Books That Support Literacy in the Content Areas
- Atwell, Nancie (ed.): Coming To Know& Writing to Learn in the Intermediate Grades,1990, Heinemann
This is a series of articles written by teachers of grades 3-6 that address writing in the content areas. It focuses on helping students write "as scientists, historians, Mathematicians, and literary critics do--to use writing-as-process to discover meaning."
- Beck, Isabel L.; McKeown, Margaret G.; Hamilton, Rebecca L.; Kucan, Linda: Questioning The Author: An Approach for Enhancing Student Engagement With Text, 1997, International Reading Association, Inc.
The authors show educators how to "establish student interactions with text to build greater understanding. Students are taught to "question the ideas presented in text while they are reading."
- Braun, Joseph A. Jr. and Risinger, C. Frederick (eds.): Surfing Social Studies, The Internet Book, 1999, National Council for the Social Studies,
This book helps teachers make the best use of the internet for attaining information in Social Studies.
- Cecil, Nancy Lee: The Art of Inquiry: Questioning Strategies for K-6 Classrooms, 1995, Peguis
Ms. Cecil provides strategies for open-ended questioning. Students will learn how to ask questions and to construct meaning from materials they read and from their own experiences. "The author also shows how asking the right questions can help children understand content, learn to ask effective questions of themselves, and make clear connections between diverse thoughts."
- Cordeiro, Pat: Whole Learning, 1992, Richard C. Owen Publishers, Inc.
Ms. Cordeiro shows teachers how to blend whole language and the content areas in the upper elementary classroom
- Cordeiro, Pat (editor): Endless Possibilities: Generating Curriculum in Social Studies and Literacy, 1995, Heinemann
This book is full of practical ideas that teachers across the grades can adapt to their own teaching practices.
- Feathers, Karen M.: Infotext: Reading and Learning, 1993, Pippin Publishing
Students will learn how to read for information in the content areas. The author presents numerous techniques that are practical and have been tested in the classroom
- Goodman, Yetta M.; Watson, Dorothy J.; Burke, Carolyn L.: Reading Strategies: Focus on Comprehension, 1996, Richard C. Owen Publishing
The title says it all!
- Harvey, Stephanie: Nonfiction Matters: Reading, Writing and Research in Grades 3-8, 1998, Stenhouse Publishers
Ms. Harvey has loads of suggestions for how to explore nonfiction in the classroom through the inquiry process.
- Hoyt, Linda: Revisit, Reflect, Retell: Strategies for Improving Reading Comprehension, 1999, Heinemann
This book offers 130 strategies and more than 90 reproducibles to help enhance
student comprehension of text (with an emphasis on reflection and retelling). It
was written with fiction in mind, but can be adapted easily for nonfiction.
- Hoyt, Linda: Snapshots: Literacy Minilessons Up Close, 2000, Heinemann
Ms. Hoyt's follow-up to Revisit, Reflect, Retell offers 174 mini-lessons to help students extract meaning from all types of text. It is an invaluable resource!
- Jorgensen, Karen L.: History Workshop: Reconstructing the Past with Elementary Students, 1993, Heinemann
Ms. Jorgensen uses the Writers' Workshop approach to history, encouraging students to discover, theorize, talk, write, read and draw.
- Keene, Elfin Oliver; Zimmerman, Susan: Mosaic of Thought, 1997, Heinemann
This selection offers a veritable banquet of practical strategies for helping students "connect their reading to their background knowledge, create sensory images, ask questions, draw inferences, determine what's important, synthesize ideas and solve problems" to "construct a rich mosaic of meaning".
- Kobrin, David: Beyond the Textbook: Teaching History Using Documents Primary Sources, 1996, Heineman
Mr. Kobrin presents case studies that apply to history and social studies classes
in grades 6 through 12; however, application can be modified for lower grades.
- Moline, Steve: I See What You Mean: Children at Work with Visual Information, 1995, Stenhouse Publishers
Mr. Moline provides useful information on how students can assimilate visual information. Chapters address topics such as Reading and Writing information, Diagrams, Graphs, Time Lines, Maps, and Tables.
- Moore, David W.; Readence, John E.; Rickelman, Robert J.: Prereading Activities for Content Area Reading and Learning, 1989, International Reading Association, Inc. (IRA)
The chapter titles include: Preparing Students to Read in the Content Areas, Asking and Answering Questions Before Reading, Forecasting Passages, Understanding Vocabulary, Graphically Representing Information and Writing Before Reading.
- Moore, David W., et. al.: Developing Readers and Writers in the Content Areas K-12,
Everything you could possibly need to know about helping students read and understand content area texts!
- Morton, Jessica G.: Kids on the Net, 1998, Heinemann
This selection focuses on developing a "connected" classroom and helping students and teachers feel comfortable using the Internet as a classroom research tool.
- Olivares, Rafael A.: Using the Newspaper to Teach ESL Learners, 1993, IRA, Inc.
Two chapters entitled "Integrating Language Instruction and the Content Areas" and "Classroom Activities in the Content Areas" are especially helpful for the teaching of history.
- Portalupi, Joann; Fletcher, Ralph: Nonfiction Craft Lessons: Teaching Information Writing K-8, 2001, Stenhouse Publishers
Eighty mini-lessons, organized by grade level, give practical strategies for helping students to become strong writers in the content areas.
- Schulz, Armin R.: Supporting Intermediate and Secondary Readers: Selected Interact Approaches for Grades 4-12, 1998, California Reading Association (CRA)
Excellent strategies for the gathering of information are provided in this selection which focuses on students who are "reading to learn".
- Tunnell, Michael 0. (edited): The Story of Ourselves& Teaching History Through Children's Literature, 1993, Heinemann
This book is designed to give support and instruction to teachers who would like to present a literature-based approach to history.
-- Compiled by Melissa Jones