Developing Content Area Literacy 40 Strategies for Middle and Secondary Classrooms

ISBN-10: 1412972833

ISBN-13: 9781412972833

Edition: 2011

Authors: Patricia A. Antonacci, Catherine M. O'Callaghan

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Description:

Strategies for Developing Content Area Literacy in Middle and Secondary Classrooms addresses the challenges facing students as they move from learning to read in the primary grades to reading to learn in the middle and secondary classrooms; and it will offer a description of the components for all effective adolescent literacy programs that should be required as part of the middle and high school curriculum. The heart of the book will offer classroom teachers in primary and secondary schools an easy-to-follow and comprehensive set of instructional strategies for students' development of literacy skills for reading, writing, and studying in the content areas.
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Book details

List price: $49.00
Copyright year: 2011
Publisher: SAGE Publications, Incorporated
Publication date: 4/22/2010
Binding: Paperback
Pages: 320
Size: 8.50" wide x 10.75" long x 0.50" tall
Weight: 1.496
Language: English

Patricia Antonacci is a Professor Emeritus of Education at Iona College. Antonacci entered the teaching profession as a classroom teacher for the middle and elementary grades and continued as a literacy specialist. Her long career in public schools brought her a range of experiences as a teacher at all grade levels including a number of years working in diverse classroom settings. As a reading specialist for K through 12, she assisted teachers in integrating literacy instruction in content areas. Working in a large urban district afforded her rich experiences teaching striving readers and English language learners. Antonacci has taught courses at Fordham University and Iona College including the following: reading in the content areas for middle and secondary grades, foundations of literacy, literacy across the curriculum, action research, as well as mentoring doctoral students in conducting research in literacy education. She has published numerous articles and books including (as coauthors) Antonacci & O'Callaghan, Portraits of Literacy Development: Instruction and Assessment in a Well-Balanced Literacy Program, K-3 (2004); Antonacci & O'Callaghan, A Handbook for Literacy Instruction & Assessment Strategies K-8 (2006), Antonacci & O'Callaghan, Using Children's Literature Across the Curriculum: A Handbook of Instructional Strategies K-8 (2010), Antonacci & O'Callaghan, Promoting Literacy Development K-8 (2012).

Catherine O'Callaghan is a professor of Education and Chair of the Education Department at Western Connecticut State University. She entered the teaching profession as a classroom teacher and continued her career as a literacy specialist with teaching experiences that span across the grades. Teaching in New York City within diverse settings afforded her a wide range of teaching experiences. Her doctoral degree from Fordham University in Language and Literacy initiated her research interests in new literacies, critical literacies, teacher education, and intervention plans for helping striving readers and writers. O'Callaghan began working with preservice and inservice teachers at St. Joseph's College in the Child Study Department and as an adjunct at Fordham University.nbsp; She also taught in the literacy specialist program at Iona College for twelve years before moving on to Western Connecticut State University. She has published numerous articles and books including (as coauthors) Antonacci & O'Callaghan, Portraits of Literacy Development: Instruction and Assessment in a Well-Balanced Literacy Program, K-3 (2004); Antonacci & O'Callaghan, A Handbook for Literacy Instruction & Assessment Strategies K-8 (2006), Antonacci & O'Callaghan, Using Children's Literature Across the Curriculum: A Handbook of Instructional Strategies K-8 (2010), Antonacci & O'Callaghan, Promoting Literacy Development K-8 (2012).

Preface
Acknowledgments
Setting Standards in the English Language Arts
Introduction
Academic Vocabulary: Developing Vocabulary for Learning in Content Areas
Semantic Mapping: Developing Robust Academic Vocabularies
Vocabulary Self-Collection (VSS): Promoting Word Consciousness
Contextual Redefinition: Using Clues as a Word-Learning Strategy
Semantic Feature Analysis (SFA): Comparing and Contrasting Features of Words
List-Group-Label (L-G-L): Developing Conceptual Knowledge of Words
Reading Fluency: Developing Deep-Reading Fluency
Readers Theatre: Increasing Fluency Through Student Engagement With Text
Paired Reading: A Collaborative Approach for Developing Deep-Reading Fluency
Audiobooks: Modeling and Scaffolding Reading Fluency
Radio Reading: An Authentic Approach for Developing Reading Fluency
Morphemic Analysis: A Useful Resource for Becoming a Fluent Reader
Narrative Text: Developing Comprehension for Narrative Text
Interactive Think-Alouds: Collaborative Interpretation of Text
Inference Strategy Guide: Facilitating Reading Between the Lines
Imagination Recreation: Deepening Understanding Through Creativity
Conflict Dissection: Analyzing Relationships in Text
Jots and Doodles: Visualizing Text to Aid Comprehension
Reading Informational Text: Developing Comprehension for Informational Text
Questioning the Author (QtA): Constructing Meaning From the Text
Text Structure Strategy: Using Graphic Organizers to Learn From Informational Text
Connect to It: Making Personal, Text, and World Connections to Text
Quick Writes: Integrating Language for Understanding Text
Inquiry Charts (I-Charts): Organizing Information for Learning From Texts
Media and Digital Literacies: Developing Comprehension for Media and Digital Literacies
Think and Check: Contextualizing and Corroborating Online Information
Digital Storytelling: Creating Digital Text
Wikibooks: Collaborative Research Projects
Podcasting: Merging Media for Understanding
Book Trailers: Insights and Discoveries About Texts
Critical Thinking: Developing Students' Critical Thinking Skills
SCAMPER: Collaborative Analysis of Text
Six Thinking Hats: Facilitating Different Modes of Thinking
Academic Controversy: Taking Sides on the Issue
Three-Level Reading Guide: Developing Literal, Interpretive, and Applied Reading of Text
Request Reciprocal Teaching: Collaborative Critical Thinking
Writing Informational Text: Developing Writing in the Content Areas
Concept Star: Visualization for a Prewriting Strategy
Concept Mind Map: Facilitating Collaborative Writing
Research for Choice: Facilitating Student Voice in Academic Writing
Shared Pen: Interactive and Collaborative Writing
Targeted Text: Guided Writing of Informational Text
Independent Learning: Promoting Strategies for Independence in Learning
Talking Around the Text: Using Dialogic Reading and Writing to Promote Independent Learners
Textbook Activity Guide (TAG): Developing Independence in Learning From the Textbook
Academic Note Taking: Supporting Students' Independence in Learning
Entrance and Exit Slips: Helping Students to Reflect on Their Learning
Journaling: Helping Student to Respond, Reflect, and Learn Through Informal Writing
Index
About the Authors
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