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Copyright, iv
Preface, xix
Part One. Literacy and Learning in Today’s Classrooms, xxx
Chapter 1. Reading Matters, xxx
Organizing Principle, xxx
Chapter Overview, 1
Frame of Mind, 2
Content Knowledge and Teacher Quality, 3
Content Knowledge versus Pedagogical Knowledge, 4
Balancing Content and Pedagogical Knowledge in Content Area Classrooms, 6
Teaching and Learning with Texts, 7
Beyond Assigning and Telling, 8
Content Literacy and Learning, 10
Reading to Learn, 10
Reading as a Meaning-Making Process, 11
Reading as a Strategic Process, 12
Text Comprehension in Content Areas, 15
Developing Research-Based Comprehension Strategies, 15
Prior Knowledge and Comprehension: A Closer Look, 17
Reader Response, 23
Levels of Comprehension, 25
Questions and Questioning, 27
The Literacy Coach’s Role and Responsibilities, 28
How Are Literacy Coaches Different from Reading Specialists?, 29
Responsibilities, 29
Looking Back, Looking Forward, 30
Minds On, 31
Hands On, 32
eResources Extra!, 33
Chapter 2. From Struggling Readers to Striving Readers, 34
Organizing Principle, 34
Chapter Overview, 35
Frame of Mind, 36
Box 2.1. Evidence-Based Best Practices: English Learners, 37
The Consequences of Struggling with Texts, 38
Low Achievement, 38
Learned Helplessness, 38
Scaffolding Instruction, 39
Box 2.2. The Literacy Coach and Struggling Readers, 40
A Crisis in Adolescent Literacy, 41
The Push for Striving Readers in Middle and High Schools, 41
Box 2.3. Evidenced-Based Best Practices: Fifteen Elements of Effective Adolescent Literacy Programs, 42
Explicit Instruction in the Use of Strategies, 43
Metacognition and Learning, 43
Strategy Instruction, 45
Strategic Reading, 47
Using Think-Alouds to Model Comprehension Strategies, 47
Box 2.4. What About Content Standards and Assessment?, 48
Using Reciprocal Teaching to Model Comprehension Strategies, 52
Using Question-Answer Relationships (QARs) to Model Comprehension Strategies, 53
Box 2.5. Evidence-Based Best Practices: QAR Awareness in a High School English Class, 56
Questioning the Author (QtA), 57
Box 2.6. Evidence-Based Best Practices: Steps in a QtA Lesson, 58
Directed Reading-Thinking Activity (DR-TA), 59
Looking Back, Looking Forward, 63
Box 2.7. Evidence-Based Best Practices: Steps in a DR-TA Lesson for Narrative and Informational Texts, 64
Minds On, 65
Hands On, 66
eResources Extra!, 67
Chapter 3. Culturally and Linguistically Diverse Learners, 68
Organizing Principle, 68
Chapter Overview, 69
Frame of Mind, 70
Culturally Responsive Instruction in Today’s Schools, 71
Box 3.1. What About Content Standards and Assessment?, 72
From Monocultural to Multicultural Classrooms, 73
Box 3.2. Evidence-Based Best Practices: ABCs of Cultural Understanding and Communication, 76
Ways of Knowing in a Culturally Responsive Classroom, 78
Funds of Knowledge, 79
Box 3.3. Evidence-Based Best Practices: Drawing on Students’ Funds of Knowledge in Science and Mathematics, 80
Characteristics of Culturally Responsive Instruction, 81
Box 3.4. Evidence-Based Best Practices: Drawing on Students’ Funds of Knowledge in the Arts, 82
Linguistic Differences in Today’s Schools, 84
Box 3.5. The Literacy Coach and English Learners, 85
Dialect Use in the Classroom, 86
English Learners, 87
Sheltered Instruction for English Learners, 90
Adapting Instruction in Content Classrooms, 90
The SIOP Model, 98
Looking Back, Looking Forward, 98
Minds On, 100
Hands On, 100
eResources Extra!, 101
Chapter 4. Assessing Students and Texts, 102
Organizing Principle, 102
Chapter Overview, 103
Frame of Mind, 104
High-Stakes Testing and Authentic Approaches to Assessment, 105
High-Stakes Testing: Issues and Concerns, 105
Standardized Testing: What Teachers Need to Know, 109
Box 4.1. The Literacy Coach and Assessment, 111
Authentic Assessment: The Teacher’s Role, 113
Portfolio Assessment, 116
Adapting Portfolios to Content Area Classes, 117
Box 4.2. Evidence-Based Best Practices: Steps in the Implementation of Portfolios, 118
Checklists and Interviews, 119
Rubrics and Self-Assessments, 123
Assessing Text Difficulty, 124
Content Area Reading Inventories, 126
Readability, 129
FLIP Strategy, 136
Looking Back, Looking Forward, 137
Minds On, 139
Hands On, 140
eResources Extra!, 141
Part Two. Instructional Practices and Strategies, 142
Chapter 5. Developing Vocabulary and Concepts, 142
Organizing Principle, 142
Chapter Overview, 143
Frame of Mind, 144
Experiences, Concepts, and Words, 147
What Are Concepts?, 148
Concept Relationships: An Example, 148
Using Graphic Organizers to Make Connections among Key Concepts, 150
A Graphic Organizer Walk-Through, 150
Box 5.1. Evidence-Based Best Practices: Constructing and Using a Graphic Organizer to Show Relationships among Key Concept Words in Text, 151
Showing Students How to Make Their Own Connections, 155
Activating What Students Know about Words, 156
Word Exploration, 156
Brainstorming, 157
List-Group-Label, 157
Word Sorts, 158
Knowledge Ratings, 160
Defining Words in the Context of Their Use, 160
Box 5.2. Evidence-Based Best Practices: Two Examples of Knowledge Ratings, 161
Vocabulary Self-Collection Strategy, 161
Concept of Definition Word Maps, 162
Reinforcing and Extending Vocabulary Knowledge and Concepts, 165
Semantic Feature Analysis (SFA), 165
Categorization Activities, 166
Concept Circles, 167
Magic Squares, 168
Vocabulary-Building Strategies, 172
Using Context to Approximate Meaning, 172
Context-Related Activities, 176
Word Structure, 178
Using the Dictionary as a Strategic Resource, 180
Looking Back, Looking Forward, 181
Minds On, 181
Hands On, 182
eResources Extra!, 183
Chapter 6. Activating Prior Knowledge and Interest, 184
Organizing Principle, 184
Chapter Overview, 185
Frame of Mind, 186
Self-Efficacy and Motivation, 187
Arousing Curiosity, 189
Creating Story Impressions, 189
Box 6.1. Evidence-Based Best Practices: Story Impressions, 191
Establishing Problematic Perspectives, 191
Guided Imagery, 194
Box 6.2. What About Content Standards and Assessment?, 196
Making Predictions, 196
Anticipation Guides, 197
Adapting Anticipation Guides in Content Areas, 198
Imagine, Elaborate, Predict, and Confirm (IEPC), 200
Question Generation, 202
Active Comprehension, 202
ReQuest, 203
Expectation Outlines, 204
Box 6.3. Evidence-Based Best Practices: ReQuest Procedure, 205
Your Own Questions, 205
Looking Back, Looking Forward, 206
Minds On, 207
Hands On, 207
eResources Extra!, 209
Chapter 7. Engaging Students in Reading, 210
Organizing Principle, 210
Chapter Overview, 211
Frame of Mind, 212
Instructional Strategies for Reading Engagement, 213
The KWL Strategy, 213
Box 7.1. What About Content Standards and Assessment?, 215
Discussion Webs, 219
Guided Reading Procedure (GRP), 223
Intra-Act, 227
Discussion-Based Learning, 231
Scaffolding Student Talk, 231
Purposes and Types of Discussions, 235
Creating an Environment for Discussion, 236
Looking Back, Looking Forward, 239
Minds On, 239
Hands On, 240
eResources Extra!, 241
Chapter 8. Writing to Learn, 242
Organizing Principle, 242
Chapter Overview, 243
Frame of Mind, 244
Integrating Reading and Writing, 246
Reading and Writing as Composing Processes, 246
Reading and Writing as Exploration, Motivation, and Clarification, 247
Exploratory Writing, 249
Unsent Letters, 249
Biopoems, 250
Dialogues, 252
Admit Slips and Exit Slips, 253
Journal Writing, 254
Response Journals, 255
Double-Entry Journals (DEJs), 263
Learning Logs, 266
Essay Writing, 268
RAFT Writing Assignments, 269
Guiding the Writing Process, 270
The Discovery Stage: Motivating, Generating, Planning, and Organizing, 275
Box 8.1. What About Content Standards and Assessment?, 276
Box 8.2. Evidence-Based Best Practices: How Clustering Works, 279
Drafting, 282
Revising, 283
Looking Back, Looking Forward, 286
Minds On, 287
Hands On, 288
eResources Extra!, 289
Chapter 9. Working Smart: Study Strategies and Guides, 290
Organizing Principle, 290
Chapter Overview, 291
Frame of Mind, 292
Searching for and Using Text Structure, 293
External Text Structure, 293
Box 9.1. What About Content Standards and Assessment?, 294
Internal Text Structure, 296
Signal Words in Text Structure, 298
Graphic Organizers, 299
Using Graphic Organizers to Reflect Text Patterns, 300
Box 9.2. Evidence-Based Best Practices: Graphic Organizers, 301
Using Questions with Graphic Organizers, 306
Semantic (Cognitive) Mapping, 308
Writing Summaries, 310
Using GRASP to Write a Summary, 310
Box 9.3. Evidence-Based Best Practices: Writing a Summary, 311
Polishing a Summary, 314
Making Notes, Taking Notes, 314
Text Annotations, 315
A Note-Taking Procedure, 318
Study Guides, 318
Three-Level Guides, 320
Study Guides Based on Text Patterns, 324
Classroom Examples, 324
Selective Reading Guides, 329
Looking Back, Looking Forward, 332
Minds On, 333
Hands On, 334
eResources Extra!, 335
Chapter 10. Bringing Students and Texts Together, 336
Organizing Principle, 336
Chapter Overview, 337
Frame of Mind, 338
Sociocultural Context for Literacy and Learning, 339
The Reader-Text-Activity Dynamic, 339
The Collaborative Learning Dynamic, 341
The Engaged Learning Dynamic, 341
Designing and Planning Text-Centered Lessons, 341
Lesson Plan Formats, 342
B-D-A Instructional Framework, 346
Some More Examples of B-D-A-Centered Lessons, 350
Designing and Planning Units of Study, 357
Components of a Well-Designed Unit, 357
An Inquiry/Research Emphasis in Units of Study, 361
Box 10.1. Evidence-Based Best Practices: Procedures for Guiding Inquiry/Research Projects, 362
A Multiple-Text Emphasis in Units of Study, 363
Designing and Planning Collaborative Interactions, 365
Cooperative Learning Groups, 366
Small-Group Processes Underlying Cooperative Learning, 368
Looking Back, Looking Forward, 372
Minds On, 373
Hands On, 374
eResources Extra!, 375
Part Three. Teaching and Learning beyond the Textbook, 376
Chapter 11. Learning with Trade Books, 376
Organizing Principle, 376
Chapter Overview, 377
Frame of Mind, 378
Box 11.1. What About Content Standards and Assessment?, 379
Textbook Use in Today’s Classrooms, 379
Reasons Teachers Use Textbooks, 380
Problems with Using Textbooks, 380
Rationale for Using Trade Books, 383
Learning through Literature, 385
Learning with Nonfiction Books, 385
Box 11.2. Evidence-Based Best Practices: Appreciating Art and Artists through the Use of Trade Books, 390
Learning with Picture Books, 390
Learning with Fiction Books, 392
Learning with Multicultural Books, 395
Box 11.3. Evidence-Based Best Practices: Exploring Different Points of View toward Historical Events, 396
Books for Struggling Readers, 397
Using Trade Books in the Classroom, 397
Creating Classroom Libraries and Text Sets, 398
Teacher Read-Alouds, 400
Literature Study in Content Areas, 402
Box 11.4. Evidence-Based Best Practices: Linking Physical Education with Literacy Learning, 404
Promoting Response to Literature, 404
Writing as a Response to Literature, 406
Process Drama as a Heuristic Response, 408
Readers Theatre, 410
Idea Circles, 411
Looking Back, Looking Forward, 413
Minds On, 413
Hands On, 414
eResources Extra!, 415
Chapter 12. Learning with Electronic Texts, 416
Organizing Principle, 416
Chapter Overview, 417
Frame of Mind, 418
Box 12.1. What About Content Standards and Assessment?, 419
New Literacies in Today’s Changing Classrooms, 420
Rationale for Electronic Texts, 421
Electronic Texts in the Classroom, 423
Learning with the Internet, 430
The Internet as a Motivational Resource, 430
The Internet as an Information Resource, 431
The Internet as a Communication Resource, 431
Strategies for Online Learning, 434
Internet Workshops, 435
Internet Inquiries, 437
Internet Projects, 439
WebQuests, 441
Looking Back, Looking Forward, 444
Minds On, 444
Hands On, 445
eResources Extra!, 445
Appendix A. Affixes with Invariant Meanings, 446
Appendix B. Commonly Used Prefixes with Varying Meanings, 449
Appendix C. Graphic Organizers with Text Frames, 451
Bibliography, 454
Name Index, 469
Subject Index, 472
Credits, 482

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