Strategies to Enhance Literacy and Learning in Middle School Content Area Classrooms

by Irvin, Judith L.; Buehl, Douglas R.; Radcliffe, Barbara J.

• ISBN13: 9780205360611
• ISBN10: 0205360610
• Edition: 3rd
• Format: Paperback
• Copyright: 2006-09-26
• Publisher: Pearson

Summary

This is the only book on the market that focuses specifically on content area reading for the middle grades. The third edition of this unique resource has been thoroughly updated to include the most current research in the field of Middle School Literacy. Unlike most texts that ignore the middle school reader, this book addresses the issues that affect middle school students and teachers and their experiences with literacy instruction. Readable and teacher friendly, Reading and the Middle School Student provides not only a strong research base, but also practical teaching strategies for teachers in all of the content areas. This book is designed to be a companion book to Rycik and IrvinTeaching Reading in the Middle Gradeswhich focuses on reading in English/Language arts classes. This book focuses on content area reading instruction. Take a Glimpse Inside the Third Edition: A wealth of current student examples of strategies for middle grade students for instant use in the classroom. New issues and trends facing adolescent literacy including policy and position statements and federal action. New ELL emphasis in every chapter outlining specific strategies that can be used by middle school teachers with their English language learners. Unique focus on classroom implementation of literacy integrated with content area instruction. About Your Authors: Judith L. Irvinis currently a Professor at Florida State University and serves as the Executive Director of the National Literacy Project. She has written and edited numerous books, chapters, and articles on adolescent literacy. Douglas R. Buehlis a reading specialist at Madison East High School and District Adolescent Literacy Support Teacher, Madison, Wisconsin. He is Past President of the IRA Secondary Reading Interest Group and has published numerous articles on adolescent literacy. Barbara J. Radcliffe is an eighth grade reading/language arts teacher at Fairview Middle School in Tallahassee, Florida. Barbara also teaches Teaching English in the Middle School and Teaching Reading in Secondary English at Florida State University.

Author Biography

Barbara J. Radcliffe is an eighth grade reading/language arts teacher at Fairview Middle School in Tallahassee, Florida. Barbara also teaches Teaching English in the Middle School and Teaching reading in Secondary English at Florida State University. Douglas R. Buehl is a reading specialist at Madison East High School and District Adolescent Literacy Support Teacher, Madison, Wisconsin. Judith L. Irvin is currently a Professor at Florida State University and serves as the Executive Director of the National Literacy Project.

Table of Contents

Preface	xi
Adolescent Literacy	1	(15)
The Neglect of Adolescent Literacy	2	(3)
A New Focus on Adolescent Literacy	5	(3)
Impact of Federal and State Mandates on Adolescent Literacy	8	(1)
School-wide Approaches to Improving Adolescent Literacy	9	(3)
Growing as Teachers of Literacy	12	(1)
Purpose and Overview of the Book	12	(1)
Summary	13	(3)
Extending Learning	16
Reviewing the Talking Points	13	(1)
Revisiting the Vignette	13	(1)
Terms to Remember and Use	13	(1)
Modifying Instruction for English Language Learners	14	(1)
Beyond the Book	14	(1)
References	15	(1)
Literacy Learning	16	(20)
What Teachers See: Symptoms of Ineffective Learning	17	(6)
Metaphor #1: The Trip with No Scenery	18	(1)
Metaphor #2: Ping Pong Reading	19	(1)
Metaphor #3: Mindless Routines	19	(1)
Metaphor #4: Consumers and Extraterrestrials	20	(1)
Metaphor #5: Freeloading and First Down Punting	21	(1)
Metaphor #6: World Brains and School Brains	22	(1)
Interactive Reading and Learning	23	(4)
Schema Theory	24	(1)
Metacognition	25	(1)
Scaffolding	26	(1)
Literacy Practice of Strong Readers	27	(3)
The Learner	27	(2)
The Text	29	(1)
The Context	30	(1)
Reading/Writing Connections	30	(2)
Summary	32	(1)
Extending Learning	32	(2)
Reviewing the Talking Points	32	(1)
Revisiting the Vignette	32	(1)
Terms to Remember and Use	33	(1)
Modifying Instruction for English Language Learners	33	(1)
Beyond the Book	34	(1)
References	34	(2)
Learning Environments That Motivate Students	36	(24)
Classroom Negotiations: The Teacher as Mediator	37	(2)
Mediated Instruction and the Gradual Release of Responsibility	39	(1)
Mediated Instruction and Prior Knowledge	40	(2)
Motivation and Engagement	42	(2)
Making Connections to Students' Lives	43	(1)
Creating Safe and Responsive Classrooms	43	(1)
Having Students Interact with Each Other and with Text	43	(1)
Using Classroom Discussion to Motivate Students	44	(2)
Classroom Talk That Is Accountable	46	(8)
Think-Pair-Share	48	(1)
The Discussion Web	49	(1)
Cooperative Literacy	50	(2)
Directed Reading Sequence	52	(2)
Summary	54	(1)
Extending Learning	55	(3)
Reviewing the Talking Points	55	(1)
Revisiting the Vignette	55	(1)
Terms to Remember and Use	55	(1)
Modifying Instruction for English Language Learners	55	(2)
Beyond the Book	57	(1)
References	58	(2)
Assisting Struggling Readers	60	(14)
The Status of Reading Proficiency in the United States	61	(2)
Helping Struggling Readers to Become Strong Readers	63	(3)
Strategies for Struggling Readers	66	(3)
Interactive Reading Guides	68	(1)
Summary	69	(2)
Extending Learning	71	(1)
Reviewing the Talking Points	71	(1)
Revisiting the Vignette	71	(1)
Terms to Remember and Use	71	(1)
Modifying Instruction for English Language Learners	71	(1)
Beyond the Book	72	(1)
References	72	(2)
The Demands of Text	74	(24)
The Transition to Informational Text	75	(1)
Kinds of Text	76	(6)
Narrative Text	77	(1)
Expository Text	78	(4)
Helping Students to Understand Text Structure	82	(4)
Difficulty with Content-Area Textbooks	86	(6)
Content and Strategic Knowledge	88	(1)
Classroom Experiences with Textbooks	88	(4)
Using and Evaluating Textbooks	92	(1)
Summary	93	(1)
Extending Learning	93	(3)
Reviewing the Talking Points	93	(1)
Revisiting the Vignette	93	(1)
Terms to Remember and Use	93	(1)
Modifying Instruction for English Language Learners	93	(3)
Beyond the Book	96	(1)
References	96	(2)
Vocabulary Knowledge	98	(26)
The Importance of Vocabulary Knowledge	99	(1)
Factors in Vocabulary Acquisition	100	(6)
Knowing Words	100	(2)
Morphology	102	(2)
Context	104	(1)
Definitions	105	(1)
Size and Growth of Vocabulary	105	(1)
Metalinguistic Awareness	106	(1)
Choosing Words for Instruction	106	(4)
Known Concepts	108	(1)
Synonym/Antonyms or Multiple-Meaning Words	108	(1)
Unknown Concept	109	(1)
Guidelines for Instruction	110	(2)
Help Students Become Independent Word Learners	110	(1)
Encourage Active Involvement and Deep Processing of Words	111	(1)
Provide Multiple Opportunities to Use Words	111	(1)
Help Students Develop a Good Attitude About Learning Words	111	(1)
Foster Extensive Reading Outside of Class	111	(1)
Vocabulary Strategies	112	(6)
Possible Sentences	112	(2)
List-Group-Label	114	(1)
Inductive Vocabulary Search	115	(1)
Concept Maps	116	(2)
Word Family Trees	118	(1)
Summary	118	(2)
Extending Learning	120	(2)
Reviewing the Talking Points	120	(1)
Revisiting the Vignette	120	(1)
Terms to Remember and Use	120	(1)
Modifying Instruction for English Language Learners	121	(1)
Beyond the Book	122	(1)
References	122	(2)
Using Prior Knowledge	124	(21)
The Role of Prior Knowledge in Reading	125	(2)
Activating Prior Knowledge	125	(2)
Assessing the Knowledge Base of Students	127	(1)
Misconceptions	127	(1)
Prereading Strategies	127	(1)
Building Background Knowledge When Students Know Little About a Topic	128	(5)
Predicting and Confirming Activity	129	(2)
Visual Prediction Guide	131	(2)
Activating Knowledge When Students Know Something about a Topic	133	(3)
A PreReading Plan (PReP)	133	(1)
Anticipation Guides	134	(2)
Organizing Knowledge When Students Know a Great Deal about a Topic	136	(4)
Graphic Representations and Organizers	137	(1)
Cloze Graphic Organizers	137	(1)
Semantic or Concept Mapping	138	(2)
Summary	140	(2)
Extending Learning	142	(2)
Reviewing the Talking Points	142	(1)
Revisiting the Vignette	142	(1)
Terms to Remember and Use	142	(1)
Modifying Instruction for English Language Learners	142	(1)
Beyond the Book	143	(1)
References	144	(1)
Comprehending Text	145	(24)
Strategies Strong Readers Use: A Comprehension Model	146	(3)
Guidelines for Instruction	149	(3)
Comprehension Strategies	152	(1)
Teacher-Guided Strategies	153	(7)
Reciprocal Teaching	153	(2)
The K-W-L Plus Strategy	155	(2)
Questioning the Author	157	(3)
Comprehension-Monitoring Strategies	160	(2)
A Self-Monitoring Approach to Reading and Thinking (SMART)	161	(1)
Paired Readings	162	(1)
Study Guides	162	(3)
Textbook Activity Guide	163	(2)
Summary	165	(1)
Extending Learning	165	(2)
Reviewing the Talking Points	165	(1)
Revisiting the Vignette	165	(1)
Terms to Remember and Use	165	(1)
Modifying Instruction for English Language Learners	165	(1)
Beyond the Book	166	(1)
References	167	(2)
Using Study Strategies to Learn and Remember	169	(25)
Depth of Processing	170	(1)
Identifying Important Ideas	171	(6)
Text Coding	171	(4)
Underlining or Highlighting	175	(2)
Generalizations about Strategic Learning	177	(3)
Task Understanding Is Critical to Strategic Learning	177	(1)
Beliefs about Learning Influence How Students Read and Study	178	(1)
High-Quality Instruction Is Essential	178	(1)
Cognitive and Metacognitive Processing Should Be the Instructional Focus	179	(1)
It is Important to Teach a Variety of Research-Based Strategies	179	(1)
Question Generation and Answer Explanation	180	(1)
Question-Answer Relationships	180	(1)
Text Summarization	181	(4)
Power Notes	182	(2)
Summarizing	184	(1)
Student-Generated Elaborations	185	(2)
Elaborative Interrogations	186	(1)
Organizing Strategies	187	(3)
Graphic Representations	187	(3)
Summary	190	(1)
Extending Learning	190	(2)
Reviewing the Talking Points	190	(1)
Revisiting the Vignette	190	(1)
Terms to Remember and Use	190	(1)
Modifying Instruction for English Language Learners	190	(1)
Beyond the Book	191	(1)
References	192	(2)
Assessment That Guides Instruction	194	(27)
Characteristics of High-Quality Assessments	195	(2)
Using High-Stakes and Other Standardized Tests	197	(2)
Curriculum-Based Assessment	199	(1)
Traditional Teacher Assessment: Grades	199	(1)
Authentic Assessment	200	(10)
Underlying Beliefs of Authentic Assessment	201	(1)
Authentic Assessment Design	202	(1)
Technology to Show Mastery	203	(2)
Visual Demonstrations of Mastery	205	(1)
Oral Demonstrations of Mastery	205	(2)
Portfolio Assessment	207	(3)
Managing the Grading Load	210	(4)
Focus Grading	210	(1)
Monday for Comments	211	(1)
Code Sheets	212	(1)
Alternative Evaluators	213	(1)
Writing Conferences	213	(1)
Holistic Scoring with Rubrics	214	(1)
Summary	214	(1)
Extending Learning	214	(4)
Reviewing the Talking Points	215	(1)
Revisiting the Vignette	215	(1)
Terms to Remember and Use	216	(1)
Modifying Instruction for English Language Learners	216	(1)
Beyond the Book	217	(1)
References	218	(3)
Index	221