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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 | |