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| Adolescent Identities and Literacies | |
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| The Multidimensionality of Youth Culture | |
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| The Demographics of Youth Culture in America | |
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| Conceptualizing Adolescent Identity | |
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| Identity, Engagement, and Literacy Competencies | |
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| The Danger of Disengagement | |
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| Language, Culture, and Identity | |
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| Academic Literacy and Language Identity Disjunctures in Secondary Schools | |
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| Literacy in the Everyday Lives of Youth | |
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| Youth Literacies and Traditional Print Literacy | |
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| Youth Literacies in the Mediasphere | |
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| References | |
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| Principled Practices for Effective Reading and Learning | |
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| Principles That Promote Engaged Reading and Learning | |
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| Connect Everyday Literacies and Funds of Knowledge with Academic Literacy and Learning | |
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| Use Assessment as a Tool for Learning and Future Growth | |
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| Engage and Sustain Effort in Reading, Writing, and Thinking | |
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| Express Critical Perspectives and Interpretations | |
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| Gather and Organize Print and Nonprint Sources for Increasing Understanding of Information and Ideas | |
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| Expand and Generate New Understandings Using Information and Communication Technologies | |
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| References | |
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| Principled Practices for Expanding Comprehension | |
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| The Dimensions of Comprehension | |
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| Cognitive Dimension | |
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| Textual Dimension | |
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| Personal Dimension | |
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| Social Dimension | |
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| Multidimensional Approaches to Developing Text Comprehension | |
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| Cognitive Dimension Strategies | |
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| Textual Dimension Strategies | |
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| Personal Dimension Strategies | |
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| Social Dimension Strategies | |
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| References | |
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| Classroom Assessment of Literacy Growth and Content Learning | |
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| Guidelines for Literacy Assessment | |
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| Content-Area Assessment Is a Continuous Process of Becoming Informed About Students' Learning | |
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| Assessment of Literacy and Content Learning Should Use Multiple Data Sources Across Multiple Contexts | |
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| Effective Assessment Involves Students | |
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| Effective Assessment Requires Planning, Interpreting, and Managing a Variety of Data | |
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| Assessment Should Include Students' Interests, Attitudes, and Belief Systems | |
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| Our Standardized Testing Culture | |
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| The Uses and Potential Limitations of Standardized Tests | |
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| Communicating with Parents and Students About Standardized Reading Test Results | |
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| Informal, Authentic Assessments of Students | |
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| Using Classroom Activities to Assess and Evaluate | |
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| Kidwatching and Observational Checklists | |
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| Assessment Activities Using Students' Writing | |
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| Learner Autobiographies | |
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| The Content-Area Inventory | |
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| Self-Report Inventories and Questionnaires | |
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| Portfolio Assessment: Another Form of Authentic Assessment | |
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| What Will the Portfolio Look Like? | |
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| What Goes in the Portfolio? | |
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| How and When Will Samples Be Selected? | |
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| How Will Portfolios Be Evaluated? | |
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| How Can Portfolios Be Passed On? | |
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| A Study of Portfolio Assessment: What We Learned | |
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| Teachers' Grades: A Form of Assessment and Evaluation | |
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| Assessing Textbooks in Relationship to Your Students | |
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| Using Readability Formulas | |
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| Using Evaluation Scales or Checklists | |
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| Using the Cloze Procedure | |
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| References | |
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| Creating Motivating Contexts for Literacy and Learning | |
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| Guidelines for Creating Motivating Contexts for Literacy and Learning | |
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| Elevate Self-Efficacy | |
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| Engender Interest in New Learning | |
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| Generate Local Interest | |
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| Connect Outside- with Inside-School Literacies and Learning | |
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| Make an Abundance of Interesting Texts Available | |
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| Expand Student Choices and Options | |
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| Structure Collaboration for Motivation | |
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| Motivating Literacy and Learning in the Content Classroom | |
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| Practices That Elevate Self-Efficacy | |
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| Practices That Engender Interest in New Learning | |
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| Practices That Generate Local Interest | |
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| Practices That Connect Outside- with Inside-School Literacies and Learning | |
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| Practices That Make an Abundance of Interesting Texts Available | |
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| Practices That Expand Student Choices and Options | |
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| Practices That Structure Collaboration | |
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| References | |
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| Developing General and Content-Area Vocabulary Knowledge | |
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| Understanding the Nature of Word Knowledge | |
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| Guidelines for Effective Vocabulary Instruction | |
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| Teach Vocabulary from a Context | |
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| Emphasize Students' Active and Informed Role in the Learning Process | |
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| Give Students Tools to Expand Word Knowledge Independently | |
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| Reinforce Word Learning with Repeated Exposures Over Time | |
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| Stimulate Students' Awareness of and Interest in Words | |
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| Build a Language-Rich Environment to Support Word Learning | |
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| Encourage Students to Read Widely | |
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| Selecting Key Terms and Concepts | |
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| Types of Vocabulary | |
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| A Process for Selecting Words to Teach | |
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| Traditional Approaches to Word Learning | |
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| Using Contextual Analysis | |
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| Using the Dictionary | |
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| Using Morphemic Analysis | |
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| Activities That Enhance Students' Vocabulary Knowledge | |
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| Demonstrations | |
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| Interesting Word Origins | |
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| Knowledge Rating Activity | |
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| Strategies for Building Students' Vocabulary and Comprehension Across the Content Areas | |
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| Word Maps | |
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| Semantic-Feature Analysis | |
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| Concept Cards | |
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| Word Sorts Using Concept Cards | |
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| Activities for Reinforcing and Evaluating Content-Area Word Knowledge | |
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| Imagery and Keywords | |
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| Activities and Test Formats That Reinforce and Evaluate Word Learning | |
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| References | |
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| Writing as a Tool for Active Learning | |
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| Reading and Writing as Thinking Processes | |
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| How Can Writing Help the Content-Area Teacher? | |
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| Guidelines for the Use of Writing Across the Content Areas | |
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| Identify Your Unit's Objectives | |
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| Give Effective Writing Assignments | |
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| Vary Formats and Perspectives | |
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| Ask Students to Write Frequently | |
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| Provide Sufficient Time for Prewriting Activities | |
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| Publish and Celebrate Your Students' Writing | |
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| Exploratory Writing Activities for the Content Areas | |
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| Quick Writes and "Hot Cards" | |
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| Learning Logs | |
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| Journals | |
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| Thesis-Based Writing Activities for the Content Areas | |
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| Thesis-Support Writing Activities | |
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| Data-Provided Writing Activities | |
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| Concept Application Writing Activities | |
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| Pro and Con Writing Activities | |
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| Framed Assignments | |
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| The Research Paper: An Inquiry-Based Task | |
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| Goals and Stages | |
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| Teaching Recommendations | |
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| Writing Activities that Encourage Playfulness and Creativity | |
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| Raft | |
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| Spawn | |
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| Essay and Short-Answer Examinations: Using Writing to Evaluate | |
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| Preparing Students for Content-Area Essay Exams | |
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| Preparing Students for Short-Answer Questions | |
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| Responding to Students' Writing | |
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| Responding to Students' Exploratory Writing | |
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| Responding to Students' More Formal Writing Tasks | |
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| References | |
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| Reading and Learning from Multiple Sources | |
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| Common Types of Multiple Sources to Enrich the Content Classroom | |
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| Young Adult Literature | |
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| Graphic Novels and Comic Books | |
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| Primary Documents | |
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| Newspapers, Magazines, and Other Real-World Texts | |
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| Popular Media and Music | |
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| Guidelines and Practices for Integrating Multiple Sources into Content Classrooms | |
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| Identify Salient Themes and Concepts | |
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| Identify Appropriate Sources to Help Teach Concepts | |
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| Organize the Content and the Classroom for Multiple Sources | |
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| Managing the Classroom with Multiple Sources | |
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| Using Multiple Sources as Schema and Interest Builders | |
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| Use Multiple Sources to Extend Textbook Ideas | |
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| References | |
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| Learning Strategies | |
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| Guidelines for Teaching Learning Strategies | |
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| Understand the Importance of Students' Self-Knowledge | |
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| Emphasize Task Awareness | |
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| Stress the What, How, When, and Why of Strategy Use | |
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| Take the Time to Develop Students' Strategic Expertise | |
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| Use Content-Area Assignments as an Opportunity to Reinforce Learning Strategies | |
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| Important Basic Processes | |
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| Knowing the Format and Organization of a Textbook | |
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| Understanding Assignments | |
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| Previewing | |
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| Fixing Up Difficult Situations | |
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| Summarization and Taking Notes from Texts | |
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| Teaching Activities for Summarization | |
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| Text Notetaking Formats That Facilitate Students' Studying | |
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| Strategies for Taking Class Notes | |
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| The Split-Page Notetaking Format | |
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| The Synthesis Journal as a Notetaking Format | |
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| Strategies and Activities That Encourage Critical Thinking and Metacognitive Awareness | |
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| Study Sheets | |
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| Self-Questioning and the Questions/Answers Strategy | |
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| The Talk-Through | |
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| Helping Students Think Critically About Texts | |
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| Encouraging Students to Evaluate and Reflect | |
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| References | |
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| Expanding Literacy and Content Learning Through Information and Communication Technologies | |
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| Guidelines for Using Information and Communication Technologies in the Disciplinary Classroom | |
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| Provide Opportunities for Creative Uses of ICT Tools | |
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| Use ICT Tools in Ways That Promote Critical Thinking | |
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| Use ICT Tools in Ways That Promote Authentic Communication | |
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| Use ICT Tools in Ways That Increase Student Motivation for and Interest in Purposeful and Meaningful Learning | |
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| Use ICT Tools to Promote Collective Learning and Collaboration | |
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| Teaching and Learning Strategies Using ICTs Across The Curriculum | |
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| The Internet-The Ultimate ICT Tool | |
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| Word Processing for Meaningful Communication | |
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| Expanding Learning in Content Classrooms with Databases and Spreadsheets | |
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| Hypermedia Tools for Disciplinary Learning | |
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| Meaningful Literacy and Learning with Personal Digital Assistants and Handhelds | |
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| Accessing and Assessing Computer Technology | |
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| References | |
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| Honoring Diversity and Building Competence: Supporting Striving Adolescent Readers Across the Disciplines | |
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| What Does It Mean to Be a Striving Reader? | |
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| Who Are Striving Readers? | |
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| What Striving Readers Deserve: Confronting the Challenges | |
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| Striving Readers Deserve the Best Instruction from All Teachers | |
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| Striving Readers Deserve Effective Teachers Who Have the Knowledge and Practices to Deal with Their Needs | |
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| Effective Teachers Collaborate with Students, Teachers, Parents, and Administrators | |
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| Effective Teachers Employ Innovative Practices That Link Content and Literacy Learning | |
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| Strategies That Build Reading Competence for Diverse Learners | |
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| Sustained Encounters with Diverse Texts | |
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| Modified Texts in the Content Classroom | |
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| Embedding Skill Development in the Context of Authentic Learning | |
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| Bridging Students' Other Literacies with Academic Literacy | |
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| Cross-Age Tutoring | |
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| References | |
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| Young Adult Literature and Related Sources | |
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| Name Index | |
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| Subject Index | |