{"product_id":"literacy-for-learning-9781475861587","title":"Literacy for Learning","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eLiteracy proficiency became the responsibility of every middle and high school teacher as each state adopted, or revised and adopted, The Common Core State Standards for English Language Arts \u0026amp; Literacy in History\/Social Studies, Science, and Technical Subjects. Its intention was immediately misunderstood, and most content area teachers responded with I did not go to college to be a reading and writing teacher! The result? ELA teachers became the sole source of reading and writing instruction.\u003c\/p\u003e\u003cp\u003eLiteracy for Learning: A Handbook of Content-Area and Disciplinary Literacy Practices for Middle and High School Teachers, 2\u003csup\u003end\u003c\/sup\u003e edition, enables readers to discover how content area teachers are now using a literacy model of instruction to maximize learning in every discipline and meet the Reading Informational Text Standards of the Common Core. As a handbook, this book motivates middle and high school teachers to include daily, independent reading and writing as literacy instr\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eIt is with great enthusiasm and excitement that I welcome the revised edition of my 2013 book Literacy for Learning: A Handbook of Content-Area Strategies for Middle and High School Teachers. Charlene K. Aldrich’s masterful and thoughtfully organized revision provides necessary, timely, and research-driven updates, including an approach that bridges content area and disciplinary literacy, adds more recent scholarship, and provides convenient new digital accessibility for the resources and strategies. This revised edition will enable today’s teachers to carry out the original mission of the book: to empower teachers to “help adolescent learners with the complex cognitive processes of reading, writing and learning in all subject areas,” and, as the new edition states, “to empower students as agents of their own learning.” This new edition will be an invaluable resource for teachers in all disciplines for many years to come.\u003c\/p\u003e -- Gregory Berry Ed.D, English teacher and NHS advisor, Salem Keizer Education Association (SKEA) building representative, South Salem High School, Salem, Oregon; author of \"Stronger Writing Skills for Teens: Modes, Methods, and Materials That Work\"\u003cbr\u003e\u003cp\u003eAs a 32-year career educator in Early Childhood and literacy specialist, and knowing Charlene Aldrich for many years, I have read her book Literacy for Learning: A Handbook of Content-Area and Disciplinary Literacy Practices for Middle and High School Teachers, 2nd Edition, and fully endorse and support her commitment to growing literacy in the next generation of teachers and students. Her efforts to develop literacy-infused lesson plans combining informational text with literary text will truly enhance content-area learning.\u003c\/p\u003e -- Kristi Meeuwse, adjunct professor, Education Leadership graduate program, Lamar University; author of “Personalized Professional Learning for Educators: Emerging Research and Opportunities”, and Apple Distinguished Educator\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePreface\u003c\/p\u003e\u003cp\u003eAcknowledgments\u003c\/p\u003e\u003cp\u003eIntroduction\u003c\/p\u003e\u003cp\u003ePart I: Overview of Literacy Expectations in Middle and High School\u003c\/p\u003e\u003cp\u003eChapter 1. Nothing Happens in a Vacuum\u003c\/p\u003e\u003cp\u003eImproved Academic Performance?\u003c\/p\u003e\u003cp\u003eWhat Happened?\u003c\/p\u003e\u003cp\u003eWhat is the Literacy Expectation in Middle and High School?\u003c\/p\u003e\u003cp\u003eHow Do Teachers Meet These Expectations?\u003c\/p\u003e\u003cp\u003ePart II: Becoming College and Career Ready\u003c\/p\u003e\u003cp\u003eWho Are These Freshmen?\u003c\/p\u003e\u003cp\u003eKey Shifts Called for by the Common Core\u003c\/p\u003e\u003cp\u003eChapter 2. Strategic Reading and Writing\u003c\/p\u003e\u003cp\u003eWhat Is Strategic Reading and Writing?\u003c\/p\u003e\u003cp\u003eWhat Does Strategic Reading and Writing Look Like in a Classroom?\u003c\/p\u003e\u003cp\u003eStrategic Readers and Writers Are Effective Readers and Writers\u003c\/p\u003e\u003cp\u003eChapter 3. Content-Area Literacy\u003c\/p\u003e\u003cp\u003eThe Next Step\u003c\/p\u003e\u003cp\u003eDeveloping Content-Area Literacy\u003c\/p\u003e\u003cp\u003eInstructor Response\u003c\/p\u003e\u003cp\u003eBeyond Deep Learning\u003c\/p\u003e\u003cp\u003eChapter 4. Disciplinary Literacy\u003c\/p\u003e\u003cp\u003eCreating Discourse Communities\u003c\/p\u003e\u003cp\u003eIntentional Disciplinary Literacy\u003c\/p\u003e\u003cp\u003eSo, What Does Disciplinary Literacy Look Like?\u003c\/p\u003e\u003cp\u003ePart III: A Literacy Model of Instruction Using Informational Texts\u003c\/p\u003e\u003cp\u003eChapter 5. Reading Across the Disciplines\u003c\/p\u003e\u003cp\u003eInformational Texts\u003c\/p\u003e\u003cp\u003eRecursive Reading and Writing to Learn\u003c\/p\u003e\u003cp\u003eA Process for Reading Informational Texts\u003c\/p\u003e\u003cp\u003eBefore Reading: Preparing to Read and Write\u003c\/p\u003e\u003cp\u003eDuring Reading: Responding in Writing While Reading\u003c\/p\u003e\u003cp\u003eAfter Reading: Reinforcing, Expanding, and Writing\u003c\/p\u003e\u003cp\u003eAdapting and Customizing\u003c\/p\u003e\u003cp\u003eFrom Content-Area Literacy to Disciplinary Literacy\u003c\/p\u003e\u003cp\u003eMore Than a Process for Reading\u003c\/p\u003e\u003cp\u003eChapter 6. Academic Language Across the Disciplines\u003c\/p\u003e\u003cp\u003eThe Significance of Vocabulary\u003c\/p\u003e\u003cp\u003eBrain Development and Vocabulary\u003c\/p\u003e\u003cp\u003eEffective Vocabulary Instruction\u003c\/p\u003e\u003cp\u003eChapter 7. Writing Across the Disciplines\u003c\/p\u003e\u003cp\u003eWhat is Content-Area Writing?\u003c\/p\u003e\u003cp\u003eThe Reading-Writing Connection\u003c\/p\u003e\u003cp\u003eInformal Writing versus Formal Writing\u003c\/p\u003e\u003cp\u003eEmpowered Teachers Empower Students\u003c\/p\u003e\u003cp\u003eImproving Writing through Mentor Texts\u003c\/p\u003e\u003cp\u003ePart IV: Using Technology to Support Content-Area and Disciplinary Literacy\u003c\/p\u003e\u003cp\u003eChapter 8. Standards, Tenets, and Best Practices\u003c\/p\u003e\u003cp\u003eTechnology Standards\u003c\/p\u003e\u003cp\u003eBasic Tenets of Technology in Education\u003c\/p\u003e\u003cp\u003eReading, Thinking, and Composing Digitally\u003c\/p\u003e\u003cp\u003eChapter 9. Instructional Resources\u003c\/p\u003e\u003cp\u003eLibraries\/Media Centers\/Computer Labs\u003c\/p\u003e\u003cp\u003eOpen-Access Resources\u003c\/p\u003e\u003cp\u003eDependable, Credible Resources\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eAbout the Author\u003c\/p\u003e","brand":"Rowman \u0026 Littlefield","offers":[{"title":"Default Title","offer_id":51040334741847,"sku":"9781475861587","price":84.6,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781475861587.jpg?v=1750946418","url":"https:\/\/bookcurl.com\/products\/literacy-for-learning-9781475861587","provider":"Book Curl","version":"1.0","type":"link"}