Content Area Literacy

SECTION I Foundations of Content Area Literacy Chapter 1 Content Area Literacy: Why and What Teachers Should Know * One Who Is Learning * Backstory: From Content Area Reading to Content Area Literacy * Reading-to-Learn: Whose Job Is It? * Content Area Literacy: A Schoolwide Goal * Listen-Read-Discuss: A Teacher-Friendly CAL Method * Concept Summary Chapter 2 The Science of Reading-to-Learn * The Scientific Study of Reading * Difficulty Levels of Reading: Independent, Instructional, Frustration * The Reading Process: Five Eras of Theory * Classroom Examples of Theory * A Metaphor for the Study-Reading Process * Theory into Practice: CAL Methods * The Oral Reading Strategy: A Straightforward "How-To" Method * Concept Summary Chapter 3 A Framework for Reading-Based Instruction in the Interactive Classroom * The More Things Change * A Framework for Reading-Based Instruction in the Interactive Classroom * Implementation * A Quick Word About Writingin the Reading Framework * Concept Summary SECTION II Putting Wings Under Reading and Learning from Text and Media Chapter 4 Methods for Prereading Schema Activation * Importance of Prereading * Goals of Prereading Instruction: Reader Engagement, Schema Activation, and Purposeful Inquiry * Mental Modeling: A Form of Apprenticeship Training * Prereading Methods for Reader Engagement, Schema Activation, and Purposeful Inquiry * Concept Summary Chapter 5 Through- Methods for Guiding Silent Reading * Teaching Students to Think While They Read * Entering Strategy Instruction Through a Side Door * Techniques for Comprehension Monitoring and Fix-Up * Reading Guides * Built-In Guides * Text Structure: Historical Footnote and Lukewarm Support * Concept Summary Chapter 6 Beyond- Methods for Postreading Schema Building * Class Discussion: What It Is and How to Get There * Teacher-Directed Recitation for Checking Comprehension * Peer Recitation for Increased Student Involvement * Bridging to Reflective Discussion and Applications * Full Circle to Discussion * Concept Summary SECTION III Complements to Content Area Reading: Vocabulary, Higher-Order Literacy, Writing to Learn, Assessment, and Study Techniques Chapter 7 Methods for Vocabulary and Concept Development * What's in a Name? * What We Know About Vocabulary Learning and Teaching * Methods for Prereading Vocabulary Introduction * Methods to Teach Word Meaning Prediction During Silent Reading and General Word Consciousness * Methods for Postreading and General Vocabulary Development * Concept Summary Chapter 8 Beyond the Lines: Teaching for Critical and Creative Responses to Reading * Welcome to the 21st Century: Aiming Higher to Constructive Thinking * Critical Reading-Writing-Thinking: A Traditional and Evolving Goal * Writing-Based Methods for Guiding Critical-Constructive Reading * A Formula for Promoting Critical-Constructive Thinking * Critical-Constructive Techniques for a Rousing Discussion * Looking Back, Looking Ahead Chapter 9 Emergent Content Area Literacy * Emergent Content Area Literacy: How Early Elementary Teachers Can Better Prepare Children for Reading to Learn * Extending Emergent Literacy * Emergent Content Area Literacy Learning for Beginners * Nonprint ECAL Method * Print Records Important Information, and Wonder Releases It * Literature- and Theme-Based (Interdisciplinary) Explorations into Context, Concepts, and Vocabulary * Writing to Learn * Looking Back, Looking Ahead Chapter 10 Interactive Assessment for Active Self-Monitoring and Self-Teaching * Introduction to Student Assessment * Tools for Assessment of Student Reading * Evaluation of Student Writing * Portfolios: Rationale, Functions, Promise, Problems * Assessing Text Difficulty * Affective Issues and Measures * Concept Summary Chapter 11 Study Techniques for Reading, Learning and Remembering * From Study Skills to Strategic Study * Methods for Improving Lecture Note Taking and Listening * Test-Taking Strategies * Concept Summary SECTION IV Content Area Applications: Provisions for Special Needs and the Schoolwide Literacy Program Chapter 12 Discipline-Specific Applications * Distributed versus Universal Responsibility * English/Language Arts * Foreign Languages * Mathematics * Biological-Physical Sciences * Social Studies * Content Area Reading in the Support Subject Areas * Health and Physical Education * Vocational Technology * Art and Music * Encourage Creativity * Concept Summary Chapter 13 Provisions for Special Literacy Needs of Adolescents * Special Literacy Needs Defined * Special Focus on Motivation * Special Focus on Inclusion * Special Focus on Personal-Social Adjustment Needs * Special Focus on Vocabulary * Special Focus on Classroom Discussion * Special Focus on Decoding * Special Focus on English Language Proficiency * Concept Summary Chapter 14 Literacy Leadership in the Content Areas * Literacy Leadership: Prepare Now to Lead Later * Components of Content Area Literacy Programs * Vision * Roles and Responsibilities * Program Design * Staff Development * Program Evaluation * Concept Summary Appendix Model Professional Portfolio Recorder and Planner References Photo Credits Index