Content Literacy

Maintain Vocabulary Notebooks

Posted on October 05, 2016

Students should maintain their thinking about discipline-specific terms in an on-going resource — like a vocabulary notebook. Every time you work with a word, the students can jot this information into their vocabulary notebooks.

Find Lower-Level Texts for Upper-Level Readers

Posted on October 20, 2015

It can be a challenge to find engaging texts for older students who read below grade level. Consider these strategies for connecting older students with high-interest, low readability text.

Strengthen the Organization of Nonfiction Notebooks

Posted on October 20, 2015

Regardless of the exact content, there are many ways to set up and organize a nonfiction notebook. Here are some pros and cons to consider in your selection.

Measure a Text's Complexity

Posted on May 05, 2015

Assessing text complexity sometimes seems like guesswork. Besides the reading level, what else should we consider? To make the task more concrete and tangible, Kristina Smekens has created a rubric that helps teachers gauge the complexity of a text.

Top Tools for Annotating Digital Text

Posted on May 05, 2015

There are numerous resources for supporting students as they learn to track or annotate their thinking while reading print text. But what about resources for marking up and annotating digital text?

Resources to Notice & Note Author Ideas

Posted on December 19, 2014

Discover engaging ways for your students to notice and note author ideas. Try Quotes & Notes, Storyboard, Dissected Web, ABC Chart, and Snapple Facts to support students as they learn how to take notes.

Meeting the Multi-Text Expectation

Posted on September 18, 2014

K-12 teachers are to provide students a range of reading experiences. The standards describe literacy skills that require students to make text-to-text connections, analyze and compare texts, and synthesize across multiple texts.

Redefine Fiction and Nonfiction

Posted on April 24, 2013

No longer can we simply refer to something as fiction and nonfiction. The CCSS requires us to distinguish between literature, informational text, and literary nonfiction—and engage our students with all three.

Argumentative v. Persuasive Writing

Posted on December 14, 2011

Adopting the college and career-ready standards added argumentative writing at all grade levels. Interpreting expectations among the types of argument (e.g., opinion, persuasive, argument, etc.) is difficult. Begin by outlining the differences among th

Reading for Word Meanings

Posted on November 01, 2011

Struggling readers can get bogged down by unfamiliar words, slowing their reading fluency and decreasing their ability to comprehend the text. Texts bold some vocabulary words, but what about the difficult incidental words in between?