Literacy in Context (LinC) Choosing Instructional Strategies to Teach Reading in Content Areas for Students Grades 5-12

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  • Format: Paperback
  • Copyright: 2011-01-03
  • Publisher: Pearson

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Literacy in Context (LinC): Choosing Instructional Strategies to Teach Reading in Content Areas for Students Grades 5-12features over 40 instructional strategies and a clear cut process#x13;the Literacy in Context (LinC) teaching plan#x13;for choosing which strategies to use with adolescent learners to achieve success in reading content area text. Beginning and experience teachers alike will find the unique process approach, instructional strategies, Learning Log Appendix, Teacher Tools Appendix, and handy Resources icons invaluable in ensuring an effective approach to teaching reading in the content areas.

Author Biography

Dr. Mimi Miller is an Associate Professor of Education at California State University Chico, where she teaches and supervises pre-service teachers. She earned her PhD in educational psychology from Stanford University and her BA in Psychology from the University of Notre Dame. Before coming to CSU, Chico, Dr. Miller taught middle school in the California public schools, served as a K-12 teacher educator for Project Read/Text Analysis Project at Stanford, and was senior editor for Interact--Learning Through Involvement.  Dr. Miller's professional interests include content literacy instruction, curriculum integration, rural education and authentic assessment. She lives in Durham, California, with her husband and two children.



Nancy Veatch is a National Board Certified 6th grade teacher at Evergreen Middle School in Cottonwood, California.  She earned her BS in Human Development and MA in Education from the University of California at Davis.   Prior to teaching, she worked as the Project Evaluator for the National Science Foundation’s Nuclear Age Education Institute and for the California Foreign Language Project.  Mrs. Veatch has 19 years of teaching experience in the Northern California public schools. She has also taught content literacy classes as a part-time instructor at California State University, Chico.  Her professional interests include early childhood development, adolescent literacy, and content area instruction. She lives with her husband and two children in Cottonwood, California.

Table of Contents

  I.        Chapter 1 Addressing the Adolescent Literacy Crisis

        A.     Understanding the Challenge

         B.     Teaching Literacy in Context: The LinC Cycle

        C.     Chapter Summary

        D.     References

II.     Chapter 2   Strategies to Build Vocabulary

        A.     Introduction & Goals of Vocabulary Strategies

        B.     Build Full Concept Knowledge

        C.     Teach Words in a Meaningful Context

        D.     Encourage Independent Use of Strategies 

           E.     Chapter Summary

           F.     References

 III.   Chapter 3   Strategies to Foster Fluency

        A.     Introduction & Goals of Fluency Strategies

        B.     Model Fluency

        C.     Guide Fluency 

        D.     Provide Practice for Fluency

        E.      Chapter Summary

        F.      References

IV.  Chapter 4   Strategies to Increase Comprehension

        A.     Introduction & Goals of Comprehension Strategies

        B.     Activate and Build Background Knowledge

        C.     Use Graphic Organizers

        D.     Summarize

        E.      Ask and Answer Questions

        F.      Monitor Comprehension

        G.     Use Multiple Reading Strategies

        H.     Chapter Summary 

           I.      References

V.     Chapter 5   Strategies to Initiate and Sustain Motivation

        A.     Introduction & Goals of Motivation Strategies

        B.     Foster Student Control and Choice

        C.     Encourage Collaboration

        D.     Ensure Mastery of Content and Literacy Skills

        E.      Chapter Summary

        F.      References

VI.  Chapter 6   Assess-- Learning About Students

        A.     Use Data to Drive Instruction

        B.     Collect Assessment Data: The LinC Class Profile

        C.     Chapter Summary

        D.     References

VII.            Chapter 7    Reflect--Finding Patterns and Drawing Conclusions

        A.     Reflect about Students 

        B.     Reflect about the Curriculum

        C.     Chapter Summary

        D.     References
VIII.         Chapter 8   Plan--Making Informed Decisions

        A.     Establish Learning Outcomes

        B.     Know the Text

         C.     Choose Vocabulary for Instruction

        D.     Review Student Needs

        E.      Select Instructional Strategies

        F.      Chapter Summary

        G.     References


IX.  Chapter 9  Teach & Re-teach--Using the LinC Cycle

        A.     Teach:  The LinC Teaching Plan in Action

        B.     Assess Student Learning

        C.     Design Future Instruction

        D.     Chapter Summary

        E.      References

X.     Appendices

        A.     Teacher Tools

        B.     Learning Log

XI.        Glossary

XII.            Index

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