1st Edition
Content Area Literacy Strategies That Work Do This, Not That!
1. Build Background Information Quickly
2. Help Scaffold Focus While Reading with Specific Strategies
3. Use Small Group Reading and Learning Strategies to Bring Personal Response and Accountability to the Content
4. Address Discipline-Specific Content Reading Strategies
5. Use Content Area Vocabulary in Meaningful Ways
6. Make Writing an Authentic Process in Every Classroom
7. Promote Daily Writing Strategies to Strengthen Thinking in the Discipline
8. Implement Slightly Larger Weekly Writing Strategies to Encourage Comprehension and Synthesis in the Discipline
9. Plan and Teach One "Big" Informational Piece Per Semester
10. Plan and Teach One "Big" Argumentative Piece Per Semester
Biography
Lori G. Wilfong is a former middle school language arts teacher, current Associate Professor in Middle Childhood Education at Kent State University, frequent conference presenter, and forever supporter of teachers working to weave literacy into their classrooms.
"Not only is Lori Wilfong an engaging and inviting presenter; she is a master teacher and exemplar of her own craft. This book engages all content areas and truly shows practical ways reading and writing can be integrated to enhance and deepen any content. The strategies WORK! I have changed the entire way I teach ELA and SS based on Wilfong’s work, and not only are my students engaged and having fun—they are performing higher than ever before!" — Michelle Koussa, 6th grade middle school teacher, OH
"Teachers will welcome Dr. Wilfong’s Content-Area Literacy Strategies That Work: Do This, Not That. As building content-area literacy becomes increasingly important in US schools, Wilfong’s book breaks down 10 major areas and provides teachers with tools and strategies to help students develop their literacy and writing skills. The structure of the book and Wilfong’s engaging writing style allow for teachers to easily access strategies. One of the many strengths of Wilfong’s book is that she recognizes common pitfalls when trying to encourage students in content-area readings and provides useful strategies to overcome potential issues. As a teacher educator, I especially appreciate specific content-area examples and the resources and templates that are given throughout each chapter. While geared for the middle school student, Wilfong’s book is a welcome resource for upper elementary and high school teachers as well." — Ashley G. Lucas, Associate Professor at Towson University, MD
