"We often hear middle and high school teachers are frustrated because their students can't understand the textbooks or can't write effectively about their particular content. This book will provide both the framework for solving this dilemma and the specific, practical classroom practices that teachers can use each day to help students become more competent readers and writers."
-Douglas Johnson, Assistant Superintendent, Kane County Regional Office of Education, IL
"Every middle school and secondary teacher should have a copy of this book. It not only provides the theoretical basis for each strategy, but it also provides effective instructions for use of the strategies in the classroom."
-Dorothy Giroux, Program Director, Initial Teacher Preparation Program, School of Education, Loyola University Chicago
Eager for proven methods to strengthen your students’ content literacy?
Then this book is a must-have for your classroom! Using a step-by-step approach that makes the strategies easy to understand and implement, the authors provide updated research-based strategies that will help increase your students’ reading comprehension, strengthen their writing skills, and build vocabulary across content areas. Expanded coverage of content literacy, additional reading and writing strategies for exploring content, and suggestions for working with struggling readers are included in this revised edition.
This rich resource also offers:
- Tips for using trade books in the classroom
- Technology activities in every chapter
- Real classroom examples of how the strategies have been implemented
- More ways to evaluate the "readability" of textbooks
- Over 40 ready-to-use reproducibles
Whether you are getting ready to begin teaching or are a veteran teacher, this accessible, invaluable handbook will give you the tools you need to help your students become lifelong learners!
|Edition description:||Second Edition|
|Product dimensions:||8.60(w) x 10.90(h) x 0.60(d)|
About the Author
Roberta L. Sejnost is a university professor and literacy consultant who has taught secondary-level courses in social studies, reading, and English, and college-level courses in literacy, authentic assessment, brain-based learning, multiple intelligences, and cooperative learning. A nationally recognized staff developer and certified trainer, Sejnost has presented at over 200 educational conferences across the country. In 2003, she received the Reading Educator of the Year award from the Illinois Reading Council. Sejnost received a master of education degree from the University of Illinois at Chicago and a doctorate of education in curriculum and Instruction from Loyola University, Chicago.
Sharon Thiese currently teaches writing at Lewis University, Romeoville, Illinois, and graduate classes for Aurora University, Aurora, Illinois. She is also certified in gifted education and a member of Illinois Association for Gifted Children. In addition, Thiese is a certified trainer in gifted education, authentic assessment, multiple intelligences, portfolios, differentiation, and reading and writing across content areas, and she has presented at numerous local and statewide workshops and conferences. Thiese received a master of arts in English from Northeastern University and a master of arts in writing from National-Louis University, Chicago. She taught English and writing at Geneva High School in Geneva, Illinois, and has been Geneva Community Unit 304’s high school educator of the year. She is also recognized in Who’s Who of American Educators.
Table of Contents
PrefaceAcknowledgmentsAbout the Authors1. Creating the Framework for Reading Literacy and Content Area Literacy: What Are They? The Status of Literacy Today What Can Teachers Do to Foster Literacy? Strategic Readers Guiding the Strategic Reader Matching the Reader and the Text Interpreting the Text Chapter Summary Computer Connections Teacher Tips2. Setting the Framework for Writing Introduction The Writing Process Creating Terms for Writing Shaping: Organizational Approaches Shaping and Drafting the Content Revising Journals and Learning Logs Writing for Standardized Tests Chapter Summary Computer Connections Teacher Tips3. Keying in to Vocabulary Principles of Effective Vocabulary Instruction Teacher-Centered Strategies Student-Centered Strategies Chapter Summary Computer Connections Teacher Tips4. Strategies for Comprehension What Makes a Strategic Reader? The Reading Process Pre-Reading Strategies During-Reading Strategies After-Reading Strategies Chapter Summary Computer Connections Teacher Tips5. Integrating Reading and Writing in the Classroom The Reading-Writing Connection Characteristics of Effective Reading and Writing Strategies Fostering Critical Understanding Engaging Readers and Writers in the Process of Revision Fostering Prior Knowledge Encouraging Students to Become Personally Involved Asking Students to Invoke Personal Feelings Chapter Summary Computer Connections Teacher Tips6. Research Writing Nontraditional Research Alternative Research Research Skills Traditional Research The Research Process Chapter Summary Computer Connections Teacher Tips7. Reading and Writing: Where It Can Lead Formal Assessments in Reading Formal Assessments in Writing Alternative Assessments Test-Taking Strategies Study Strategies for Good Test Performance Chapter Summary Computer Connections Teacher TipsBibliographyIndex
Most Helpful Customer Reviews
An instruction manual for teachers, particularly those who are not language arts teachers, on methods to teacher the various strategies of reading and writing. It would be very useful as a ¿text¿ for a professional learning community study of everyone¿s responsibility to teache reading and writing across the school. Recommended.