Content Area Literacy: A Framework for Reading–Based Instruction

Content Area Literacy introduces teachers to the reasons for and means of promoting basic and higher-order literacy across the disciplines. The fifth edition has been updated to reflect new research, methods, data, and national trends relative to the field. It includes new aids that offer guidelines for reading actively, highlighting important material, and making personal marginal notes. Key standards are also integrated throughout the methods chapters and an appendix of the Standards of 6-8 major Professional Associations has been added. Teachers will gain a strong understanding of practical and user-friendly methods.

Table of Contents:
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