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| Knowing Your Students and Their Literacies | |
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| Engaging Cultures and Literacies for Learning | |
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| Double-Entry Journal: Before Reading | |
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| Beginning Teachers Remember Their High School Cultures and Literacies | |
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| How Do Cultures Shape Minds? | |
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| What Is Culture? | |
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| How Cultures Shape Minds | |
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| School Cultures Shaping Students' Minds | |
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| School Cultures | |
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| Beginning Teachers Discovering School Cultures | |
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| Links Between Cultures and Literacies | |
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| What Is Literacy? | |
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| Is There an Adolescent Literacy Crisis? | |
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| Groups Struggling with School Literacy | |
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| Is There a Crisis of Engagement With Learning at the Core of Middle and High School Cultures? | |
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| Disconnects Between Students, Their Teachers, and the Curriculum | |
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| Can We Generalize? | |
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| Cultures and Literacies as Resources for Engagement | |
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| Addressing Teachers' Nightmares | |
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| Content Literacy: A Rationale and a Story | |
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| New Literacies | |
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| Lessons from "Beating the Odds" Classrooms | |
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| Meeting the Challenges of Literacy and Learning | |
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| Double-Entry Journal: After Reading | |
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| Motivation to Read Content-Area Texts | |
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| Double-Entry Journal: Before Reading | |
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| Motivation to Read | |
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| Ms. Hawthorne's Challenge | |
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| Changes in Motivation to Read Through the School Years | |
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| Toward a Unifying Vision of Motivation to Read: Self-Determination Theory | |
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| The Focus of Motivation | |
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| Student Factors Contributing to a Student's Motivation to Read | |
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| Student Identity | |
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| Self-Expectations and Self-Efficacy | |
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| Goals and Task Values | |
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| Reading Skills and Knowledge | |
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| Textual Connections | |
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| Teacher Factors Contributing to Students' Motivation to Read | |
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| Teacher Engagement | |
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| Achievement-Related Instruction | |
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| Classroom Community | |
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| Autonomy Support | |
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| Assessment and Reward Systems | |
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| Summary | |
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| Double-Entry Journal: After Reading | |
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| Inside the Meaning Construction Zone: Readers Reading | |
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| Double-Entry Journal: Before Reading | |
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| How Students Construct and Negotiate Meanings | |
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| Myths of the Good Reader | |
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| First Good Reader Myth: They Can Read at 1,000 Words a Minute or More with Improved Comprehension | |
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| Second Good Reader Myth: They Don't Subvocalize | |
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| Third Good Reader Myth: They Read Only the Key Words | |
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| Fourth Good Reader Myth: They Recognize Words as Wholes | |
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| Fifth Good Reader Myth: They Read Groups of Words as a Unit of Thought | |
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| Sixth Good Reader Myth: They Never Look Back | |
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| Characteristics of Good Readers | |
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| The Benefits of a Reading Process Model | |
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| How Personal Theories of Reading Affect Reading Processes and Outcomes | |
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| A Peek into the Reader's Construction Zone | |
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| An Overview of the Reading Model | |
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| The Sensory System | |
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| Cognitive Processes and Outcomes | |
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| Metacognitive Processes | |
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| Text and Classroom Content | |
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| Implications of the Model for Teaching | |
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| Double-Entry Journal: After Reading | |
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| Assessing Readers and Their Texts | |
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| Double-Entry Journal: Before Reading | |
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| Diagnostic Teaching | |
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| Content Teachers' Diagnostic Decision Making About Reading | |
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| Student's Identity, History, Goals, Values, and Interests | |
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| Expected Level of Reading | |
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| Assessment of Students' Reading Ability | |
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| Class Literacy Profile | |
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| Teaching Strategies and Resources | |
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| Diagnostic Teaching | |
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| Instructional Monitoring, Modification, and Recommendations | |
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| Assessment Instruments for Diagnostic Teaching | |
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| Formal Assessment | |
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| Norm-Referenced Tests | |
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| Criterion-Referenced Tests | |
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| Assessing the Assessment Instruments | |
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| Reading Processes That Cannot Be Adequately Assessed | |
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| Informal Assessment | |
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| Group Reading Inventory (GRI) | |
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| Step-By-Step: Group Reading Inventory | |
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| Miscue Analysis | |
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| Running Records | |
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| Curriculum-Based Measurement (CBM) | |
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| Step-By-Step: Curriculum-Based Measurement (CBM) | |
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| Informal Assessments for a Closer Look at Comprehension Processes | |
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| Retellings | |
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| Step-By-Step: Retelling | |
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| Comprehension Think-Alouds | |
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| Step-By-Step: Doing a Comprehension Think-Aloud | |
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| Interviews and Interactions | |
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| Portfolio Assessment in Content Area Classrooms | |
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| Inventories of Reading Strategies | |
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| Categories of Adolescent Readers | |
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| Who Can Be Helped and How? | |
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| Assessing Texts: Readability and Accessibility | |
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| Readability Formulas | |
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| Step-By-Step: Calculating Readability with Fry's Formula | |
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| Cloze Tests | |
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| Step-By-Step: How to Administer a Cloze Readability Test | |
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| Friendly Text Evaluation Scale | |
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| Summary | |
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| Double-Entry Journal: After Reading | |
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| Enhancing Your Students' Literacies Through Strategic Instruction | |
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| Developing Vocabulary, Concepts, and Fluency for Content Area Literacy | |
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| Double-Entry Journal: Before Reading | |
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| Transforming Words into Meanings | |
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| Decoding | |
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| The Lexicon in Long-Term Memory | |
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| From Word Recognition to Fluency | |
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| Metacognition and Making Meaning from Words | |
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| The Complexities of Simply Knowing a Word | |
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| Word Counts | |
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| High- and Low-Frequency Words | |
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| Student-Led Vocabulary Growth: A Strategy-Integrated Model | |
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| Step-By-Step: Student-Led Vocabulary Development | |
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| Flashbacks: The Return of the Vocabulary Card | |
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| What We Know About Teaching Vocabulary | |
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| Principles to Guide Vocabulary Learning | |
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| Creating Word-Rich Environments | |
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| Fostering Word Consciousness | |
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| Gaining Word Knowledge Through Strategy Instruction | |
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| Addressing Vocabulary | |
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| Word Knowledge Check | |
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| Keyword Method | |
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| Word Maps | |
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| Word Parts | |
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| Vocabulary Self-Collection Strategy (VSS) | |
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| Step-By-Step: Vocabulary Self-Collection Strategy (VSS) | |
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| Activities for Mastering VSS and Other Important Words | |
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| Step-By-Step: Semantic Maps | |
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| Step-By-Step: Synonym Webs | |
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| Step-By-Step: Semantic Feature Analysis | |
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| Growing Word Knowledge: Just Reading | |
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| Word Play: Language Games in Context | |
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| Looking Closely at Students Constructing Word Meanings | |
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| Using Context to Learn Words with Passion | |
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| Using Technology to Foster Vocabulary Growth | |
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| A Summary of Research Guiding Instruction in Vocabulary Development | |
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| Double-Entry Journal: After Reading | |
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| Strategies to Enhance Comprehension | |
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| Double-Entry Journal: Before Reading | |
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| Comprehension-Enhancing Strategies to Activate and Integrate Knowledge | |
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| Double-Entry Journal (DEJ) | |
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| Step-By-Step: How to Design and Implement DEJs | |
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| Anticipation Guide | |
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| Step-By-Step: How to Prepare and Present Anticipation Guides | |
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| Directed Reading-Thinking Activity (DR-TA) | |
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| Step-By-Step: How to Do a DR-TA | |
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| Know-Want to Know-Learned (K-W-L) Strategy | |
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| Step-By-Step: How to Do a K-W-L | |
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| The Prereading Plan (PreP) | |
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| Step-By-Step: How to Do a PreP | |
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| Directed Inquiry Activity (DIA) | |
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| Step-By-Step: How to Do a DIA | |
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| SQ3R | |
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| Plan | |
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| Making Reading Meaningful | |
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| Step-By-Step: How to Help Students Make Reading Meaningful | |
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| Text Structure | |
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| Types of Text Structures | |
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| Effects of Text-Structure Knowledge | |
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| Five Basic Text Structures | |
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| Levels of Text Structure | |
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| What's the Structure? | |
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| Step-By-Step: What's the Structure | |
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| Text Structures and Genres in Different Disciplines | |
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| Strategies for Organizing Knowledge (Knowledge Organizers) | |
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| Outlines | |
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| Note Taking (from Lectures and Readings) | |
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| Graphic Organizers | |
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| Concept Mapping | |
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| Step-By-Step: How to Design a Concept Map | |
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| Summary | |
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| Double-Journal Entry: After Reading | |
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| Writing to Assess, Promote, and Observe Learning | |
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| Double-Entry Journal: Before Reading | |
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| Changes and Challenges in Writing to Learn | |
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| A Peek into the Writer's Construction Zone | |
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| How Process Upstaged Product | |
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| How Writing Furthers Constructivism | |
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| Effects of Social Contexts on the Writing Process | |
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| The Promise of Writing to Learn | |
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| Types of Writing | |
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| Effects of Writing on Learning | |
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| The National Writing Project (NWP) | |
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| Categories of Writing | |
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| Writing to Assess Learning | |
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| Writing to Promote Learning | |
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| Implementing Strategies | |
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| Writing to Observe Student Work | |
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| Step-By-Step: A Protocol for Looking at Student Work | |
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| The Teacher's Dilemma: What Kind of Writing Should I Assign? | |
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| Responding to Writing | |
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| Summary | |
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| Double-Entry Journal: After Reading | |
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| Critical Reading of Print and Nonprint Texts | |
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| Double-Entry Journal: Before Reading | |
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| The Need for More Critical Reading | |
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| What Is Critical Reading? | |
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| Activities to Foster Critical Thinking | |
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| Inquiry Questions (IQs) | |
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| Step-By-Step: Inquiry Questions (IQs) | |
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| Questioning the Author (QtA) | |
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| Step-By-Step: Questioning the Author (QtA) | |
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| Editor Interviews | |
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| Step-By-Step: Editor Interviews | |
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| ReQuest | |
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| Step-By-Step: ReQuest | |
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| Socratic Seminars | |
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| Step-By-Step: Socratic Seminars | |
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| Challenging Texts: Close Readings | |
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| Step-By-Step: The Believing and Doubting Game | |
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| TASKing in Pairs | |
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| Step-By-Step: Tasking in Pairs | |
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| Understanding Critical Literacy | |
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| Step-By-Step: Critical Literacy in the Classroom | |
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| Media Literacy | |
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| Principles of Media Literacy | |
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| Media Literacy Practices Across The Content Areas | |
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| Summary | |
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| Double-Entry Journal: After Reading | |
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| Designing Literacy into Academically Diverse Content Area Classes | |
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| Collaborating for Literacy and Learning: Group Strategies | |
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| Double-Entry Journal: Before Reading | |
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| Whole Groups | |
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| Whole-Class Reading Methods | |
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| Alternatives to Round Robin Reading | |
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| Step-By-Step: Think-Alouds in Class | |
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| Step-By-Step: How to Induce Imagery | |
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| Step-By-Step: How to Conduct a "Read to Discover" Session | |
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| Whole-Class Discussions | |
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| Minilessons | |
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| Cooperative Learning | |
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| Principles of Cooperative Learning | |
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| Informal Group Methods to Support Learning and Literacy | |
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| Cooperative Learning Activities with Integrated Literacy Goals | |
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| Step-By-Step: How to Do a Group Investigation | |
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| Step-By-Step: How to Do a Group Reading Activity (GRA) | |
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| Step-By-Step: How to Do a Jigsaw II Activity | |
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| Reciprocal Teaching | |
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| A Brief History of Reciprocal Teaching | |
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| Original Reciprocal Teaching Model | |
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| Step-By-Step: How to Do Basic One-On-One Reciprocal Teaching | |
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| Variations of Reciprocal Teaching | |
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| Features Contributing to Reciprocal Teaching's Success | |
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| Tutoring: Working in Pairs | |
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| Peer Tutoring | |
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| Step-By-Step: How to Do Paired Reading | |
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| Cross-Age Tutoring | |
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| Adult-Student Tutoring | |
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| Summary | |
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| Double-Entry Journal: After Reading | |
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| Struggling Readers and English Learners: Addressing Their Cognitive and Cultural Needs | |
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| Double-Entry Journal: Before Reading | |
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| Addressing the Frustrations of Struggling Readers | |
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| How Serious Are Reading Problems in Our Middle and High Schools? | |
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| Research-Based Model for Reading Intervention: A Constellation of Features Providing Guidance in Program Design and Implementation | |
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| Fourteen Features of a Research-Based Literacy Intervention Model | |
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| Program Matrix for Literacy Intervention/Evaluation | |
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| Resources to Support Intervention Programs | |
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| Corrective Reading | |
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| Language! | |
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| Read 180 | |
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| Reading Apprenticeship (RA) | |
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| The "Just Read More" Program | |
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| English Learners | |
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| Federal Law and English Learners | |
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| A Glossary of Acronyms and Abbreviations | |
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| Toward a Theory of How a Second Language Is Learned | |
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| How Long Does It Take for an English Learner to Become Proficient? | |
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| Programs for English Language Learners | |
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| California's English Learner's' Programs: An Example of the Teacher's Challenge | |
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| Principles Guiding English Learners' Instruction | |
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| Sheltered English Instruction and Structured English Immersion | |
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| Cognitive Academic Language Learning Approach (CALLA) | |
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| How Can We Know Which Programs Serve English Learners Best? | |
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| Summary | |
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| Double-Entry Journal: After Reading | |
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| Designing Literacy into Academically Diverse Content Area Classes to Promote Understanding | |
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| Double-Entry Journal: Before Reading | |
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| Standards-Based Instructional Planning | |
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| What Is Standards-Based Instruction? | |
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| Accountability Provisions of No Child Left Behind (NCLB) | |
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| How Can Teachers Teach to the Standards? | |
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| Addressing Adolescent Literacy in All Content Areas | |
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| Science Literacy | |
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| Math Literacy | |
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| Step-By-Step Think-Alouds in Math Class | |
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| History/English Collaborative | |
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| Literacy and Physical Education | |
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| Planning Pyramid for Inquiry and Understanding | |
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| What Your Students Will Know or Be Able to Do: Standards/Goals/Wanted Outcomes/Results | |
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| Evidence That Would Be Needed to Confirm Acquisition of Knowledge or Skills | |
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| Instruction That Would Generate "That Evidence: Mode of Instruction/Strategies/Unit and Lesson Design | |
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| Assessment Tools Showing to What Degree Students Have Gained the Knowledge or Skills You Wanted Them to Acquire | |
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| How Sally Peterson Built a Pyramid for Inquiry and Understanding | |
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| Step-By-Step: Creating Criteria with Students | |
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| Summary | |
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| Double-Entry Journal: After Reading | |
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| Glossary | |
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| References | |
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| Name Index | |
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| Subject Index | |