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Developing Readers in the Academic Disciplines

Being literate in an academic discipline means more than simply being able to read and comprehend text; it means you can think, speak, and write as a historian, scientist, mathematician, or artist. Doug Buehl strips away the one-size-fits-all approach to content area literacy and presents a much-needed instructional model for disciplinary literacy, showing how to mentor middle and high school learners to become "academic insiders" who are college and career ready. This thoroughly revised second edition of Developing Readers in the Academic Disciplines shows how to help students adjust their thinking to comprehend a range of complex texts that fall outside their reading comfort zones. This book --a natural companion to Buehl's Classroom Strategies for Interactive Learning, which has been bolstering student comprehension for almost three decades--provides the following supports for teachers: Instructional tools that adapt generic literacy practices to discipline-specific variations Strategies for frontloading instruction to activate and build background knowledge New approaches for encouraging inquiry around disciplinary texts In-depth exploration of the role of argumentation in informational text Numerous examples from science, mathematics, history and social studies, English/language arts, and related arts to show you what vibrant learning looks like in various classroom settings Developing Readers in the Academic Disciplines introduces teachers from all disciplines to new kinds of thinking and, ultimately, teaching that helps students achieve new levels of understanding.

Otherwise, students drive merrily, or perhaps begrudgingly, along through the
dense fog of a text, regardless of smashups in comprehension. You cannot work
a text without this metacognitive self-guidance, and teacher modeling as well as
classroom tasks around complex texts need to make explicit these metacognitive
strategies. As explained in Chapter 2, the comprehension process of monitoring
one's reading and applying fix-up strategies sets into motion making
metacognitive ...

I Think, Therefore I Learn!

Provides information for teachers on ways to promote thinking in language arts, science, social studies, and mathematics.

Would a particular approach, such as Think-Pair-Share or Jigsaw, be appropriate
? With Think-Pair-Share, students think on their own before discussing ideas with
a partner or group and sharing with the class. Jigsaw breaks up a task, giving
each group member a specific assignment. Students meet with other students
from other groups with the identical assignment. Following their work in these "
expert" groups, students return to their "home" groups to share their work. Would
a ...