim. By using CER students can engage in critical thinking more which will increase their learning to develop relevant data or observations of evidence. Students can logically explain how the evidence connects to their claim. All students should be able to demonstrate their understanding of a concept through reason