Featuring descriptions and activities for fifty exceptional titles, Mary Jo Fresch and Peggy Harkins offer a wealth of ideas for harnessing the power of picture books to improve reading and writing in the content areas.

Through Eileen Murphy Buckley's 360-degree approach to teaching critical literacy, students investigate texts through a full spectrum of learning modalities, harnessing the excitement of performance, imitation, creative writing, and argument/debate activities to become more powerful thinkers, readers, and writers.

Scott Filkins brings us into his and colleagues' classrooms to demonstrate how high school teachers across the disciplines can engage in inquiry-based reading assessment to support student learning. This book is part of the NCTE Principles in Practice imprint.

This article provides practical ideas for integrating technologies into the classroom in ways that honor students' out-of-school technology funds of knowledge.

A literacy support teacher leads a district-wide initiative to organize content-area teachers in an effort to help their students become better readers by offering instruction and practice in five reading strategies across the curriculum.

Joanna Dolgin, Kim Kelly, and Sarvenaz Zelkha offer real-world examples, sample student work, step-by-step instructions, and handouts to help teachers incorporate authentic forms of assessment into the middle and high school curriculum.

Through teacher-friendly language and classroom examples, Deborah Dean takes a close look at effective, research-based practices for writing instruction.

Heather Lattimer provides practical, classroom-tested approaches to helping students access and critically respond to content-based texts.

Offering advice from a host of experts in adolescent literacy, this book helps answer real questions from parents across the country about how to best support their teens as readers and writers.

The authors describe their struggles and eventual success with students in constructing a "counternarrative to colormuteness and colorblindness"—the self-imposed student segregation and silencing of voice.

By designing lessons to activate prior knowledge and linking these activities to reading and writing, teachers found that students were more engaged, that they learned more material more quickly, and that they more willingly incorporated reading into their lives.

This article reports on the meaning potential of daily access to drawing/writing media for widening and deepening meaning construction.

This article discusses the imaginative activities and assignments that teachers often assign that violate the text around which the lesson is focused and that mislead students about its meaning.

An annotated bibliography of books that exemplify the plot elements, character, setting, and theme. Includes guidelines on how to do a book talk.

Colleen A. Ruggieri offers a multigenre, mulltiple intelligences unit on transcendentalism complete with suggested texts and an assessment plan.

Research comes alive when students explore a range of alternate genres instead of writing the traditional research report.

Describes a research paper in the author's high school English classroom which connected to the lives and interests of students, who delved into community problems with as much rigor (and using many types of research as traditional essays exploring arcane philosophical questions). Describes creating a context for exploration, and students' final projects.

This science inquiry in a fourth-grade classroom affirms the importance of observation, questioning, reading, and writing to the inquiry process.

Kenneth Lindblom and Patricia A. Dunn teach language awareness and use through published complaints about the teaching of grammar. Students are able to recognize issues of race and class that determine acceptable usage and learn the importance of audience in their own language use.