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Direct linkWilhelm, Jeffrey D., Ed. – Voices from the Middle, 2013
Recognizing the importance of vocabulary for comprehension, Wilhelm asks two key questions: "which words do I teach and how should I teach them?" Through years of trial and error, Wilhelm has adopted these principles to answer "which words": teach "important" words students will see and use again; words necessary to conceptual understanding; words…
Descriptors: Teaching Methods, Equal Education, Vocabulary Development, Middle Schools
Ranck-Buhr, Wendy, Ed. – Voices from the Middle, 2013
The development of academic literacy requires students to think critically about multiple text types. Picturebooks can be rich and varied resources on which to base well-designed instruction that will facilitate thinking, discussions, connections, and problem solving in multiple content areas. From the Holocaust to ecology to grammar, picturebooks…
Descriptors: Reading Instruction, Childrens Literature, Picture Books, Teaching Methods
Smith, Antony T.; Angotti, Robin L. – Voices from the Middle, 2012
Vocabulary presents a challenge to students in content area classes, making it difficult to understand new concepts and make connections to background knowledge. This article describes the 5 Cs, a tool developed to help content area teachers consider vocabulary as part of lesson planning. By selecting a set of key words for instruction, teachers…
Descriptors: Content Area Reading, Teacher Role, Vocabulary Development, Teaching Methods
Rubinstein-Avila, Eliane – Voices from the Middle, 2013
Students who are reclassified from English Language Learners (ELLs) to Fluent English Proficient (FEPs) do not necessarily developed the complex linguistic competencies to succeed across content areas. Through vivid snapshots of two middle school lessons (Science and Reading), the author points out that content area teachers can (and should)…
Descriptors: Educational Strategies, English (Second Language), English Language Learners, Achievement Rating
Hagood, Margaret C. – Voices from the Middle, 2012
New literacies are affecting the ways that we choose to spend our time in teaching and learning. In this article, Hagood describes the work of nine middle grades teachers' explorations of new literacies, including digital technologies and pop culture, and their implementations in their content area instruction. She also highlights some of the…
Descriptors: Popular Culture, Content Area Reading, Risk, Rewards
Peer reviewedBennett, Mari Beth – Voices from the Middle, 2003
Describes an informal investigation of students' familiarity with and knowledge of active reading strategies by administering the Metacognitive Awareness of Reading Strategies Inventory. Contends that student responses solidified the importance of helping students become aware of reading strategies. Concludes that the best way to encourage content…
Descriptors: Content Area Reading, Metacognition, Middle Schools, Reading Comprehension
