| Edition |
3rd ed. |
| Description |
xii, 404 pages : illustrations ; 28 cm |
| Bibliography |
Includes bibliographical references and indexes. |
| Contents |
Machine generated contents note: Hands-On And Minds-On! An Introductory Literacy Experience Based On The Giver -- Pre-Reading And Reading Activities -- Post-Reading Activities -- Activities For Your Students -- Websites -- Application Activities -- Reading -- Approaches To Reading -- Decoding Fluency Reader Response Theory -- Significance Of Reader Response Theory -- Examples Of Reader Response Theory In The Classroom -- Factors Influencing Reader Response -- Literacy -- Defining Literacy (Or Should We Say Literacies?) -- Teaching Literacy As A Content Area Teacher -- Learning Standards And Teaching Literacy -- Types Of Standards -- Addressing Standards -- Preparing To Teach Literacy In The Content Areas -- Conclusion -- Websites -- Application Activities -- The Affective Domain -- Interest, Engagement, And Motivation -- Activating Interest -- Engagement In Reading -- Motivation To Read -- Fostering Interested, Engaged, And Motivated Reading And Learning |
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Note continued: Nurturing Our Passion -- Sharing Our Passion -- The Social Nature Of Learning -- Classroom Practices Involving The Affective And Social Domains -- Activities To Determine Student Interests -- Interest Inventories -- Listening Questions -- Activities To Foster Motivated Reading And Learning -- Anticipation Guides -- Oral Reading -- Literary Field Trips For The Content Areas -- Learning Centers -- Rewards And Reinforcements As Motivators -- Motivating All Students -- Activities Involving Social Interaction -- Cooperative Learning -- Workshops -- Literature Circles -- Conclusion -- Websites -- Application Activities -- Textbooks -- Textbook Limitations -- Suggestions For Using Textbooks Creatively -- Provide A Preview Guide A Use Multiple Textbooks -- Encourage Students To Think Critically About Their Textbooks -- Evaluating And Selecting Textbooks -- Performing Your Own Textbook Evaluation -- Use Your Own Judgment -- Apply A Readability Formula |
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Note continued: Listen To The Students -- Textbook Adaptations For Students With Special Educational Needs -- Trade Books -- Picture Books -- Poetry -- Biographies/Autobiographies -- Other Nonfiction -- Evaluating And Selecting Trade Books -- Guidelines For Selecting Trade Books -- Special Populations And The Selection Of Trade Books -- Primary Sources -- Letters -- Journals And Diaries -- Using Multiple Genres To Study A Topic -- Example Genre/text Selection -- Textbook Treatments -- Encyclopedia Entries -- Letters And Speeches -- Biographies And Other Nonfiction Sources -- Historical Fiction -- Documentary And Secondary Source Information -- Internet Sites -- Songs -- Intertextual Reading Instruction -- Matching Students And Texts -- Conclusion -- Websites -- Application Activities -- Prior Knowledge -- The Role Of Prior Knowledge -- Schema Theory -- Assimilation -- Accommodation -- Procedural And Discipline-Based Knowledge -- Discourse Knowledge -- Genre |
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Note continued: Patterns Of Organization -- Sequence -- Cause-effect -- Compare-contrast -- Problem-solution -- Description -- Instructional Techniques For Activating And Increasing Prior Knowledge, Procedural Knowledge, And Discourse Knowledge -- Pre-Reading Strategies To Activate And Build Prior Knowledge -- Brainstorming A List-Group-Label -- Graphic Organizers -- Anticipation Guides -- "What Would You Do?" Pre-Reading Thinking Activity -- Previews -- Short Readings As Preparation For Main Readings -- Prior Knowledge And English Learners -- Building Discipline-Based And Procedural Knowledge -- Building Discourse Knowledge: Combining And Applying Patterns Of Organization -- Students With Significant Comprehension Difficulties -- Caveats About Comprehensive Instruction -- Conclusion -- Websites -- Application Activities -- Metacognition -- Instructional Strategies For Enhancing Metacognition -- Direct Instruction Of Self-Corrective Strategies -- Think-Alouds |
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Note continued: Embedded Questions -- Process Checks A Guest Speakers -- The Sq3r Study Strategy -- Metacognition Overload? -- Helping Students To Think And Read Critically -- Defining Critical Thinking -- Can Critical Thinking Be Taught? -- Strategies For Fostering Critical Thinking And High-Level Comprehension -- Showing How Practitioners In The Disciplines Use Critical Thinking -- Discipline-Based Inquiry -- Creating An Inquiry-Based Classroom -- Dialogical Thinking Strategy -- The Reap Strategy -- Directed Reading-Thinking Activity -- Strategies Involving Questioning -- Conclusion -- Websites -- Application Activities -- How Many Words Do We Know? And What Exactly Is A Word? -- The Richness Of Words: Denotation, Connotation, Shades Of Meaning, And Special Meanings -- Types Of Vocabulary Words In Content Area Texts -- Controlled Vocabulary: Good Idea Or Bad? -- Promoting Language Study -- Teaching Students To Use Structural Analysis |
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Note continued: Breaking Words Into Meaningful Parts -- Etymology -- Teaching Students To Use Context Clues -- Teaching Students To Use Reference Materials -- Exploring And Playing With Language -- Word Games -- Alphabet Books -- Celebrating The Birth Of New Words -- Using Language Exploration Centers -- Highlighting Language Connections In Your Discipline -- Exploring Vocabulary Within Literature Circles -- Modeling And Encouraging Voluminous Self- Selected Reading -- Developing Word Consciousness -- Specific Strategies For Teaching Vocabulary In Content Area Lessons -- Direct Teaching Of Definitions -- Vocabulary Guides To Accompany Texts -- Word Walls -- Vocabulary Notebooks -- Use Of Analogies -- Use Of Visuals -- Semantic Feature Analysis -- Vocabulary Think-Alouds -- School And Community-Wide Vocabulary Focus -- Adapting Strategies For Striving Readers And Students With Reading Disabilities -- Language Issues Relating To English Learners -- Conclusion |
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Note continued: Websites -- Application Activities -- Writing Processes -- Writing Stages -- Planning -- Drafting And Revising -- Editing -- Publishing -- 6 + 1 Trait Writing -- Learning From The Pros: The Writing Processes Of Professional Writers -- Where Do Writers Get Their Topics And Ideas? -- Do Writers Really Revise Their Drafts? -- Literary Characters Who Write: Models And Motivators -- Teaching Writing In The Disciplines -- Kinds Of Academic Writing -- Ways Of Using Writing In Content Area Classes -- Writing In Preparation For Reading -- Writing To Imitate A Writer's Style Or Structure -- Freewriting And Responding To Prompts In Journals -- Writing Book Reviews -- Writing To Reflect On Thinking Processes -- The Raft Strategy -- Quick Writes -- Summary Writing -- Guided Writing -- Writing Letters In The Content Areas -- Writing Research Papers -- Creative Writing For Deep Understanding -- Document-Based Questions And Essays -- Writing For Critical |
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Note continued: Thinking And Social Action -- Writing On Demand -- Adaptations For Students With Writing Disabilities -- Helping English Learners Write In Content Areas -- Conclusion -- Websites -- Application Activities -- Speaking -- Whole Class Discussion -- What Should Classroom Discussions Look Like? -- When Are Whole Class Discussions Appropriate? -- What Is The Teacher's Role? -- How Can A Teacher Facilitate Discussions That Encourage High-Level Thinking? -- How Can You Maintain Control Without Overcontrolling? -- How Should The Seating Be Arranged? -- What Are Realistic Expectations For Teachers New To Class Discussions? -- Small Group Discussions -- Alternative Discussion Formats -- Inside-outside Circle -- Modified Socratic Seminar -- Think-Pair-Share -- Discussion Webs -- Formal And Semiformal Speaking Occasions -- Public Speaking -- Storytelling -- Dramatic Performances -- Readers Theatre -- Courtroom Dramas -- Dramatic Performances And English Learners |
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Note continued: Reading Aloud -- Listening -- Students' Listening -- Guest Speakers And Recordings -- Interviews -- Strategies For Improving Students' Listening Skills -- Teachers Listening To Students -- Collaborative Speaking And Listening Projects -- Jigsaw -- Survival! -- Social Action And Critical Literacy Projects -- Speaking And Listening With English Learners -- Conclusion -- Websites -- Application Activities -- Visual Literacy -- Visual Texts For Content Area Learning -- Visual Trade Book Series -- Wordless Picture Books -- Cartoons And Comics -- Graphic Novels -- Magazines -- Readers And Writers Learning And Responding Through Art And Photography -- Reading, Using, And Creating Graphs And Charts -- Media Literacy -- Literacy And Film -- Ways To Use Films For Learning -- Guidelines For Using Film -- Film Resources -- Teleliteracy -- Watching Television As A Content Area Teacher -- Watching Television In The Content Area Classroom |
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Note continued: Students Creating Television -- Digital Literacy -- Technology And Learning -- Voices Of Concern -- Voices Of Enthusiasm -- Where Am I On The Continuum? -- Content Area Teaching In The Digital Age -- Online Research -- Online Communities -- Zine-Like Writing -- Classroom Web Pages -- Internet-Based Inquiry Projects -- Multimedia/Multimodal -- Assistive Technology For Students With Special Needs -- Conclusion -- Websites -- Application Activities -- Assessing Assessment -- Standardized Assessments And High-Stakes Testing -- Authentic Assessment -- Classroom-Based Assessments -- Observation -- Anecdotal Records -- Informal Interviews And Conferencing -- Content Area Reading Inventories -- The Cloze Procedure -- Portfolios -- Portfolio Contents -- Assessing And Scoring Portfolios -- Using Rubrics -- Student-Led Conferences -- How Is Technology Changing Assessment? -- Assessment Of Students With Special Needs |
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Note continued: How Should English Learners Be Tested In Content Area Subjects? -- Assessing One's Teaching And Literacy Growth -- Ongoing Assessment -- Teacher Portfolios -- Outside Assessments Of Teaching -- Conclusion -- Websites -- Application Activities -- Visions Of What Schools Could Be -- My Vision Of An Ideal School -- Enacting The Vision -- Working With Literacy Coaches -- New Teachers Teaching Differently And Making A Difference -- Conclusion -- Websites -- Application Activities -- Continuation Of Chapter Bibliographic Figures. |
| Subject |
Content area reading.
|
|
Interdisciplinary approach in education.
|
|
Literature -- Study and teaching (Secondary)
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|
Teenagers -- Books and reading.
|
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Content area reading. (OCoLC)fst00876643
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Interdisciplinary approach in education. (OCoLC)fst00976122
|
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Literature -- Study and teaching (Secondary)
(OCoLC)fst01000042
|
|
Teenagers -- Books and reading.
(OCoLC)fst01145561
|
| Added Title |
Literacy and learning in the content areas |
| ISBN |
9781934432068 (pbk.) |
|
1934432067 (pbk.) |
