Literacy for Learning

Literacy 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 &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.
Literacy for Learning: A Handbook of Content-Area and Disciplinary Literacy Practices for Middle and High School Teachers, 2nd 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 instructional practices for teaching disciplinary content through a rigorous curriculum and with complex texts. The updates to this 2nd edition include more recent scholarship, as well as a new digital component featuring resources and strategies.

After a career of teaching reading and writing to students of all ages, Charlene K. Aldrich combined her education and her classroom experiences with Dr. Berry's first edition of Literacy for Learning to create a handbook for developing literacy-rich instruction in every middle and high school discipline.

Preface
Acknowledgments
Introduction
Part I: Overview of Literacy Expectations in Middle and High School
Chapter 1. Nothing Happens in a Vacuum
Improved Academic Performance?
What Happened?
What is the Literacy Expectation in Middle and High School?
How Do Teachers Meet These Expectations?
Part II: Becoming College and Career Ready
Who Are These Freshmen?
Key Shifts Called for by the Common Core
Chapter 2. Strategic Reading and Writing
What Is Strategic Reading and Writing?
What Does Strategic Reading and Writing Look Like in a Classroom?
Strategic Readers and Writers Are Effective Readers and Writers
Chapter 3. Content-Area Literacy
The Next Step
Developing Content-Area Literacy
Instructor Response
Beyond Deep Learning
Chapter 4. Disciplinary Literacy
Creating Discourse Communities
Intentional Disciplinary Literacy
So, What Does Disciplinary Literacy Look Like?
Part III: A Literacy Model of Instruction Using Informational Texts
Chapter 5. Reading Across the Disciplines
Informational Texts
Recursive Reading and Writing to Learn
A Process for Reading Informational Texts
Before Reading: Preparing to Read and Write
During Reading: Responding in Writing While Reading
After Reading: Reinforcing, Expanding, and Writing
Adapting and Customizing
From Content-Area Literacy to Disciplinary Literacy
More Than a Process for Reading
Chapter 6. Academic Language Across the Disciplines
The Significance of Vocabulary
Brain Development and Vocabulary
Effective Vocabulary Instruction
Chapter 7. Writing Across the Disciplines
What is Content-Area Writing?
The Reading-Writing Connection
Informal Writing versus Formal Writing
Empowered Teachers Empower Students
Improving Writing through Mentor Texts
Part IV: Using Technology to Support Content-Area and Disciplinary Literacy
Chapter 8. Standards, Tenets, and Best Practices
Technology Standards
Basic Tenets of Technology in Education
Reading, Thinking, and Composing Digitally
Chapter 9. Instructional Resources
Libraries/Media Centers/Computer Labs
Open-Access Resources
Dependable, Credible Resources
References
About the Author