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Content Reading and Literacy : Succeeding in Today's Diverse Classrooms

ISBN: 9780205270118 | 0205270115
Edition: 2nd
Format: Hardcover
Publisher: Pearson College Div
Pub. Date: 7/1/1997

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SummaryTable of Contents
One of the only content area books with a strong focus on diversity. Strongly grounded in research with strategies and lesson and unit planning exercises. Discusses reading literature content areas with extensive lists of trade literature in appendices.
Prefacexiii
1 Content Literacy and the Reading Process
1(34)
Assumptions Underlying Content Teaching
3(8)
... MORE
Subject Matter
4(1)
Role of the Textbook
5(1)
Active and Independent Readers
6(5)
What It Means to Be Literate
11(6)
Literate Thinking
13(1)
Content Literacy
14(3)
The Reading Process
17(14)
The Cognitive View
17(8)
Sociocultural Influences
25(3)
The Role of Motivation
28(3)
Summary
31(1)
Suggested Readings
31(1)
References
32(3)
2 Language, Diversity, and Culture
35(24)
Language as a Vehicle for Teaching and Learning Content
38(5)
Seeing Language as Social Practice
38(2)
Dealing with Gendered Language in the Classroom and the Text
40(3)
Diversity in Language and Learning
43(9)
Second-Language Acquisition and Learning
45(2)
Dialect Differences
47(2)
On Being Special and Unspecial in the School Culture
49(3)
Teaching and Learning in Culturally Diverse Classrooms
52(4)
Changing Demographics
52(2)
Integrating Language, Culture, and Content
54(2)
Summary
56(1)
Suggested Readings
57(1)
References
57(2)
3 Planning for Content Literacy
59(34)
Instructional Decision Making
62(7)
Content Objectives
63(2)
Language and Literacy Objectives
65(1)
Learning Materials
66(1)
Student Capabilities and Needs
66(2)
Evaluation and Assessment
68(1)
Structured Frameworks for Content Literacy Lessons
69(11)
Direct Instruction
69(1)
The Instructional Framework
70(1)
K-W-L
71(4)
Directed Reading-Thinking Activity
75(1)
Reciprocal Teaching
76(4)
Beyond the Daily Plan: Unit Planning
80(10)
Integrated Language Processes
80(1)
Interdisciplinary Teaching
81(3)
Thematic Teaching
84(2)
Unit Planning
86(4)
Summary
90(1)
Suggested Readings
90(1)
References
91(2)
4 Assessment of Students and Textbooks
93(44)
Assessing Students
96(33)
Tests and Testing: A Consumer Advisory
99(1)
Types of Assessment
100(5)
Learning about Students
105(7)
Grades and Grading
112(9)
Portfolio Assessment
121(8)
Assessing Textbooks
129(4)
Readability Formulas
129(3)
Consumer Judgments (or Don't Judge a Book by Its Cover)
132(1)
Summary
133(1)
Suggested Readings
133(1)
References
134(3)
5 Creating a Favorable Learning Environment
137(28)
Affective Characteristics
140(7)
Linking Content Literacy with Students' Lives
140(5)
Providing Choices
145(2)
Tracking and Other Forms of Grouping
147(8)
Pros and Cons of Ability Grouping
148(1)
Cooperative Learning
148(3)
Cross-Age Tutoring
151(1)
Discussion Groups
152(3)
Instructional Resources
155(3)
Supplementary Print Materials
155(1)
Technology
155(3)
Homework
158(3)
Practice Assignments
159(1)
Preparation Assignments
159(2)
Extension Assignments
161(1)
Summary
161(1)
Suggested Readings
161(1)
References
162(3)
6 Preparing to Read
165(24)
The Role of Prior Knowledge
168(3)
Barriers to New Learning
168(2)
The Teacher's Task
170(1)
Assessing and Building Prior Knowledge
171(5)
The List-Group-Label Strategy
171(1)
Graphic Organizers
171(1)
Reading and Listening
171(3)
Writing
174(2)
Activating Prior Knowledge with Prereading Guides
176(11)
Anticipation Guides
177(7)
Problem-Solving Activities
184(3)
Summary
187(1)
Suggested Readings
187(1)
References
188(1)
7 Reading to Learn
189(40)
How Students Learn
193(2)
Questions and Questioning
195(13)
When to Ask: The Right Time and the Right Place
196(1)
What to Ask: The Relation between Questions and Answers
197(5)
How to Ask: Questioning Strategies
202(3)
Alternatives to Questions: Comprehension Guides
205(3)
Sensing and Responding to Text Structure
208(6)
Common Text Structures
208(1)
Teaching about Text Structures
209(5)
Constructing Meaning with Text
214(6)
Separating the Important from the Unimportant
216(2)
Inferencing
218(1)
Helping Students Interpret Text
219(1)
Integrating Other Language Processes
220(6)
Listening and Speaking
220(1)
Reviewing and Summarizing
221(5)
Summary
226(1)
Suggested Readings
226(1)
References
226(3)
8 Increasing Vocabulary and Conceptual Growth
229(36)
Learning Words and Concepts
231(1)
How Students Learn Vocabulary
232(4)
Word-Learning Tasks
233(1)
Levels of Word Knowledge
234(1)
Readers' Resources for Learning New Words
235(1)
Teaching Vocabulary
236(9)
Criteria for Selecting Vocabulary
238(1)
Guidelines for Vocabulary Instruction
239(1)
Strategies for Introducing and Teaching Vocabulary
240(5)
Developing Students' Independence
245(10)
Using Context Clues
245(3)
Using Familiar Word Parts
248(1)
Using Dictionaries
249(2)
Vocabulary Self-Collection
251(1)
Intensive Approaches for Special Cases
251(4)
Reinforcing Vocabulary
255(6)
Matching Activities and Puzzles
255(2)
Categorizing Activities
257(1)
Analogies
258(3)
Summary
261(1)
Suggested Readings
262(1)
References
262(3)
9 Reflecting on Reading
265(32)
Promoting Discussion and Reflection
268(1)
Small-Group Learning
269(1)
Guiding Student Reflection
269(7)
Reaction Guides
270(1)
Reading for Different Purposes
271(2)
Discussion Webs
273(3)
Writing as Reflection
276(18)
The Writing Process
278(2)
Writing Assignments
280(3)
Learning Logs and Journals
283(3)
Other Informal Writing Activities
286(1)
Guiding Student Writing
286(4)
Writing and the Computer
290(1)
Responding to Student Writing
291(3)
Summary
294(1)
Suggested Readings
294(1)
References
295(2)
10 Studying and Learning Through Inquiry
297(20)
Prerequisites for Effective Studying
298(2)
Motivation
299(1)
Teachers' Expectations
299(1)
Knowledge of the Criterion Task
299(1)
Domain Knowledge
300(1)
Preparing for Tests
300(3)
Objective Tests
300(1)
Subjective Tests
301(2)
Using Study Strategies
303(6)
Task Awareness
303(1)
Strategy Awareness
303(1)
Performance Awareness
304(1)
Note-Taking Strategies
304(5)
Writing to Inquire
309(5)
Collecting and Organizing Information
309(4)
Writing a Report
313(1)
Summary
314(1)
Suggested Readings
315(1)
References
315(2)
11 Developing Lifetime Readers: Literature in Content Area Classes
317(22)
Benefits of Using Literature in Content Areas
320(3)
Encouraging Responses to Literature
323(1)
Integrating Literature into Content Areas
324(8)
Uses of Literature in Content Areas
325(4)
Fiction and Nonfiction for Content Areas
329(3)
Developing Awareness of Diversity through Literature
332(5)
Summary
337(1)
Suggested Readings
337(1)
References
337(2)
12 Personalizing Professional Growth
339(16)
Contrasting Models of Professional Growth
342(5)
Parachute Model
342(1)
Teacher-as-Learner Model
343(1)
Loosely Knit Professional Alliances
344(2)
Professional Development Schools
346(1)
Culturally Responsive Professional Growth
347(2)
Appreciating Diversity
347(1)
Restructuring of Teacher Education
347(2)
Role of Research in Personalizing Professional Growth
349(3)
Teaching as Research (Action Research)
349(2)
Collaborative Research
351(1)
Summary
352(1)
Suggested Readings
352(1)
References
353(2)
Appendix A World Lover's Booklist355(2)
Appendix B Read-Aloud Books for Content Areas357(4)
Appendix C Trade Books for Science, Math, and Social Studies361(6)
Appendix D Culturally Conscious Trade Books367(4)
Author Index371(9)
Subject Index380

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