2 minute read
Content Area Literacy
Making Curriculum Pop
Developing Literacies in All Content Areas Pam Goble and Ryan R. Goble From body art to baseball cards, comics to cathedrals, pie charts to power ballads . . . students need help navigating today’s mediarich world. And educators need help teaching today’s new media literacy. To be literate now means being able to read, write, listen, speak, view, and represent across all media—including both print and nonprint texts, such as film, TV, podcasts, websites, visual art, fashion, architecture, landscape, and music. This book offers secondary teachers in all content areas a flexible, interdisciplinary approach to integrate these literacies into their curriculum. Students form cooperative learning groups to evaluate media texts from various perspectives (artist, producer, sociologist, sound mixer, economist, poet, set designer, and more) and show their thinking using unique graphic organizers aligned to the Common Core State Standards. Digital content includes full-color reproducible student forms. Free Spirit Publishing and NCTE
213 pp. | 2016 | Grades 6–12 | ISBN 9781631980619 $39.99 member/nonmember
Reading for Learning
Using Discipline-Based Texts to Build Content Knowledge Heather Lattimer
This book addresses headon the reality that teaching reading and teaching content can, and should, go hand in hand to support subject area learning. Drawing on research in human cognition, reading development, and disciplinespecific pedagogies, Heather Lattimer provides practical, classroom-tested approaches to helping students access and critically respond to content-based texts, such as selecting texts that enhance student learning, using strategies to help focus student readers before they engage with texts, and supporting comprehension in content areas through discussion and writing.
159 pp. | 2010 | Grades 5–10 | ISBN 9780814108437 $23.96 member/$29.99 nonmember Reading Challenging Texts
Layering Literacies through the Arts James S. Chisholm and Kathryn F. Whitmore Bringing together arts-integrated approaches, literacy learning, and classroom-based research, this book explores ways upper elementary, middle, and high school teachers can engage their students physically, cognitively, and emotionally in deep reading of challenging texts. With a focus on teaching about the Holocaust and Anne Frank’s diary—part of the US middle school literary canon—the authors present the concept of layering literacies as an essential means for conceptualizing how seeing the text, being the text, and feeling the text invite adolescents to learn about difficult and uncomfortable literature and subjects in relation to their contemporary lives. Accessible strategies are illustrated and resources are recommended for teachers to draw on as they design artsbased instruction for their students’ learning with challenging texts. Routledge and NCTE
137 pp. | 2018 | Grades 5–12 | ISBN 9781138058644 $31.95 member/$39.95 nonmember
The Power of Picture Books
Using Content Area Literature in Middle School Mary Jo Fresch and Peggy Harkins Picture books aren’t just for little kids. They are powerful and engaging texts that can help all middle school students succeed in language arts, math, science, social studies, and the arts. Picture books appeal to students of all readiness levels, interests, and learning styles. Featuring descriptions and activities for fifty exceptional titles, Mary Jo Fresch and Peggy Harkins offer a wealth of ideas for harnessing the power of picture books to improve reading and writing in the content areas. By incorporating picture books into the classroom, teachers across the disciplines can introduce new topics into their curriculum, help students develop nonfiction literacy skills, provide authentic and meaningful cultural perspectives, and help meet a wide range of learning needs.
