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
- 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.
About the Authors
Preface and Overview
What the Text Says
Part One: Monitoring Comprehension
Self-Monitoring Approach to Reading and Thinking (SMART)
Part Two: Summarizing
Chunk and Go
Cross-Out Summary Strategy
Part Three: Word Work and Conceptual Learning
Frayer Model and Math Rule of Four
List-Group-Label and Semantic Mapping
Select Three and Reflect (STAR)
What the Text Means
Comprehension, Analysis, Synthesis Strategy (CASS)
They Say, I Say, and So
Writing to Unlock Meaning
Sketch the Visual
Entrance and Exit Slips
Climbing and Diving
Collaborative Discussion Around Text
Value Line Up
Save the Last Word for Me
Jerry L. Johns has been recognized as a distinguished teacher, writer, outstanding teacher educator, and popular 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. Professor Johns spent his career at Northern Illinois University. He served in leadership positions at the local, state, national, and international levels. He has been 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. Dr. Johns has authored or coauthored nearly 300 articles, monographs, and research studies as well as over 40 professional books. His Basic Reading Inventory, now in the 12th edition, is widely used in undergraduate and graduate classes as well as by practicing teachers.