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Strategies for Developing Content Area Literacy in Middle and Secondary Classrooms addresses the challenges facing students as they move from learning to read in the primary grades to reading to learn in the middle and secondary classrooms; and it will offer a description of the components for all effective adolescent literacy programs that should be required as part of the middle and high school curriculum. The heart of the book will offer classroom teachers in primary and secondary schools an easy-to-follow and comprehensive set of instructional strategies for students' development of literacy skills for reading, writing, and studying in the content areas.
Table of Contents
|Setting Standards in the English Language Arts|
|Academic Vocabulary: Developing Vocabulary for Learning in Content Areas|
|Semantic Mapping: Developing Robust Academic Vocabularies|
|Vocabulary Self-Collection (VSS): Promoting Word Consciousness|
|Contextual Redefinition: Using Clues as a Word-Learning Strategy|
|Semantic Feature Analysis (SFA): Comparing and Contrasting Features of Words|
|List-Group-Label (L-G-L): Developing Conceptual Knowledge of Words|
|Reading Fluency: Developing Deep-Reading Fluency|
|Readers Theatre: Increasing Fluency Through Student Engagement With Text|
|Paired Reading: A Collaborative Approach for Developing Deep-Reading Fluency|
|Audiobooks: Modeling and Scaffolding Reading Fluency|
|Radio Reading: An Authentic Approach for Developing Reading Fluency|
|Morphemic Analysis: A Useful Resource for Becoming a Fluent Reader|
|Narrative Text: Developing Comprehension for Narrative Text|
|Interactive Think-Alouds: Collaborative Interpretation of Text|
|Inference Strategy Guide: Facilitating Reading Between the Lines|
|Imagination Recreation: Deepening Understanding Through Creativity|
|Conflict Dissection: Analyzing Relationships in Text|
|Jots and Doodles: Visualizing Text to Aid Comprehension|
|Reading Informational Text: Developing Comprehension for Informational Text|
|Questioning the Author (QtA): Constructing Meaning From the Text|
|Text Structure Strategy: Using Graphic Organizers to Learn From Informational Text|
|Connect to It: Making Personal, Text, and World Connections to Text|
|Quick Writes: Integrating Language for Understanding Text|
|Inquiry Charts (I-Charts): Organizing Information for Learning From Texts|
|Media and Digital Literacies: Developing Comprehension for Media and Digital Literacies|
|Think and Check: Contextualizing and Corroborating Online Information|
|Digital Storytelling: Creating Digital Text|
|Wikibooks: Collaborative Research Projects|
|Podcasting: Merging Media for Understanding|
|Book Trailers: Insights and Discoveries About Texts|
|Critical Thinking: Developing Students' Critical Thinking Skills|
|SCAMPER: Collaborative Analysis of Text|
|Six Thinking Hats: Facilitating Different Modes of Thinking|
|Academic Controversy: Taking Sides on the Issue|
|Three-Level Reading Guide: Developing Literal, Interpretive, and Applied Reading of Text|
|Request Reciprocal Teaching: Collaborative Critical Thinking|
|Writing Informational Text: Developing Writing in the Content Areas|
|Concept Star: Visualization for a Prewriting Strategy|
|Concept Mind Map: Facilitating Collaborative Writing|
|Research for Choice: Facilitating Student Voice in Academic Writing|
|Shared Pen: Interactive and Collaborative Writing|
|Targeted Text: Guided Writing of Informational Text|
|Independent Learning: Promoting Strategies for Independence in Learning|
|Talking Around the Text: Using Dialogic Reading and Writing to Promote Independent Learners|
|Textbook Activity Guide (TAG): Developing Independence in Learning From the Textbook|
|Academic Note Taking: Supporting Students' Independence in Learning|
|Entrance and Exit Slips: Helping Students to Reflect on Their Learning|
|Journaling: Helping Student to Respond, Reflect, and Learn Through Informal Writing|
|About the Authors|
|Table of Contents provided by Ingram. All Rights Reserved.|