"Developing Content Area Literacy" addresses the challenges facing students as they move from learning to read in the primary grades to reading to learn in the secondary classroom; and it will offer a description of the components for all effective adolescent literacy programmes 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
Preface Acknowledgments Setting Standards in the English Language Arts Introduction Section I Academic Vocabulary: Developing Vocabulary for Learning in Content Areas Strategy 1. Semantic Mapping: Developing Robust Academic Vocabularies Strategy 2. Vocabulary Self-Collection (VSS): Promoting Word Consciousness Strategy 3. Contextual Redefinition: Using Clues as a Word-Learning Strategy Strategy 4. Semantic Feature Analysis (SFA): Comparing and Contrasting Features of Words Strategy 5. List-Group-Label (L-G-L): Developing Conceptual Knowledge of Words Section II Reading Fluency: Developing Deep-Reading Fluency Strategy 6. Readers Theatre: Increasing Fluency Through Student Engagement With Text Strategy 7. Paired Reading: A Collaborative Approach for Developing Deep-Reading Fluency Strategy 8. Audiobooks: Modeling and Scaffolding Reading Fluency Strategy 9. Radio Reading: An Authentic Approach for Developing Reading Fluency Strategy 10. Morphemic Analysis: A Useful Resource for Becoming a Fluent Reader Section III Narrative Text: Developing Comprehension for Narrative Text Strategy 11. Interactive Think-Alouds: Collaborative Interpretation of Text Strategy 12. Inference Strategy Guide: Facilitating Reading Between the Lines Strategy 13. Imagination Recreation: Deepening Understanding Through Creativity Strategy 14. Conflict Dissection: Analyzing Relationships in Text Strategy 15. Jots and Doodles: Visualizing Text to Aid Comprehension Section IV Reading Informational Text: Developing Comprehension for Informational Text Strategy 16. Questioning the Author (QtA): Constructing Meaning From the Text Strategy 17. Text Structure Strategy: Using Graphic Organizers to Learn From Informational Text Strategy 18. Connect to It: Making Personal, Text, and World Connections to Text Strategy 19. Quick Writes: Integrating Language for Understanding Text Strategy 20. Inquiry Charts (I-Charts): Organizing Information for Learning From Texts Section V Media and Digital Literacies: Developing Comprehension for Media and Digital Literacies Strategy 21. Think and Check: Contextualizing and Corroborating Online Information Strategy 22. Digital Storytelling: Creating Digital Text Strategy 23. Wikibooks: Collaborative Research Projects Strategy 24. Podcasting: Merging Media for Understanding Strategy 25. Book Trailers: Insights and Discoveries About Texts Section VI Critical Thinking: Developing Students' Critical Thinking Skills Strategy 26: SCAMPER: Collaborative Analysis of Text Strategy 27. Six Thinking Hats: Facilitating Different Modes of Thinking Strategy 28. Academic Controversy: Taking Sides on the Issue Strategy 29. Three-Level Reading Guide: Developing Literal, Interpretive, and Applied Reading of Text Strategy 30. Request Reciprocal Teaching: Collaborative Critical Thinking Section VII Writing Informational Text: Developing Writing in the Content Areas Strategy 31: Concept Star: Visualization for a Prewriting Strategy Strategy 32. Concept Mind Map: Facilitating Collaborative Writing Strategy 33. Research for Choice: Facilitating Student Voice in Academic Writing Strategy 34. Shared Pen: Interactive and Collaborative Writing Strategy 35. Targeted Text: Guided Writing of Informational Text Section VIII Independent Learning: Promoting Strategies for Independence in Learning Strategy 36: Talking Around the Text: Using Dialogic Reading and Writing to Promote Independent Learners Strategy 37. Textbook Activity Guide (TAG): Developing Independence in Learning From the Textbook Strategy 38. Academic Note Taking: Supporting Students' Independence in Learning Strategy 39. Entrance and Exit Slips: Helping Students to Reflect on Their Learning Strategy 40. Journaling: Helping Student to Respond, Reflect, and Learn Through Informal Writing Index About the Authors
Patricia Antonacci is a Professor Emeritus of Education at Iona College. Antonacci entered the teaching profession as a classroom teacher for the middle and elementary grades and continued as a literacy specialist. Her long career in public schools brought her a range of experiences as a teacher at all grade levels including a number of years working in diverse classroom settings. As a reading specialist for K through 12, she assisted teachers in integrating literacy instruction in content areas. Working in a large urban district afforded her rich experiences teaching striving readers and English language learners. Antonacci has taught courses at Fordham University and Iona College including the following: reading in the content areas for middle and secondary grades, foundations of literacy, literacy across the curriculum, action research, as well as mentoring doctoral students in conducting research in literacy education. She has published numerous articles and books including (as coauthors) Antonacci & O'Callaghan, Portraits of Literacy Development: Instruction and Assessment in a Well-Balanced Literacy Program, K-3 (2004); Antonacci & O'Callaghan, A Handbook for Literacy Instruction & Assessment Strategies K-8 (2006), Antonacci & O'Callaghan, Using Children's Literature Across the Curriculum: A Handbook of Instructional Strategies K-8 (2010), Antonacci & O'Callaghan, Promoting Literacy Development K-8 (2012). Catherine O'Callaghan is a professor of Education and Chair of the Education Department at Western Connecticut State University. She entered the teaching profession as a classroom teacher and continued her career as a literacy specialist with teaching experiences that span across the grades. Teaching in New York City within diverse settings afforded her a wide range of teaching experiences. Her doctoral degree from Fordham University in Language and Literacy initiated her research interests in new literacies, critical literacies, teacher education, and intervention plans for helping striving readers and writers. O'Callaghan began working with preservice and inservice teachers at St. Joseph's College in the Child Study Department and as an adjunct at Fordham University. She also taught in the literacy specialist program at Iona College for twelve years before moving on to Western Connecticut State University. She has published numerous articles and books including (as coauthors) Antonacci & O'Callaghan, Portraits of Literacy Development: Instruction and Assessment in a Well-Balanced Literacy Program, K-3 (2004); Antonacci & O'Callaghan, A Handbook for Literacy Instruction & Assessment Strategies K-8 (2006), Antonacci & O'Callaghan, Using Children's Literature Across the Curriculum: A Handbook of Instructional Strategies K-8 (2010), Antonacci & O'Callaghan, Promoting Literacy Development K-8 (2012).