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

ISBN: 9780205327423 | 0205327427
Edition: 3rd
Format: Hardcover
Publisher: Allyn & Bacon
Pub. Date: 1/1/2002

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SummaryTable of Contents
The third edition of this student-centered text is grounded in its in-depth and integrated attention to the content literacy needs of students from diverse cultural and language backgrounds. In this new edition, Alvermann and Phelps have added emphasis to the issues of struggling readers, technology, writing across the curriculum, and a social constructionist framework for learning. Connected with major research and theoretical frameworks, the text provides concepts and strategies for practical use in today's diverse classrooms.
Dedicationiii
Prefacexiii
Acknowledgmentsxiv
Content Literacy and the Reading Process
1(35)
... MOREAssumptions Underlying Content Teaching
3(8)
Subject Matter
4(1)
Role of the Textbook
5(1)
Active and Independent Readers
6(5)
What It Means to Be Literate
11(8)
Literate Thinking
12(1)
Content Literacy
13(3)
The New Literacy Studies
16(3)
The Reading Process
19(16)
A Cognitive View
19(9)
A Social-Constructionist Perspective
28(3)
The Role of Motivation
31(4)
Summary
35(1)
Suggested Readings
35(1)
Language, Diversity, and Culture
36(26)
Language as a Vehicle for Teaching and Learning Content
39(5)
Seeing Language as Social Practice
39(2)
Dealing with Gendered Language in the Classroom and the Text
41(3)
Diversity in Language and Learning
44(8)
Second-Language Acquisition and Learning
44(4)
Dialect Differences
48(2)
Struggling or Reluctant Readers
50(1)
Gifted Learners
51(1)
Teaching and Learning in Culturally Diverse Classrooms
52(5)
Today's Youth Culture
52(2)
Integrating Language, Culture, and Content
54(3)
Culturally Responsive Professional Growth
57(3)
Appreciating Diversity
57(1)
Involving Parents and Community
58(2)
Summary
60(1)
Suggested Readings
61(1)
Creating a Favorable Learning Environment
62(28)
Affective Characteristics
65(6)
Linking Content Literacy with Students' Lives
65(3)
Adaptive Instruction
68(1)
Providing Choices
69(2)
Forms of Grouping
71(8)
Ability Grouping
71(2)
Cooperative Learning
73(2)
Cross-Age Tutoring
75(1)
Discussion Groups
76(2)
Reading and Writing Workshops
78(1)
Creating Community with Technology and Media
79(6)
Technology
80(3)
Media
83(2)
Conflict Resolution
85(4)
What the Research Says
86(1)
Strategies for Managing Conflict
87(2)
Summary
89(1)
Suggested Readings
89(1)
Planning for Content Literacy
90(44)
Instructional Decision Making
93(9)
Content Objectives
93(2)
Language and Literacy Objectives
95(2)
Learning Materials
97(1)
Student Capabilities and Needs
97(4)
Evaluation and Assessment
101(1)
Planning and Educational Technology
102(6)
Teaching Resources on the Web
103(2)
Planning Student Involvement with the Internet
105(3)
Structured Frameworks for Content Literacy Lessons
108(10)
Direct Instruction
108(1)
The Instructional Framework
109(1)
K-W-L
110(3)
Directed Reading-Thinking Activity
113(1)
Reciprocal Teaching
114(4)
Beyond the Daily Plan: Unit Planning
118(14)
Integrated Language Processes
118(1)
Interdisciplinary Teaching
119(3)
Thematic Teaching
122(1)
Integrative Curriculum
123(1)
Unit Planning
124(8)
Summary
132(1)
Suggested Readings
133(1)
Assessment of Students and Textbooks
134(42)
Assessing Students
137(33)
Tests and Testing: A Consumer Advisory
137(4)
Types of Assessment
141(8)
Learning about Students
149(5)
Grades and Grading
154(10)
Portfolio Assessment
164(6)
Assessing Textbooks
170(5)
Readability Formulas
171(2)
Consumer Judgments
173(2)
Summary
175(1)
Suggested Readings
175(1)
Preparing to Read
176(28)
The Role of Prior Knowledge
179(3)
Barriers to New Learning
179(2)
The Teacher's Task
181(1)
Assessing and Building Prior Knowledge
182(5)
The List-Group-Label Strategy
182(1)
Graphic Organizers
182(1)
Reading and Listening
183(3)
Writing
186(1)
Activating Prior Knowledge with Prereading Guides
187(15)
Anticipation Guides
188(8)
Problem-Solving Activities
196(6)
Summary
202(1)
Suggested Readings
203(1)
Reading to Learn
204(42)
How Students Learn
207(2)
Constructing Meaning with Text
209(6)
Separating the Important from the Unimportant
211(1)
Inferencing
212(1)
Helping Students Interpret Text
213(2)
Questions and Questioning
215(17)
When to Ask: The Right Time and the Right Place
217(1)
What to Ask: The Relation between Questions and Answers
218(6)
How to Ask: Questioning Strategies
224(4)
Alternatives to Questions: Comprehension Guides
228(4)
Sensing and Responding to Text Structure
232(10)
Common Text Structures
233(2)
Teaching about Text Structures
235(7)
Integrating Other Language Processes
242(2)
Summary
244(1)
Suggested Readings
244(2)
Increasing Vocabulary and Conceptual Growth
246(37)
Learning Words and Concepts
248(1)
How Students Learn Vocabulary
249(5)
Word-Learning Tasks
250(1)
Levels of Word Knowledge
251(1)
Readers' Resources for Learning New Words
252(2)
Teaching Vocabulary
254(9)
Criteria for Selecting Vocabulary
255(1)
Guidelines for Vocabulary Instruction
256(1)
Strategies for Introducing and Teaching Vocabulary
257(6)
Developing Students' Independence
263(12)
Using Context Clues
263(3)
Using Familiar Word Parts
266(2)
Using Dictionaries
268(2)
Vocabulary Self-Collection
270(1)
Intensive Approaches for Special Cases
271(4)
Reinforcing Vocabulary
275(7)
Matching Activities and Puzzles
275(1)
Categorizing Activities
276(1)
Analogies
276(6)
Summary
282(1)
Suggested Readings
282(1)
Responding to Reading
283(25)
Engaging Students through Discussion
286(5)
Small-Group Discussions
287(3)
Peer-Led Literature Circles
290(1)
Guiding Student Reflection
291(7)
Reaction Guides
291(2)
Reading for Different Purposes
293(2)
Discussion Webs
295(2)
Intra-Act Procedure
297(1)
Promoting Critical Literacy
298(9)
Teaching Literacy for Critical Awareness
300(2)
Incorporating Critical Media Literacy in the Curriculum
302(5)
Summary
307(1)
Suggested Readings
307(1)
Writing Across the Curriculum
308(44)
What Content Teachers Need to Know about Writing
310(8)
Writing and Reading
310(1)
The Writing Process
311(3)
Social Construction of Writing
314(3)
Writing and the Computer
317(1)
Writing Activities for Content Areas
318(18)
Writing Assignments
319(3)
Learning Logs and Journals
322(3)
Other Informal Writing Activities
325(1)
Reviewing and Summarizing
325(5)
Guiding Student Writing
330(6)
Writing to Inquire
336(10)
Preparing for Student Inquiry
338(1)
Collecting and Organizing Information
339(3)
Writing a Report
342(2)
Alternatives to the Traditional Research Report
344(2)
Responding to Student Writing
346(4)
Peer Responses
347(1)
Teacher Conferences
348(1)
Formal Evaluation
349(1)
Summary
350(1)
Suggested Readings
351(1)
Studying and Study Strategies
352(22)
Prerequisites for Effective Studying
355(2)
Motivation
355(1)
Teacher's Expectations
355(1)
Knowledge of the Criterion Task
356(1)
Domain Knowledge
356(1)
Developing Reading Fluency
357(3)
Speed, Accuracy, and Appropriate Expression
357(2)
Fluency with Information Technology
359(1)
Preparing for Tests
360(3)
Objective Tests
360(1)
Subjective Tests
361(1)
Role of Homework
361(2)
Using Study Strategies
363(10)
Task Awareness with SQ3R
364(1)
Strategy Awareness
364(1)
Performance Awareness
365(2)
Note-Taking Strategies
367(3)
Compare/Contrast Matrix
370(1)
Internet Search Strategies
371(2)
Summary
373(1)
Suggested Readings
373(1)
Developing Lifetime Readers: Literature in Content Area Classes
374(27)
Benefits of Using Literature in Content Areas
378(2)
Encouraging Responses to Literature
380(3)
Integrating Literature into Content Areas
383(11)
Uses of Literature in Content Areas
383(6)
Fiction and Nonfiction for Content Areas
389(5)
Developing Awareness of Diversity through Literature
394(6)
Summary
400(1)
Suggested Readings
400(1)
Appendix A Word Lover's Booklist401(2)
Appendix B Read-Aloud Books For Content Areas403(3)
Appendix C Trade Books for Science, Math, and Social Studies406(5)
Appendix D Culturally Conscious Trade Books411(5)
References416(20)
Author Index436(7)
Subject Index443

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