ACROSS ALL CONTENT AREAS

BOOKS
Blachowicz, Camille and Peter J. Fisher, Teaching Vocabulary in All Classrooms (Pearson, 2006)

Block, Cathy Collins and John N. Mangieri, The Vocabulary-Enriched Classroom: Practices for Improving the Reading Performance of All Students in Grades 3 and Up (Scholastic, 2006)

Robb, Laura, Teaching Reading in Social Studies, Science, and Math: Practical Ways to Weave Comprehension Strategies Into Your Content Area Teaching (Scholastic, 1993)

Rollins, Suzy Pepper, Learning in the Fast Lane: 8 Ways to Put All Students On the Road to Academic Success (ASCD, 2014)

Sprenger, Marilee, Vocab Rehab: How do I teach vocabulary effectively with limited time? (ASCD, 2014)

Zwiers, Jeff & Marie Crawford, Academic Conversations: Classroom Talk that Fosters Critical Thinking and Content Understandings (Stenhouse, 2011)

Zwiers, Jeff, Building Academic Language: Meeting Common Core Standards Across Disciplines (Jossey-Bass, 2014)



JOURNALS
"Adolescent Literacy: More Than Remediation" (Biancarosa, ASCD, EL, Mar 2012) To be successful learners, adolescent readers must master complex texts, understand the diverse literacy demands of the different content areas, and navigate digital reading.

"How We Really Comprehend Nonfiction" (Newkirk, ASCD, EL, Mar 2012) Although we tend to downplay the importance of narrative, nonfiction is all about plot.

"The Challenge of Challenging Text" (Shanahan, Fisher, and Frey, ASCD, EL, Mar 2012) When teachers understand what makes texts complex, they can better support their students in reading them.

"Making Textbook Reading Meaningful" (Guthrie and Klauda, ASCD, EL, Mar 2012) Many middle school students view textbooks with alarm. These five practices can motivate them to read informational text.

"Points of Entry" (Frey and Fisher, ASCD, EL, Nov 2014) Students need skilled guides to help them master complex informational texts.

"Unlocking the Secrets of Complex Texts" (Ehrenworth, ASCD, EL, Nov 2014) "Our job is to instill in students a deep sense of engagement with the intricacies of complex texts, to rouse them to see more in the texts they read—and to do this in a way that makes them want to read more. That means that readers need to feel their work paying off. Threatening them with hard state tests or future tasks in high school or college is not an effective teaching methodology (even if students will face these challenges). You can't discipline students into becoming insightful."

"Reading Through a Disciplinary Lens" (Juel, Hebard, and Moran, ASCD, EL, Mar 2010) Understanding how to think like a scientist, writer, or historian can provide students with new insights as they tackle a text.