Content Area Literacy
Edition: 5
Copyright: 2023
Pages: 282
Edition: 5
Copyright: 2022
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Content Area Literacy: Toolkit of Disciplinary Strategies for Middle and High School considers various professionals who may find its content useful:
- professors teaching a content area or disciplinary literacy course
- middle and high school teachers working directly with students
- literacy and instructional coaches; interventionists
- candidates for initial licensure and/or reading specialist endorsements
Because it is a practical tool for teachers of math, science, English language arts, and social studies in grades 6-12, it is also ideal for team, school, and district professional development.
Set apart from other strategy books, the fifth edition:
- provides teachers with tools that support students’ ability to comprehend complex texts independently
- offer explicit instruction for teachers to provide students using general literacy strategies.
- provides students with the discipline-specific literacy strategies required for deep, meaningful learning in English language arts, math, science, and history/social studies
Key Features:
- Description provides an explanation of the strategy along with its practical purpose.
- How and Why Would I Use This Strategy outlines instructional routines that this strategy would support.
- How Do I Teach/Present the Strategy offers step-by-step implementation ideas and instructions for use.
- Connections to the Disciplines provides key behaviors the strategy supports along with examples for use.
- Resources provides additional helpful information.
Acknowledgments
About the Authors
Preface and Overview
Section One
What the Text Says
Strategies
Part One: Monitoring Comprehension
Annotation
Bookmarks
Self-Monitoring Approach to Reading and Thinking (SMART)
Sticky Notes
Embedded Questions
Part Two: Summarizing
Chunk and Go
Cross-Out Summary Strategy
GIST
Say Something
Part Three: Word Work and Conceptual Learning
Frayer Model and Math Rule of Four
List-Group-Label and Semantic Mapping
Scenario Writing
Select Three and Reflect (STAR)
Vocabulary Continuum
Word Sorts
Section Two
What the Text Means
Strategies
Observation-Inference Chart
I-Chart
Comprehension, Analysis, Synthesis Strategy (CASS)
They Say, I Say, and So
Intra-Act
Synthesis Journal
Section Three
Writing to Unlock Meaning
Strategies
Sketch the Visual
GRASPS
Writer’s Notebook
Listing
Entrance and Exit Slips
Climbing and Diving
Multiple-Text GIST
Marathon Writing
Double-Entry Journal
Cornell Notes
Section Four
Collaborative Discussion Around Text
Strategies
Spider Discussion
Value Line Up
Save the Last Word for Me
Discussion Web
Anchor Jigsaw
Accountability Pie
30-60-90
References
Jerry L. Johns has been recognized as a distinguished teacher, writer, outstanding teacher educator, and professional development speaker for schools, school districts, and conferences. He has taught students from kindergarten through graduate school and also served as a reading teacher. Jerry spent his career at Northern Illinois University. He served in leadership positions at the local, state, national, and international levels. He has been the president of the International Literacy Association, the Illinois Reading Council, the Association of Literacy Educators and Researchers, and the Northern Illinois Reading Council. He also served on the board of directors for each of these organizations, as well as the American Reading Forum. Jerry has authored or co-authored nearly 300 articles, monographs, and research studies as well as over 40 professional books and instructional materials for students.
Jerry has been the recipient of numerous awards for his contributions to various professional organizations. He received the Outstanding Service Award from the Association of Literacy Educators and Researchers and was honored by the Illinois Reading Council (IRC) with induction into the IRC Reading Hall of Fame. Other recognitions include the Alpha Delta Literacy Award for Scholarship, Leadership, and Service to Adult Learners, the A.B. Herr Award for outstanding contributions to the field of reading, and the Laureate Award for life-long contributions to the field of reading presented by the Association of Literacy Educators and Researchers. The International Literacy Association renamed the Outstanding Teacher Educator in Reading Award in his honor. Most recently, he has been elected to the International Reading Hall of Fame and selected to receive the William S. Gray Citation of Merit from the International Literacy Association.
Content Area Literacy: Toolkit of Disciplinary Strategies for Middle and High School considers various professionals who may find its content useful:
- professors teaching a content area or disciplinary literacy course
- middle and high school teachers working directly with students
- literacy and instructional coaches; interventionists
- candidates for initial licensure and/or reading specialist endorsements
Because it is a practical tool for teachers of math, science, English language arts, and social studies in grades 6-12, it is also ideal for team, school, and district professional development.
Set apart from other strategy books, the fifth edition:
- provides teachers with tools that support students’ ability to comprehend complex texts independently
- offer explicit instruction for teachers to provide students using general literacy strategies.
- provides students with the discipline-specific literacy strategies required for deep, meaningful learning in English language arts, math, science, and history/social studies
Key Features:
- Description provides an explanation of the strategy along with its practical purpose.
- How and Why Would I Use This Strategy outlines instructional routines that this strategy would support.
- How Do I Teach/Present the Strategy offers step-by-step implementation ideas and instructions for use.
- Connections to the Disciplines provides key behaviors the strategy supports along with examples for use.
- Resources provides additional helpful information.
Acknowledgments
About the Authors
Preface and Overview
Section One
What the Text Says
Strategies
Part One: Monitoring Comprehension
Annotation
Bookmarks
Self-Monitoring Approach to Reading and Thinking (SMART)
Sticky Notes
Embedded Questions
Part Two: Summarizing
Chunk and Go
Cross-Out Summary Strategy
GIST
Say Something
Part Three: Word Work and Conceptual Learning
Frayer Model and Math Rule of Four
List-Group-Label and Semantic Mapping
Scenario Writing
Select Three and Reflect (STAR)
Vocabulary Continuum
Word Sorts
Section Two
What the Text Means
Strategies
Observation-Inference Chart
I-Chart
Comprehension, Analysis, Synthesis Strategy (CASS)
They Say, I Say, and So
Intra-Act
Synthesis Journal
Section Three
Writing to Unlock Meaning
Strategies
Sketch the Visual
GRASPS
Writer’s Notebook
Listing
Entrance and Exit Slips
Climbing and Diving
Multiple-Text GIST
Marathon Writing
Double-Entry Journal
Cornell Notes
Section Four
Collaborative Discussion Around Text
Strategies
Spider Discussion
Value Line Up
Save the Last Word for Me
Discussion Web
Anchor Jigsaw
Accountability Pie
30-60-90
References
Jerry L. Johns has been recognized as a distinguished teacher, writer, outstanding teacher educator, and professional development speaker for schools, school districts, and conferences. He has taught students from kindergarten through graduate school and also served as a reading teacher. Jerry spent his career at Northern Illinois University. He served in leadership positions at the local, state, national, and international levels. He has been the president of the International Literacy Association, the Illinois Reading Council, the Association of Literacy Educators and Researchers, and the Northern Illinois Reading Council. He also served on the board of directors for each of these organizations, as well as the American Reading Forum. Jerry has authored or co-authored nearly 300 articles, monographs, and research studies as well as over 40 professional books and instructional materials for students.
Jerry has been the recipient of numerous awards for his contributions to various professional organizations. He received the Outstanding Service Award from the Association of Literacy Educators and Researchers and was honored by the Illinois Reading Council (IRC) with induction into the IRC Reading Hall of Fame. Other recognitions include the Alpha Delta Literacy Award for Scholarship, Leadership, and Service to Adult Learners, the A.B. Herr Award for outstanding contributions to the field of reading, and the Laureate Award for life-long contributions to the field of reading presented by the Association of Literacy Educators and Researchers. The International Literacy Association renamed the Outstanding Teacher Educator in Reading Award in his honor. Most recently, he has been elected to the International Reading Hall of Fame and selected to receive the William S. Gray Citation of Merit from the International Literacy Association.