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• List of Figures Acknowledgments About the Authors INTRODUCTION What to Expect From This Book
• CHAPTER 1: DISCIPLINARY LITERACY AND COLLABORATIVE PROFESSIONAL LEARNING: A PARTNERSHIP THAT WORKS Literacy Initiatives and PLCs: What Went Wrong? Collaborative Disciplinary Literacy Learning: A Story of Success Meet Our Disciplinary Literacy Learning Community Benefits of Collaborative Disciplinary Literacy Professional Learning Fostering Disciplinary Literacy Dialogue Resources for Continued Learning
• CHAPTER 2: UNLOCKING DISCIPLINARY LITERACY What Is Literacy in the 21st Century? Content Area Literacy Versus Disciplinary Literacy Disciplinary Literacy Instruction in Action Fostering Disciplinary Literacy Dialogue Resources for Continued Learning HOW TO CREATE A SCHOOL-WIDE CULTURE OF DISCIPLINARY LITERACY
• CHAPTER 3: CREATING A SCHOOL-WIDE CULTURE OF DISCIPLINARY READING Why Read in Every Discipline? Wide Reading in All Disciplines: There's No Downside Reading Strategies: When and How Vocabulary: The Key to All Content Reading Fostering Disciplinary Literacy Dialogue Resources for Continued Learning
• CHAPTER 4: CREATING A SCHOOLWIDE CULTURE OF DISCIPLINARY WRITING Exploring Disciplinary Writing Writing to Learn in the Discipline Areas Following the Pros: Disciplinary Mentor Texts Feedback: From Master to Apprentice Fostering Disciplinary Literacy Dialogue Resources for Continued Learning
• CHAPTER 5: CREATING A SCHOOL-WIDE CULTURE OF DISCIPLINARY THINKING Learning to Think in Disciplinary Ways Curiosity Drives Disciplinary Thinking Students and Teachers: Thinking Like Insiders Together Making Disciplinary Thinking Visible Fostering Disciplinary Literacy Dialogue Resources for Continued Learning HOW TO SUSTAIN A SCHOOL-WIDE CULTURE OF DISCIPLINARY LITERACY
• CHAPTER 6: BUILDING DISCIPLINARY LITERACY (DL) LEARNING COMMUNITIES The Problem With PLCs Fixing the Problem Through DL Learning Communities Tips for Creating Interdisciplinary Common Subject Literacy Learning Communities The All-Important First Meeting Supporting DL Learning Communities Moving Toward Collective Efficacy Sustaining DL Learning Communities Fostering Disciplinary Literacy Dialogue Resources for Continued Learning
• CHAPTER 7: WHAT MATTERS MOST IN A DISCIPLINARY LITERACY (DL) LEARNING COMMUNITY Collective Inquiry Autonomy and Authority Meaningful Collaboration Fostering Disciplinary Literacy Dialogue Resources for Continued Learning
• CHAPTER 8: FROM TEACHER LEARNER TO TEACHER LEADER Disciplinary Literacy Develops Deep Leadership Disciplinary Literacy Leadership Roles The Power of Disciplinary Literacy Leadership Fostering Disciplinary Literacy Dialogue Resources for Continued Learning
• CHAPTER 9: LEADING THE DISCIPLINARY LITERACY CHARGE Administrative Leaders as Learners Disciplinary Literacy Coaching: The Glue That Holds It All Together Fostering Disciplinary Literacy Dialogue Resources for Continued Learning Coda Appendix A: Disciplinary Literacy in English Language Arts Appendix B: Disciplinary Literacy in Math Appendix C: Disciplinary Literacy in Science Appendix D: Disciplinary Literacy in Social Studies Appendix E: Disciplinary Literacy in Art Appendix F: Disciplinary Literacy in a World Language Appendix G: Disciplinary Literacy in Health Appendix H: Disciplinary Literacy in Music Appendix I: Technology or Digital Literacy Appendix J: Disciplinary Literacy in Physical Education References Index.
• (source: Nielsen Book Data)

In this sequel the bestselling This Is Disciplinary Literacy, the authors provide educators with what they've wanted all along: a framework that keeps their subjects at the center and shows them how to pool strengths with colleagues in ongoing communities of professional learning (PL) around content-specific literacy.
(source: Nielsen Book Data)

• Foreword (Lauren B. Resnick). Preface. Acknowledgments. The Editors. The Authors.
• 1 Engaging Content Teachers in Literacy Development (Stephanie M. McConachie, Anthony R. Petrosky).
• 2 Disciplinary Literacy: A Principle-Based Framework (Stephanie M. McConachie).
• 3 Disciplinary Literacy in the History Classroom (Anita K. Ravi).
• 4 Disciplinary Literacy in the Mathematics Classroom (Victoria L. Bill, Idorenyin Jamar).
• 5 Disciplinary Literacy in the Science Classroom (Samuel A. Spiegel, Jody Bintz, Joseph A. Taylor, Nancy M. Landes, Deborah L. Jordan).
• 6 Disciplinary Literacy in the English Language Arts Classroom [SM1] (Anthony R. Petrosky, Stephanie M. McConachie, Vivian Mihalakis).
• 7 Embedding Disciplinary Literacy: Leadership and Professional Learning (Stephanie M. McConachie, Rosita E. Apodaca). Appendix A: Disciplinary Literacy Design Principles by Core Academic Area. Appendix B: Disciplinary Literacy Lesson Observation Protocol. Appendix C: Selected Disciplinary Literacy Tools. References. Index.
• (source: Nielsen Book Data)

An authoritative guide for improving teaching, learning, and literacy in content area classrooms, this book introduces teachers to the Disciplinary Literacy instructional framework developed by the Institute for Learning, University of Pittsburgh. Grounded in the Principles of Learning developed by acclaimed educator Lauren Resnick, the framework is designed to prepare students, grades 6 and up, to master the rigorous academic content learning required for college success. Unlike 'generic' teaching models, the framework is specifically tailored for each of the content disciplines. Highly practical, the book shows teachers how to integrate literacy development and thinking practices into their routine content instruction, with separate chapters devoted to math, science, history, and English/language arts. The book also: shows how school instructional leaders can support teachers in learning and using this instructional approach; offers an innovative approach for improving literacy, thinking, and content learning in secondary students; includes detailed instructional guidance plus numerous classroom examples of lessons, dialogs, and teaching routines; features chapters on each of the content areas-math, science, language arts, and social sciences; and, provides leadership guidance in implementing the method. Foreword is written by internationally acclaimed educator and cognitive scientist Lauren Resnick.
(source: Nielsen Book Data)

• Foreword - Judith A. Langer Preface Why We Wrote This Book Who We Are Our Research Base Acknowledgments
• Chapter 1. Purposeful Pedagogy: Developing Each Mind How to Use This Book Key Elements Common Threads Opening the Classroom to Student Thinking and Voice Secure the Foundation by Teaching Students How to Talk and Think Together Five Essentials of Productive Classroom Discussions Summary
• Chapter 2. Purposeful Engagement: Activities to Engage and Support All Learners Sharing Thinking One-on-One Journal Jot/Quick Write and Think-Pair Share Extending Think-Pair-Share to Written Conversation about Content Scaffolds for Productive Whole-Class Discussions Reader's Marks and Variations Pass the Hat Pair Engaging and Complex Texts to Foster Critical Thinking Summary
• Chapter 3. Purposeful Talk: A Framework for Facilitating Academic Discussions A Guide to Facilitating Discussions that Foster higher-Level Thinking The Envisionment-Building Guide (EBG) A Teacher's Role During Discussion Preparing for and Facilitating Discussions that Foster Higher Levels of Thinking Practicing with a Well-Known Poem Trying an EBG and Discussion in Your Classroom Summary
• Chapter 4. Purposeful Experiences: Assignments to Sustain Thinking and Learning Some Tools to Help Students Capture Thinking in Written Form Why Writing Matters Learning Logs or Journals Open Mind Purposeful Assignments That Provide Opportunities for Students to Share Thinking Gallery Walk Carousel Stand and Deliver Extended Writing Summary
• Chapter 5. Purposeful Planning: Designing a Coherent and Connected Curriculum Supporting Students as Disciplinary Thinkers Rethinking the Curriculum Staring with the Big Ideas Thinking beyond the Textbook Collaboration Summary
• Chapter 6. Purposeful Leadership: Supporting Effective Instructional Practices Student Voice Engaging Activities Discussion Assignments Fostering Coherence Rethinking the Curriculum to Be More Coherent Collaboration across Grades and Subjects Summary End Note Appendix A. Sample Lessons An Envisionment-Building Lesson for Science An Envisionment-Building Lesson for Mathematics An Envisionment-Building Lesson for English Language Arts Appendix B. Annotated Bibliography Literary Works Cited Bibliography.
• (source: Nielsen Book Data)

Building Academic Literacy is a coach-in-a-pocket for educators seeking to build strong academic literacy and higher-order thinking. This book is for anyone with responsibility for instruction - teachers, instructional coaches, professional developers, principals, curriculum leaders, teacher preparation faculty. It provides pathways to developing higher-order thinking in every student and setting. Key to its success is that it connects reading, writing, listening, thinking, and speaking. Readers will find that they can engage all students with content, but more importantly, students will process content in ways appropriate to a particular subject. They also develop independent learning skills -- exactly what the Common Core State Standards call for. The text is engaging yet practical and practicable - grounded and useful to teachers in enacting more student-centered classrooms. Its strategies serve to actively engage all students in high-level thinking and learning, those who have always found school easy and those who have not. Not a prescription, but a book designed to deepen individual and group teacher competencies to implement learning strategies in new ways and to continually refine and develop their craft.
(source: Nielsen Book Data)

• DVD Contents ix About the Authors xvii About Uncommon Schools xix Acknowledgments xxi Introduction 1
• PART 1 The Core of the Core 11 1 Text Selection 13 Module 1.1: The Decline of the Canon 18 Module 1.2: Text Attributes and Leveling Systems 23 Module 1.3: The Five Plagues of the Developing Reader 29 Module 1.4: Book Choice 45 Module 1.5: Managing Selection 52 2 Close Reading 57 Module 2.1: Layered Reading 63 Module 2.2: Establish Meaning via Text-Dependent Questions 71 Module 2.3: Close Reading to Analyze Meaning 83 Module 2.4: Processing Ideas and Insights in Writing, and the Power of Clear Focus 97 Module 2.5: Close Reading Bursts 102 3 Reading Nonfiction, and the Challenge of Background Knowledge 113 Module 3.1: The Key Challenge: Background Knowledge 117 Module 3.2: Absorption Rate 120 Module 3.3: Embedding Texts to Increase Absorption Rate and Build Background Knowledge 123 Module 3.4: OtherWays to Build Background Knowledge 137 Module 3.5: Some Unique Challenges of Nonfiction 143 4 Writing for Reading 155 Module 4.1: Reading Class Cycles 161 Module 4.2:Writing Is Revising 178 Module 4.3: Art of the Sentence 186 Module 4.4: Building Stamina 195 Module 4.5: Monitoring and Assessment via the Stack Audit 200
• PART 2 The Fundamentals 205 5 Approaches to Reading: Reading More, Reading Better 207 Module 5.1: Approaches to Reading 211 Module 5.2: Accountable Independent Reading (AIR) 216 Module 5.3: Control the Game 225 Module 5.4: Read-Aloud 239 6 Vocabulary Instruction: Breadth and Depth 249 Module 6.1: Explicit and Implicit Vocabulary Instruction Compared 253 Module 6.2: Explicit Vocabulary Instruction:The Daily Word Rollout to Achieve Deep Word Knowledge 256 Module 6.3: Implicit Instruction: Building Vocabulary During Reading 270 Module 6.4: Maintenance and Extension 281 7 Reading Systems 287 Module 7.1: Interactive Reading: An Overview 290 Module 7.2: Phases of Implementation: Rollout, Modeling, Prompting, Autonomy 293 Module 7.3: Interactive Reading System: How to Mark Up a Text (and What to Mark) 299 Module 7.4: Discussion Systems: Laying the Groundwork for Habits of Discussion 307 Module 7.5: Discussion Systems: Beyond the Groundwork 314 8 Toward Intellectual Autonomy 323 Module 8.1: Frameworks for Interpretation 327 Module 8.2: Technical Vocabulary 338 Module 8.3: Phases of Development 342 Module 8.4: Autonomous Writing Structures 352 Module 8.5: Autonomous Discussion Structures 355 Appendix: Useful Tools 365 Index 387 How to Access the Online Contents 411 How to Use the DVD 413 More Ways to Engage and Learn with Teach Like a Champion 415.
• (source: Nielsen Book Data)

TEACH YOUR STUDENTS TO READ LIKE CHAMPIONS WITH RIGOR, INDEPENDENCE, PRECISION, AND INSIGHT The world we are preparing our students to succeed in is one bound together by words and phrases. Our students learn their literature, history, math, science, or art via a firm foundation of strong reading skills. When we teach students to read with precision, rigor, and insight, we are truly handing over the key to the kingdom. Of all the subjects we teach reading is first among equals. Grounded in advice from effective classrooms nationwide, enhanced with more than 40 video clips, Reading Reconsidered takes you into the trenches with actionable guidance from real-life educators and instructional champions. The authors address the anxiety-inducing world of Common Core State Standards, distilling from those standards four key ideas that help hone teaching practices both generally and in preparation for assessments. This 'Core of the Core' comprises the first half of the book and instructs educators on how to teach students to: read harder texts, 'closely read' texts rigorously and intentionally, read nonfiction more effectively, and write more effectively in direct response to texts. The second half of Reading Reconsidered reinforces these principles, coupling them with the 'fundamentals' of reading instruction a host of techniques and subject specific tools to reconsider how teachers approach such essential topics as vocabulary, interactive reading, and student autonomy. Reading Reconsidered breaks an overly broad issue into clear, easy-to-implement approaches. Filled with practical tools, including: *44 video clips of exemplar teachers demonstrating the techniques and principles in their classrooms (note: for online access of this content, please visit my.teachlikeachampion.com) * Recommended book lists * Downloadable tips and templates on key topics like reading nonfiction, vocabulary instruction, and literary terms and definitions. Reading Reconsidered provides the framework necessary for teachers to ensure that students forge futures as lifelong readers.
(source: Nielsen Book Data)

• Jetton, Lee, Learning from Text: Adolescent Literacy from the Past Decade. Fang, The Challenges of Reading Disciplinary Texts. Shanahan, How Disciplinary Experts Read. Jetton, Lee, A Model for Teacher Planning with Text in the Academic Disciplines. Hicks, Steffel, Learning with Text in English/Language Arts. Shanahan, Learning with Text in Science. Siebert, Draper, Reconceptualizing Literacy and Instruction for Mathematics Classrooms. VanSledright, Learning with Texts in History: Protocols for Reading and Practical Strategies. Moxley, Batcheller, Burditt, Gamble, Gumm, Paas, Thurston, Learning with Text in the Arts.
• (source: Nielsen Book Data)

From leading authorities in both adolescent literacy and content-area teaching, this book addresses the particular challenges of literacy learning in each of the major academic disciplines. Chapters focus on how to help students successfully engage with texts and ideas in English/literature, science, math, history, and arts classrooms. The book shows that while general strategies for reading informational texts are essential, they are not enough - students also need to learn processing strategies that are quite specific to each subject and its typical tasks or problems. Vignettes from exemplary classrooms illustrate research-based ways to build content-area knowledge while targeting essential reading and writing skills.
(source: Nielsen Book Data)

• Preface Acknowledgments About the Authors
• 1. The Challenge of Adolescent Literacy What Is the Challenge? How Can We Meet the Challenge? Content Area Literacy Meeting the Standards The Challenge of Reading Diverse Texts Reading Narrative Texts Reading Expository Texts Scaffolding Instruction for Special Needs Students Chapter Summary
• 2. Teaching Specialized and Technical Vocabulary The Implication of Teaching Vocabulary Teaching Vocabulary in Content Area Disciplines Word Categorization Activities Graphic Representations The Writing Connection Chapter Summary
• 3. Reading to Learn in Content Area Disciplines Reading in Specific Content Area Disciplines Scaffolding Reading in Specific Content Areas Chapter Summary
• 4. Writing to Learn in Content Area Disciplines A Rationale for Writing to Learn Writing-to-Learn Strategies Chapter Summary
• 5. Speaking to Learn in Content Area Disciplines A Rationale for Speaking to Learn Speaking-to-Learn Strategies Chapter Summary
• 6. Fostering Real World Literacy The Literacies of the Real World The Internet Informational Literacy Inquiry-Based Learning Information-Gathering and Analysis Activities Problem-Based Project Learning Project-Based Learning Media Literacy Visual Literacy Chapter Summary References Index.
• (source: Nielsen Book Data)

Presenting a snapshot of how adolescents learn, Roberta L. Sejnost and Sharon M. Thiese offer research-based best practices and strategies that enable teachers to increase student learning by more effectively integrating reading, writing, and critical thinking into their content instruction. "Building Content Literacy: Strategies for the Adolescent Learner" begins with a discussion of the challenges of teaching adolescents and follows with: strategies to foster acquisition of specialized and technical content vocabulary; specific processes and skills students may use to comprehend narrative and expository texts; and, a variety of writing-to-learn strategies as well as speaking-to-learn strategies. Finally, the authors consider the challenges that face students in the age of technology and address the new literacies that can be utilized to engage students and increase learning.
(source: Nielsen Book Data)

• Section One: Content Area Literacy: Promoting Learning for Today's Challenges
• Chapter 1: Content Area Literacy: Helping All Adolescent Learn in New Times
• Chapter 2: Adolescent Literacy, Diversity and Teaching Today's Learners
• Chapter 3: How to Pursue High Expectations for Teaching and Learning in an Era of Standards and Accountability
• Chapter 4: Ongoing Assessment Section Two: Content Area Literacy: Teaching Today's Learners
• Chapter 5: Planning for Teaching and Learning
• Chapter 6: Understanding and Using Texts
• Chapter 7: Activating Prior Knowledge and Increasing Motivation
• Chapter 8: Building Vocabulary Knowledge and Strategies
• Chapter 9: Guiding Students' Reading to Learn
• Chapter 10: Guiding Students' Critical Literacy
• Chapter 11: Developing Content Area Writers
• Chapter 12: Building Community from Inside and Outside the Classroom.
• (source: Nielsen Book Data)

Using the unique Learners in Context framework, top literacy researcher Mark Conley sets the new standard for content area reading books. This new and much-awaited book provides teachers with tools and techniques for helping adolescents develop a full complement of literacy skills necessary for learning across all content areas in today's environment. Due to ongoing advancements in technology, new demands of higher educational standards, state testing and the diverse needs of today's adolescents, the field of adolescent literacy is rapidly changing. Content Area Literacy: Learners in Context provides teachers with tools for using content literacy to meet these demands by focusing on the learners and their unique contexts. Using cutting edge research in the field, Dr. Conley not only presents research-based teaching practices, but also connects the practices to learning strategies for students. As a result, instructors no longer have to "invent" practical applications or "suggest" learning outcomes for students. As Dr. Donald Deshler from the Center for Research on Learning states "Dr. Conley has done a brilliant job of describing the context within which educational solutions must be generated and the form that these solutions must take in order to be embraced by teachers as well as to be sufficiently powerful to significantly improve student outcomes.".
(source: Nielsen Book Data)

This book explores the many disciplinary and theoretical links between language, linguistics, and mathematics. It examines trends in linguistics, such as structuralism, conceptual metaphor theory, and other relevant theories, to show that language and mathematics have a similar structure, but differential functions, even though one without the other would not exist.
(source: Nielsen Book Data)

• Part 1 Knowledge, thought and language across the curriculum: language and education
• language and thought
• language, knowledge and learning
• language across the curriculum. Part 2 A case for oral language in schooling: oral language and success in schooling
• oral language and literacy
• oral language, intelligence and problem solving
• oral language and thinking
• oral language and the "hypothetical mode of learning"
• oral language, self and others - the real world
• the pedagogy across the curriculum. Part 3 Oral language in the first school: early language acquisition and development
• the teacher's role in talk
• approaches to oral language development
• classroom organization
• evaluation of oral language in the first school
• across the first school curriculum. Part 4 Oral language in the middle school: language and intellectual development in the middle years
• conceptual development and schooling
• using the environment
• the teachers' role in middle school oral language work
• classroom management
• approaches to oral language work
• oral language across the middle school curriculum
• an oral language policy for the middle years. Part 5 Oral language in the senior secondary school: language and intellectual development in adolescence
• the teaching of words
• approaches to oral language work
• across the senior school curriculum.
• (source: Nielsen Book Data)

There is no longer any doubt about the place that oral language has in problem solving, in developing literacy and the intellect, and in acquiring knowledge. This book makes quite clear the links between oral language, knowledge and learning. Early chapters assemble those claims relating to oral language and education about which we can be reasonably certain. Later chapters use this knowledge as a basis for suggesting practical ways that oral language work can be used to promote learning in all subject areas at every level. The book is written in a style designed to attract and hold the interest both of experienced teachers and of teachers in training. It is international in subject matter and appeal, drawing on the most respected views of theorists and practitioners in the language disciplines and in education. The book is written by an experienced teacher educator who is also a widely respected language theorist. The author has deliberately consulted the needs and interests of teachers in training, over a long period, in preparing this book. He provides approaches, a rationale, and techniques that work with ordinary children in ordinary classrooms from early childhood to late adolescence.
(source: Nielsen Book Data)

• About the Authors
• 1. Introduction Infusing Reading in the Content Areas Sailing Into Differentiated Reading Instruction The Goals of This Book Effective Practices and Related Research Differentiation The Reading Journey Summary
• 2. Create a Climate to Motivate Readers Designing the Physical Environment The Affective Environment Motivation Attention, Challenge, Excitement, Humor Self-Efficacy Celebrate Reading Achievements Metacognition Flow
• 3. Knowing and Assessing the Reader Developmental Readiness for Reading Meet Your Reading Characters Non-Reading Nancy Word-Calling Wayne Insecure Inez Turned Off Tom Correcting Carl Read Aloud Renee Silent Reading Sam Comprehending Carlos Developing the Eager, Fluent Reader The Keys to Reading Success Assessing and Diagnosing the Reader Cloze Process Using Assessments Effectively Summary
• 4. Differentiated Models and Strategies of Reading Adjustable Assignment Model Curriculum Compacting Model Centers and Projects Model Project-Based Models Problem-Solving Model Independent Choice Reading Model Guided Reading Model Language Experience Model Shared Reading Model Read Aloud Model The Four Block Model From Models to Implementation Agenda/Menus Cubing Choice Summary
• 5. Vocabulary 25 Ways to Teach Vocabulary Vocabulary Visuals Cues to Context Clues Subject Terminology Overcoming Miscues Summary
• 6. The Art of Decoding Phonics Instruction The Phonics Dozen (The Fonix Duzen!) Words Structural Analysis Summary
• 7. Comprehension Barriers to Comprehension Levels of Comprehension Steps to Reading a Passage Before Reading: The Passage Preview During Reading: The Passage View Assessing Comprehension The Teacher's Role in Comprehension Instruction Summary
• 8. Planning Using Strategies Effectively Text Check Conclusion Differentiated Instruction Is Like a Sailboat Race References Index.
• (source: Nielsen Book Data)

'Filled with activities, ideas, and methods for integrating reading instruction, Chapman and King's text provides content classrooms with necessary materials for differentiating reading instruction to meet individual student needs' - Anita Price Davis, Professor Emerita of Education, Converse College. 'Offers best practices for before, during, and after reading to improve comprehension; great ideas for assessing vocabulary knowledge and teaching vocabulary; and excellent activities to help with interventions for RTI' - Coleen Martin, Fifth-Grade Teacher, Wilder Waite Grade School, Peoria, IL. Completely revised and reorganized, this second edition of the best-selling guide by Carolyn Chapman and Rita S. King offers creative, substantive methods for increasing students' content learning by helping them become better readers. Featuring new strategies, current research, expanded coverage of key topics, plus new material on planning, and information about English language learners, this updated edition shows how to use differentiated instruction, multiple intelligences, scaffolding, constructivism, and cooperative learning methods to support reading comprehension. With ideas for all subject areas, including in maths, science, social studies, and other subject areas, the book helps teachers: create the right environment for motivating readers; assess readers effectively; incorporate guided reading, shared reading, a four-block model, language experience, and read-alouds; teach vocabulary using methods such as visuals, context clues, and miscue analysis; and, improve comprehension before, during, and after reading. Brimming with samples, suggestions, and lists that facilitate quick implementation in the classroom, this second edition of "Differentiated Instructional Strategies for Reading in the Content Areas" helps ensure that all students can experience improved learning and achievement.
(source: Nielsen Book Data)

• Why teaching subject area words can make or break achievement
• Make it intentional : a framework for daily word learning
• Make it transparent : showing students your thinking about words
• Make it useable : harnessing the power of peer conversations
• Make it personal : consolidate students' word learning through individual activities
• Make it a priority : creating a schoolwide focus on learning words
• Make it your own : how to keep learning about academic vocabulary.

• What is math-literacy integration?
• Getting children started on math talk
• Helping children get better at math talk
• Orienting children to math texts
• Actively reading math texts
• Learning math vocabulary
• Math writing
• Math assessment through literacy products
• Appendix A. NCTM standards for school mathematics
• Appendix B. Standards for the English language arts of the NCTE and the IRA
• Appendix C. Teachers' favorite read-alouds.

Many K-6 teachers - and students - still think of mathematics as a totally separate subject from literacy. Yet incorporating math content into the language arts block helps students gain skills for reading multiple kinds of texts. And bringing reading, writing, and talking into the math classroom supports the development of conceptual knowledge and problem solving, in addition to computational skills. This invaluable book thoroughly explains integrated instruction and gives teachers the tools to make it a reality. Grounded in current best practices for both language arts and math, this book includes planning advice, learning activities, assessment strategies, reproducibles, and resources, plus a wealth of examples from actual classrooms.
(source: Nielsen Book Data)

• Cover
• Half Title
• Title
• Copyright
• Dedication
• Contents
• Foreword
• Acknowledgments
• PART I: The Case for Generalist Literacy
• Chapter 1: Meet the Generalist
• Chapter 2: Promoting a Generalist Identity
• Chapter 3: Doing What Generalists Do
• PART II: A Self-Guided Course
• Chapter 4: Getting Started
• Chapter 5: Getting Oriented
• Chapter 6: Evaluating Sources
• Chapter 7: Navigating the Landscape
• Chapter 8: Powering Through to the End
• Chapter 9: Self-Guided Course: A Final Word
• PART III: Examples from the Classroom
• Chapter 10: Planning Units of Study

• Unit Plan 1: Birds of a Feather
• Unit Plan 2: Number Sense
• Unit Plan 3: The Iron Horse Trail
• Unit Plan 4: Who Am I?
• Unit Plan 5: Science Journalism for Students
• APPENDIXES Appendix A: The Curiosity Shelf
• Appendix B: Student Survey: Generalist Literacy
• Appendix C: Read-Aloud-Think-Aloud: An Annotated Example
• Appendix D: Thinking About Visuals
• Appendix E: Reading Across Geography
• Appendix F: Whole-Group Interview Example
• Appendix G: Ideas for Short/Informal Sharing
• Appendix H: Progress Chart
• Appendix I: Advice for Emailing Experts
• References
• Index
• A

• B
• C
• D
• E
• F
• G
• H
• I
• J
• K
• L
• M
• N
• O
• P
• Q
• R
• S
• T
• U
• V
• W

What can we teach kids today that will have utility ten or fifteen years from now? Angela Kohnen and Wendy Saul propose an approach to information literacy that goes beyond the teaching of discreet, easily outdated skills. Instead they use activity to help students build identities as curious individuals empowered to ask their own questions and able to navigate their information-filled world in pursuit of credible answers. A generalist is curious, open-minded, skeptical, and persistent in their quest for information. Thinking Like a Generalist demonstrates what it means to take a generalist stance in instruction and provides a set of teaching tools to be able to pass those skills to students-skills that will transfer beyond the walls of the classroom. Inside you'll find the following: a thorough introduction to what it means to be a ""generalist"", and how to develop the practices and tools that help generalists navigate the world we live in a focus on the teacher becoming a generalist and tips for modeling those practices in the classroom detailed instructions on how to write a unit of study that emphasizes generalist literacy skills and includes an overview and examples of five different units how to use the authors' read-aloud-think-aloud strategy to orient students to generalist tools and practices The ideas, strategies, and examples in Thinking Like a Generalist will give you the tools to think like a generalist and then pass that knowledge on to your students, guiding them to become inquisitive, lifelong learners and preparing them for a future that we can't yet imagine.
(source: Nielsen Book Data)