Literacy in the Secondary English Classroom encourages secondary English language arts teachers to develop classrooms that are student-centered, literature-focused, and writing-enriched. In today's literacy learning environment students take responsibility for their own learning as well as collaborate to help each other make meaning, while reflecting on their learning process in systematic ways. This books proposes a cohesive and unique learning theory that provides a fresh approach to what teaching strategies teachers should use, why teachers should use them, and how these strategies promote students' literacy. Literacy in the Secondary English Classroom also addresses the needs of students with a diverse range of language competencies, such as gifted and talented learners, English language learners, and at-risk students who are typically disengaged in learning. Multiple examples and scenarios lead both in-service and pre-service teachers through each strategy. Designed for teachers of language arts and reading/writing methods at the secondary level.

Dedication. Foreword by Brian Cambourne and Jan Turbill. Preface in Two-Part Harmony. Acknowledgements. 1. Learning Theories for a Literacy Learning Environment. Acquisition and learning: A literacy learning environment needs both. Brian Cambourne: Conditions for learning. Lauren Resnick: Principles of learning. Primary and secondary discourses: Our theory of discourse matching. The concept of primary and secondary discourses is important to understanding how students learn. Helping students understand the difference between primary and secondary discourses. Helping students avoid the either/or discourse dichotomy. A Literacy Learning Environment defined. 2. Dialects, Genres, Discourses: Developing Empathy and Cultural Awareness in a Literacy Learning Environment. A discussion of discourse communities. Self-assessment exercises to help students develop cultural awareness. A self-assessment exercise to help students analyze their cultural eyes. Helping students identify their cultural eyes. Reading texts with a cultural eye. Focusing the cultural eye on contemporary culture through studying contemporary genres. Barriers: He have met the enemy and she is us.? How knowledge of dialects, genres, and discourses contributes to a literacy learning environment. 3. Collaboration: Developing Literacy Through Group Interaction. Collaboration: A functional definition. Possible barriers to using collaboration. When should collaboration be used? Creating successful collaborative groups. Guide to creating successful collaborative groups. Purpose is all: A collaborative group for all reasons. Collaborative groups can help students review important information. Why use collaboration in the writing process? Nuts and bolts of group work:It's the little things that count. How collaboration contributes to a literacy learning environment. 4. The Classroom as a Text: Developing Literacy with Wall Text and Text Tours. What is wall text? Why to put text on the walls of secondary classrooms. What is a text tour? Kinds of text tours. Why wall text and text tours are good pedagogy. Using wall text and text tours to demonstrate a writing assignment. Almost any kind of text can be turned into wall text. Barriers to using wall text and text tours and suggested solutions. Formative and summative assessment using wall text and text tours. How wall text and text tours contribute to a literacy learning environment. 5. Guided Reading: Developing Literacy with Demonstrations by Expert Readers. Myths about teaching reading. What is reading? How reading works: The three cuing systems of language. What is guided reading? When to use guided reading. Guided reading lessons model different types of questions expert readers ask themselves while reading. Teaching students to self-assess their reading abilities using the concept of expert and novice readers. Teacher and student roles blend during guided reading lessons. Guided reading supports current reading programs already in placet does not replace them. How guided reading contributes to a literacy learning environment. 6. Guided Writing: Developing Literacy with Models of Fluent Writing Introduction to guided writing? Teaching students the self-assessment concept of "novice" and "expert" writers. Why teach guided writing? Guided writing demonstrations by authors. Guided writing demonstrations by genre. When to use guided writing. How to model guided writing. Demonstrating how form follows function. How to model recalling knowledge of the topic. Should teachers expect students to produce error-free writing? Modeling how to ask for help when revising and clarifying ideas. Modeling how to proofread should not become an assessment exercise. How to innovate on texts as a guided writing activity. Barriers to guided writing #1: Do models inhibit creativity? Barriers to guided writing #2: Do models teach students to plagiarize? Modeling alternative forms to the five paragraph theme: Form follows function. Using guided writing as a tool for formative assessment. How guided writing contributes to a literacy learning environment. 7. Text Tapping: Developing Literacy with Model Texts. What is text tapping? How text tapping differs from guided reading and writing. What kinds of text tapping can be used in the classroom? How text tapping calls on students' tacit knowledge of genre. When should text tapping be used? General types of non-school genres. Text tapping of non-school genres for formative assessment. How does text tapping work? Text tapping focuses on the form of a genre. Text tapping lessons have a general pattern. Using guided writing in an advanced placement class. Text tapping the Italian sonnet focuses on form. Alternatives to the "fill-in-the-blank-no-fail-write-your-own-sonnet" form. There are no World War I lessons, just on-going mentor/apprentice relationships. Text tapping can focus on mechanics such as writing and punctuating dialogue. How is a text tapping lesson different from traditional language lessons? Formative and summative assessments using text tapping. Text tapping multi-genre texts for form and content. Using multi-genre text tapping for assessment: Le Miserables TIME Magazine Project. Barriers to using text tapping. How text tapping contributes to a literacy learning environment. 8. Collaborative Pretelling/Retelling: Practicing Literacy with All the Language Arts What is collaborative pretelling/retelling? An example of a CPRT lesson based on The Secret Life of Walter Mitty.? Why use collaborative pretelling/retelling? When to use collaborative pretelling/retelling. Encouraging novice readers to pretell. The general structure of a collaborative pretelling/retelling lesson. Examples of collaborative pretelling/retelling lessons used for formative or summative assessments. Vary the audience for CPRT lessons. Use viewing as a prompt for collaborative pretelling/retelling. Preparing students for research writing with collaborative pretelling/retelling. How CPRT contributes to a literacy learning environment. 9. Conclusion: The Middle School Gets the Last Word. One last teaching and learning scenario in a Literacy Learning Environment. Features of a literacy learning environment. Appendices. References. Index.

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