Building Content Literacy

Roberta L. Sejnost is a university professor and literacy consultant who has taught secondary-level courses in social studies, reading, and English, and college-level courses in literacy, authentic assessment, brain-based learning, multiple intelligences, and cooperative learning. A nationally recognized staff developer and certified trainer, Sejnost has presented at over 200 educational conferences across the country. In 2003, she received the Reading Educator of the Year award from the Illinois Reading Council. Sejnost received a master of education degree from the University of Illinois at Chicago and a doctorate of education in curriculum and Instruction from Loyola University, Chicago. Sharon Thiese currently teaches writing at Lewis University, Romeoville, Illinois, and graduate classes for Aurora University, Aurora, Illinois. She is also certified in gifted education and a member of Illinois Association for Gifted Children. In addition, Thiese is a certified trainer in gifted education, authentic assessment, multiple intelligences, portfolios, differentiation, and reading and writing across content areas, and she has presented at numerous local and statewide workshops and conferences. Thiese received a master of arts in English from Northeastern University and a master of arts in writing from National-Louis University, Chicago. She taught English and writing at Geneva High School in Geneva, Illinois, and has been Geneva Community Unit 304's high school educator of the year. She is also recognized in Who's Who of American Educators.

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

"Secondary teachers will find this book a superb resource to inform the teaching and learning of their students, as it includes many research-based strategies to enhance reading comprehension and written language in every area." -- Johneen Griffin, Director of Secondary Pupil Services "Sejnost and Thiese address the national literacy crisis by providing a practical guidebook that meets the needs of adolescent learners by focusing on the literacy skills needed for the 21st century. They provide educators with a book that engages the learner and creates independence in content area reading." -- Rusti Russow, Director of Teaching and Learning "Sejnost and Thiese have read the minds of teachers everywhere and have provided exactly the right book. This resource offers engaging, focused lessons that will meet the needs of a variety of students. The recommended strategies are supported by research and explained clearly, making this book informative and easy to use." -- Roxanne Farwick Owens, Chair, Teacher Education, DePaul University "Very useful and practical for those enrolled in teaching methods courses for secondary English and practitioners interested the latest research on reading, literacy, and writing in the content areas, as well as practical applications and model lessons. It emphasizes how adolescent learners have special needs, whether they are gifted students taking accelerated courses or those with limited skills coming from disadvantaged schools with few resources. By offering examples using multiple modalities for instruction, the book is a very welcome resource, one which I wish I had had years ago as a new high school teacher. It encourages teachers to employ collaborative learning, problem-based learning and other strategies and provides them with many templates." -- Nancy V. Workman, Professor of English "This clear and concise text does an excellent job in preparing preservice and practicing teachers to use content area strategies to teach literacy in the disciplines. The chapter on real-world literacy is especially timely and useful. We definitely plan on using this valuable resource to help us better prepare the teachers of tomorrow." -- Timothy U. Kaufman, Associate Professor "Sejnost and Thiese provide strategies to help all adolescent students in all content areas be more successful. Based on the authors' extensive expeience and research, readers are shown the importance of developmentally appropriate learning, methods and strategies that are challenging and engaging for adolescent learners, and the motivational value that comes from data-driven feedback." -- Nancy W. Sindelar, Writer, Consultant, and Lecturer