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| Literacy in Middle and Secondary Schools | |
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| Adolescent Literacy | |
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| Discourses | |
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| Tracking and Detracking | |
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| The Kids Can Read | |
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| Adolescents and Literacies in New Times | |
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| The Millennials | |
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| Linguistic Diversity | |
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| Responding to Students' Learning and Literacy Needs | |
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| Middle and Secondary Literacy Instruction in Perspective | |
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| The 1930s | |
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| The 1940s | |
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| The 1950s | |
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| The 1960s | |
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| The 1970s | |
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| The 1980s | |
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| The 1990s | |
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| 2000 and Beyond | |
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| The Role of Middle/Secondary Schools and Teachers in Adolescent Literacy | |
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| Plan of This Book | |
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| What This Chapter Means to You | |
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| Literacy and Language Processes: Thinking, Reading, and Writing in First and Second Languages | |
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| Theory and Practice | |
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| Cognitive Theory | |
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| Cognition | |
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| Cognitive Processing, Concept Formation, and Learning | |
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| Intertextuality | |
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| The Relationship Between Thinking and Reading | |
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| The Reading Process | |
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| Information Available in Text | |
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| Monitoring the Reading Process | |
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| The Relationships Among Thinking, Reading, and Writing | |
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| The Writing Process | |
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| Monitoring the Writing Process | |
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| Second-Language Acquisition and Literacy | |
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| Krashen's Second-Language Acquisition Theory | |
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| Cummins's Cognitive and Language Context Theory | |
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| Implications for Learning and Teaching | |
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| What This Chapter Means to You | |
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| Evaluating Instructional Materials | |
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| Text and Textbook Issues | |
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| Comparing Trade Text and Textbook Text | |
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| Resolving the Issues | |
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| Traditional Instruments for Evaluation of Classroom Texts | |
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| Readability of Text | |
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| Two Readability Formulas | |
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| Reader-Text Interactions | |
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| Alternative Approaches for Evaluating Classroom Texts | |
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| The Readability Checklist | |
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| The Friendly Text Evaluation Scale | |
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| The Carter G. Woodson Book Award Checklist | |
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| Summary of Alternative Approaches for Evaluating Text | |
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| Making the Text Evaluation and Selection Process Successful | |
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| Evaluation of Electronic and Software Texts | |
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| Evaluating Internet Texts | |
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| Evaluating Software | |
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| Some Final Words About Evaluation of Instructional Texts | |
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| What This Chapter Means to You | |
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| Comprehension Instruction in Content Areas | |
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| The Comprehension Process and Comprehension Instruction | |
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| Centerpiece Lesson Plan | |
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| The Comprehension Process | |
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| Guided Comprehension | |
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| The Directed Reading-Thinking Activity (DR-TA) | |
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| Critical Literacy and Guided Comprehension | |
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| The Group Mapping Activity (GMA) | |
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| Comprehension Levels, Teacher Questions, and Comprehension Instruction | |
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| Levels of Comprehension | |
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| Teacher Questions | |
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| Teacher Questions and Guided Comprehension | |
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| The Directed Reading Activity (DRA) | |
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| ReQuest | |
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| Some Concluding Thoughts on Comprehension | |
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| What This Chapter Means to You | |
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| Vocabulary Learning in Content Areas | |
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| Centerpiece Lesson Plan | |
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| Effective Content Vocabulary Instruction | |
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| Purposes for Content Vocabulary Instruction | |
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| Confounding the Purposes for Content Vocabulary Instruction | |
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| Content Vocabulary Instruction: Removing Barriers to Comprehension | |
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| Prereading Instruction: Direct Vocabulary Teaching | |
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| Prereading Instructions: Developing a Functional System for Learning New Words (CSSR-Context, Structure, Sound, Reference) | |
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| Content Vocabulary Instruction: Long-Term Acquistion and Development | |
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| Postreading Instruction: The Vocabulary Self-Collection Strategy (VSS) | |
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| Postreading Instruction: Follow-Up Activities That Extend VSS | |
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| Benefits of Using VSS | |
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| What This Chapter Means to You | |
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| Teaching Bilingual/Bicultural Students in Multilingual/ Multicultural Settings | |
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| Bilingual/Bicultural and Non-English-Speaking Students | |
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| Bilingual Students and Programs | |
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| Appropriate Placement in Programs for Bilingual Students | |
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| Academic Success and Bilingual/Bicultural Students | |
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| Centerpiece Lesson Plan | |
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| Implications for Instruction | |
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| Instruction for Bilingual/Bicultural Students | |
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| Making the Curriculum Accessible for Bilingual Learners | |
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| Sheltered Instruction (SI) | |
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| Assessment | |
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| Other Issues | |
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| Some Final Words about Teaching Bilingual/Bicultural Learners in Multilingual/Multicultural Classrooms | |
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| What This Chapter Means to You | |
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| Reading Across the Curriculum | |
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| Centerpiece Lesson Plan | |
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| Content Reading Needs of Middle School and Secondary Students | |
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| Engaging Student Interest | |
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| Learning From Text | |
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| Guiding Students Before, During, and After Reading (Into, Through, and Beyond) | |
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| Think, Predict, Read, Connect (TPRC), GMA, and VSS | |
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| WebQuests | |
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| K-W-L Plus | |
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| Predict-Locate-Add-Note (PLAN) | |
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| Three-Level Reading Guides | |
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| Anticipation Guides | |
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| Guiding Students Before and During Reading (Into and Through) | |
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| The Prereading Plan (PREP) | |
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| Questioning the Author (QTA) | |
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| Guiding Students During and After Reading (Through and Beyond) | |
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| Reading Response Groups | |
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| Read, Encode, Annotate, Ponder (REAP) and iREAP | |
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| Issues Related to Technology Use in Classrooms | |
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| Study Skills and Content Area Reading | |
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| Survey, Question, Read, Recite, Review (SQ3R) | |
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| Survey, Question, Predict, Read, Respond, Summarize (SQP2RS) | |
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| Underlining and Notetaking | |
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| Concluding Thoughts About Reading Across the Curriculum | |
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| What This Chapter Means to You | |
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| Writing Across the Curriculum | |
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| Centerpiece Lesson Plan | |
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| Writing in Subject Area Classrooms | |
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| Traditional Writing Instruction | |
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| New Viewpoints About Writing | |
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| Writing Process | |
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| Instruction That Guides Students Before, During, and After Writing | |
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| Writing Workshop | |
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| Writing Workshop Applied in Content Classrooms | |
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| Instruction That Guides Students Before and During Writing | |
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| Role/Audience/Format/Topic (RAFT) | |
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| Learning Logs and Double Entry Journals | |
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| Instruction That Guides Students Before Writing | |
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| Beginning Researchers | |
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| Web Sites and E-mail | |
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| Writing from Maps | |
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| Journals | |
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| Quick Writes | |
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| A Few Final Words About Writing Across the Curriculum | |
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| What This Chapter Means to You | |
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| Assessment of Student Progress in Subject Area Reading and Writing | |
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| Overview of Evaluation and Assessment | |
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| Assessment Concepts and Terms | |
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| Assessment Today and in the Future | |
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| Standards and Assessment | |
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| Literacy Assessment in Content Areas | |
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| Principles of Assessment | |
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| Formal Assessment | |
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| Testing Instruments | |
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| Test Scores | |
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| Interpretation of Tests | |
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| Informal and Authentic Assessment of Subject Area Reading and Writing | |
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| Traditional Informal Assessment | |
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| Performance Assessment | |
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| Observation as an Assessment Tool | |
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| The Developmental Inventory | |
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| Interviews and Student Self-Reports | |
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| Portfolio Assessment | |
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| A Final Word About Assessment | |
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| What This Chapter Means to You | |
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| Diversity in the Classroom: Meeting the Needs of All Students | |
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| Centerpiece Lesson Plan | |
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| The Difference Model as a Means for Viewing Diversity | |
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| The Defect and Disruption Models | |
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| The Deficit Model | |
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| The Difference Model | |
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| At-Risk Students, The Difference Model, and Diversity | |
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| Marginalized Learners | |
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| Instruction for Marginalized Students | |
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| Classrooms for High and Low Achievers | |
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| Instruction in Subject Area Classes for Marginalized Readers and Writers | |
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| ReQuest | |
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| Question-Answer Relationships (QAR) | |
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| ReQAR | |
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| The Vocabulary Self-Collection Strategy (VSS) | |
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| Gradual Release Writing Instruction | |
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| The Cone of Experience | |
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| Final Words About Marginalized Learners | |
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| Students with Special Needs | |
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| Giftedness, Gender, and Other Differences | |
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| Gifted Students | |
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| Gender Differences | |
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| Other Differences | |
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| Creating Learning Classrooms for Preadolescent and Adolescent Students | |
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| Expectations | |
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| Consistency | |
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| Short Memory | |
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| The Difference Model Revisited | |
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| What This Chapter Means to You | |
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| Content Learning, Collaboration, and Literacy | |
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| Current Approaches to Content Learning | |
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| Centerpeice Lesson Plan | |
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| Cooperative Learning and Collaborative Learning | |
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| Characteristics of Cooperative/Collaborative Learning | |
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| Collaborative Learning, Language, and Literacy | |
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| Concept-Oriented Reading Instruction (CORI) | |
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| Collaborative Learning Activities to Promote Literacy and Content Learning | |
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| Project-Based Learning | |
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| Internet Inquiry | |
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| The Group Reading Activity (GRA) | |
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| Group Investigation | |
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| Other Cooperative/Collaborative Learning Activities | |
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| Jigsaw Grouping | |
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| Creative Thinking-Reading Activities (CT-RAs) | |
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| Ask Something | |
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| Ambiguity, Risk, and Collaborative Learning | |
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| Procedures for Implementing, Guiding, and Evaluating Collaborative Group Work | |
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| Prerequisites to Grouping for Collaborative Learning | |
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| Introducing Collaborative Learning Groups | |
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| Establishing Roles for Individuals in Collaborative Learning Groups | |
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| Guiding Collaborative Learning Groups | |
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| Project Managements | |
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| Evaluating and Grading Cooperative/Collaborative Group Work | |
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| Some Final Words on Content Learning, Collaboration, and Literacy | |
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| What This Chapter Means to You | |
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| Developing Lifelong Readers and Writers | |
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| Opening Doors | |
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| Teachers Who Open Doors | |
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| Opening Doors to Lifelong Literacy | |
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| Finding Out About Readers and Writers | |
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| Questionnaires | |
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| Talking to and Observing Students | |
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| Becoming Familiar with Good Books for Preadolescent and Adolescent Readers | |
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| Classroom Climates for Literacy | |
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| Reading with Students Sustained Silent Reading (SSR) | |
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| Reading to Students | |
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| Writing with Students | |
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| Writing to Students | |
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| Using Literature in Content Classes | |
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| Resources for Developing Lifelong Readers and Writers | |
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| Resources for Independent Reading-Finding Good Books | |
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| Resources for Independent Writing-Getting Good Ideas | |
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| Some Concluding Thoughts About Developing Lifelong Readers and Writers | |
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| What This Chapter Means to You | |
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| Index | |