How to teach content using a variety of discipline-appropriate literacy practices and strategies. A focus on learning content through discipline-appropriate literacy practices, a strong emphasis on writing, and a current look at the use of media in teaching are hallmarks of the new edition of this widely popular text. Throughout, middle and secondary school teachers get a readable presentation of discipline-appropriate literacy practices and examples and adaptions of selected strategies. Set up to ensure comprehension, the chapters link to the Learning Cycle presented in the beginning of the book, graphic organizers help readers navigate chapter content, and questions, summaries, vignettes, and examples make the concepts clear. Features of this new edition include: The chapter on Studying and Study Strategies has been deleted and most of the content of that chapter has moved to the new chapter on writing to learn. Expanded treatment of life-long readers and learners beyond the printed text helps students see the importance of college and career readiness (Ch. 12). An emphasis on close and critical reading in discipline-appropriate ways clarifies the differences in close reading in various disciplines and provides guidance in helping K-12 students become more critical readers (Chs. 6 and 8). A new emphasis on evidence-based writing helps teachers understand the disciplinary differences in argument structure and function across the curriculum (Chs. 9, 10, and 11). Increased emphasis on multimodal texts, both consuming and producing them, looks at audience, designing texts, and technological augmentation, being aware of affordances and constraints of multimodal platforms, and the social purposes of multimodal writing (Chs. 6, 9, 10, and 11).