Rent 9780132298544 | Content Area Reading and Writing : Fostering Literacies in Middle and High School Cultures

Summary Table of Contents Author Biography

Through this strategy-driven, theory-based text, content-area teachers gain a thorough understanding of the fundamental role that reading and writing play in content-area learning. Unique to this text is the attention paid to helping teachers understand how the high school cultures students belong to affect their view of literacy and learning. The author effectively guides readers to ways they can identify and address school cultures and make literacy in content learning, relevant to students. The author offers step-by-step approaches to gauge ... MORE

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Knowing Your Students and Their Literacies	p. 1
Engaging Cultures and Literacies for Learning	p. 2
Double-Entry Journal: Before Reading	p. 3
Beginning Teachers Remember Their High School Cultures and Literacies	p. 3
How Do Cultures Shape Minds?	p. 6
What Is Culture?	p. 6
How Cultures Shape Minds	p. 7
School Cultures Shaping Students' Minds	p. 8
School Cultures	p. 8
Beginning Teachers Discovering School Cultures	p. 8
Links Between Cultures and Literacies	p. 10
What Is Literacy?	p. 10
Is There an Adolescent Literacy Crisis?	p. 13
Groups Struggling with School Literacy	p. 15
Is There a Crisis of Engagement With Learning at the Core of Middle and High School Cultures?	p. 17
Disconnects Between Students, Their Teachers, and the Curriculum	p. 17
Can We Generalize?	p. 19
Cultures and Literacies as Resources for Engagement	p. 21
Addressing Teachers' Nightmares	p. 22
Content Literacy: A Rationale and a Story	p. 22
New Literacies	p. 24
Lessons from "Beating the Odds" Classrooms	p. 25
Meeting the Challenges of Literacy and Learning	p. 27
Double-Entry Journal: After Reading	p. 30
Motivation to Read Content-Area Texts	p. 32
Double-Entry Journal: Before Reading	p. 33
Motivation to Read	p. 33
Ms. Hawthorne's Challenge	p. 33
Changes in Motivation to Read Through the School Years	p. 34
Toward a Unifying Vision of Motivation to Read: Self-Determination Theory	p. 35
The Focus of Motivation	p. 36
Student Factors Contributing to a Student's Motivation to Read	p. 37
Student Identity	p. 37
Self-Expectations and Self-Efficacy	p. 41
Goals and Task Values	p. 43
Reading Skills and Knowledge	p. 47
Textual Connections	p. 47
Teacher Factors Contributing to Students' Motivation to Read	p. 49
Teacher Engagement	p. 49
Achievement-Related Instruction	p. 51
Classroom Community	p. 54
Autonomy Support	p. 56
Assessment and Reward Systems	p. 57
Summary	p. 59
Double-Entry Journal: After Reading	p. 59
Inside the Meaning Construction Zone: Readers Reading	p. 62
Double-Entry Journal: Before Reading	p. 63
How Students Construct and Negotiate Meanings	p. 63
Myths of the Good Reader	p. 65
First Good Reader Myth: They Can Read at 1,000 Words a Minute or More with Improved Comprehension	p. 66
Second Good Reader Myth: They Don't Subvocalize	p. 66
Third Good Reader Myth: They Read Only the Key Words	p. 67
Fourth Good Reader Myth: They Recognize Words as Wholes	p. 67
Fifth Good Reader Myth: They Read Groups of Words as a Unit of Thought	p. 67
Sixth Good Reader Myth: They Never Look Back	p. 67
Characteristics of Good Readers	p. 68
The Benefits of a Reading Process Model	p. 69
How Personal Theories of Reading Affect Reading Processes and Outcomes	p. 70
A Peek into the Reader's Construction Zone	p. 70
An Overview of the Reading Model	p. 70
The Sensory System	p. 71
Cognitive Processes and Outcomes	p. 72
Metacognitive Processes	p. 86
Text and Classroom Content	p. 88
Implications of the Model for Teaching	p. 96
Double-Entry Journal: After Reading	p. 97
Assessing Readers and Their Texts	p. 98
Double-Entry Journal: Before Reading	p. 99
Diagnostic Teaching	p. 99
Content Teachers' Diagnostic Decision Making About Reading	p. 100
Student's Identity, History, Goals, Values, and Interests	p. 101
Expected Level of Reading	p. 103
Assessment of Students' Reading Ability	p. 103
Class Literacy Profile	p. 106
Teaching Strategies and Resources	p. 106
Diagnostic Teaching	p. 107
Instructional Monitoring, Modification, and Recommendations	p. 108
Assessment Instruments for Diagnostic Teaching	p. 109
Formal Assessment	p. 109
Norm-Referenced Tests	p. 111
Criterion-Referenced Tests	p. 111
Assessing the Assessment Instruments	p. 112
Reading Processes That Cannot Be Adequately Assessed	p. 112
Informal Assessment	p. 113
Group Reading Inventory (GRI)	p. 114
Step-By-Step: Group Reading Inventory	p. 114
Miscue Analysis	p. 116
Running Records	p. 117
Curriculum-Based Measurement (CBM)	p. 119
Step-By-Step: Curriculum-Based Measurement (CBM)	p. 119
Informal Assessments for a Closer Look at Comprehension Processes	p. 122
Retellings	p. 122
Step-By-Step: Retelling	p. 122
Comprehension Think-Alouds	p. 123
Step-By-Step: Doing a Comprehension Think-Aloud	p. 125
Interviews and Interactions	p. 126
Portfolio Assessment in Content Area Classrooms	p. 126
Inventories of Reading Strategies	p. 131
Categories of Adolescent Readers	p. 134
Who Can Be Helped and How?	p. 137
Assessing Texts: Readability and Accessibility	p. 138
Readability Formulas	p. 138
Step-By-Step: Calculating Readability with Fry's Formula	p. 139
Cloze Tests	p. 141
Step-By-Step: How to Administer a Cloze Readability Test	p. 141
Friendly Text Evaluation Scale	p. 143
Summary	p. 146
Double-Entry Journal: After Reading	p. 146
Enhancing Your Students' Literacies Through Strategic Instruction	p. 147
Developing Vocabulary, Concepts, and Fluency for Content Area Literacy	p. 148
Double-Entry Journal: Before Reading	p. 149
Transforming Words into Meanings	p. 149
Decoding	p. 149
The Lexicon in Long-Term Memory	p. 150
From Word Recognition to Fluency	p. 150
Metacognition and Making Meaning from Words	p. 151
The Complexities of Simply Knowing a Word	p. 152
Word Counts	p. 152
High- and Low-Frequency Words	p. 154
Student-Led Vocabulary Growth: A Strategy-Integrated Model	p. 156
Step-By-Step: Student-Led Vocabulary Development	p. 157
Flashbacks: The Return of the Vocabulary Card	p. 157
What We Know About Teaching Vocabulary	p. 158
Principles to Guide Vocabulary Learning	p. 159
Creating Word-Rich Environments	p. 159
Fostering Word Consciousness	p. 160
Gaining Word Knowledge Through Strategy Instruction	p. 161
Addressing Vocabulary	p. 162
Word Knowledge Check	p. 163
Keyword Method	p. 163
Word Maps	p. 164
Word Parts	p. 165
Vocabulary Self-Collection Strategy (VSS)	p. 168
Step-By-Step: Vocabulary Self-Collection Strategy (VSS)	p. 168
Activities for Mastering VSS and Other Important Words	p. 168
Step-By-Step: Semantic Maps	p. 169
Step-By-Step: Synonym Webs	p. 170
Step-By-Step: Semantic Feature Analysis	p. 171
Growing Word Knowledge: Just Reading	p. 172
Word Play: Language Games in Context	p. 174
Looking Closely at Students Constructing Word Meanings	p. 174
Using Context to Learn Words with Passion	p. 175
Using Technology to Foster Vocabulary Growth	p. 176
A Summary of Research Guiding Instruction in Vocabulary Development	p. 177
Double-Entry Journal: After Reading	p. 177
Strategies to Enhance Comprehension	p. 178
Double-Entry Journal: Before Reading	p. 179
Comprehension-Enhancing Strategies to Activate and Integrate Knowledge	p. 180
Double-Entry Journal (DEJ)	p. 180
Step-By-Step: How to Design and Implement DEJs	p. 181
Anticipation Guide	p. 182
Step-By-Step: How to Prepare and Present Anticipation Guides	p. 182
Directed Reading-Thinking Activity (DR-TA)	p. 183
Step-By-Step: How to Do a DR-TA	p. 183
Know-Want to Know-Learned (K-W-L) Strategy	p. 186
Step-By-Step: How to Do a K-W-L	p. 186
The Prereading Plan (PreP)	p. 188
Step-By-Step: How to Do a PreP	p. 188
Directed Inquiry Activity (DIA)	p. 189
Step-By-Step: How to Do a DIA	p. 189
SQ3R	p. 190
Plan	p. 190
Making Reading Meaningful	p. 191
Step-By-Step: How to Help Students Make Reading Meaningful	p. 193
Text Structure	p. 193
Types of Text Structures	p. 194
Effects of Text-Structure Knowledge	p. 194
Five Basic Text Structures	p. 195
Levels of Text Structure	p. 198
What's the Structure?	p. 198
Step-By-Step: What's the Structure	p. 198
Text Structures and Genres in Different Disciplines	p. 200
Strategies for Organizing Knowledge (Knowledge Organizers)	p. 200
Outlines	p. 201
Note Taking (from Lectures and Readings)	p. 202
Graphic Organizers	p. 202
Concept Mapping	p. 207
Step-By-Step: How to Design a Concept Map	p. 208
Summary	p. 209
Double-Journal Entry: After Reading	p. 209
Writing to Assess, Promote, and Observe Learning	p. 210
Double-Entry Journal: Before Reading	p. 211
Changes and Challenges in Writing to Learn	p. 211
A Peek into the Writer's Construction Zone	p. 212
How Process Upstaged Product	p. 214
How Writing Furthers Constructivism	p. 214
Effects of Social Contexts on the Writing Process	p. 216
The Promise of Writing to Learn	p. 217
Types of Writing	p. 218
Effects of Writing on Learning	p. 219
The National Writing Project (NWP)	p. 220
Categories of Writing	p. 221
Writing to Assess Learning	p. 221
Writing to Promote Learning	p. 222
Implementing Strategies	p. 232
Writing to Observe Student Work	p. 233
Step-By-Step: A Protocol for Looking at Student Work	p. 233
The Teacher's Dilemma: What Kind of Writing Should I Assign?	p. 237
Responding to Writing	p. 239
Summary	p. 241
Double-Entry Journal: After Reading	p. 241
Critical Reading of Print and Nonprint Texts	p. 242
Double-Entry Journal: Before Reading	p. 243
The Need for More Critical Reading	p. 243
What Is Critical Reading?	p. 246
Activities to Foster Critical Thinking	p. 248
Inquiry Questions (IQs)	p. 248
Step-By-Step: Inquiry Questions (IQs)	p. 249
Questioning the Author (QtA)	p. 251
Step-By-Step: Questioning the Author (QtA)	p. 255
Editor Interviews	p. 256
Step-By-Step: Editor Interviews	p. 257
ReQuest	p. 258
Step-By-Step: ReQuest	p. 258
Socratic Seminars	p. 259
Step-By-Step: Socratic Seminars	p. 259
Challenging Texts: Close Readings	p. 260
Step-By-Step: The Believing and Doubting Game	p. 263
TASKing in Pairs	p. 264
Step-By-Step: Tasking in Pairs	p. 265
Understanding Critical Literacy	p. 266
Step-By-Step: Critical Literacy in the Classroom	p. 269
Media Literacy	p. 270
Principles of Media Literacy	p. 271
Media Literacy Practices Across The Content Areas	p. 273
Summary	p. 274
Double-Entry Journal: After Reading	p. 275
Designing Literacy into Academically Diverse Content Area Classes	p. 277
Collaborating for Literacy and Learning: Group Strategies	p. 278
Double-Entry Journal: Before Reading	p. 279
Whole Groups	p. 281
Whole-Class Reading Methods	p. 281
Alternatives to Round Robin Reading	p. 282
Step-By-Step: Think-Alouds in Class	p. 283
Step-By-Step: How to Induce Imagery	p. 284
Step-By-Step: How to Conduct a "Read to Discover" Session	p. 285
Whole-Class Discussions	p. 286
Minilessons	p. 290
Cooperative Learning	p. 291
Principles of Cooperative Learning	p. 291
Informal Group Methods to Support Learning and Literacy	p. 292
Cooperative Learning Activities with Integrated Literacy Goals	p. 293
Step-By-Step: How to Do a Group Investigation	p. 295
Step-By-Step: How to Do a Group Reading Activity (GRA)	p. 298
Step-By-Step: How to Do a Jigsaw II Activity	p. 299
Reciprocal Teaching	p. 300
A Brief History of Reciprocal Teaching	p. 300
Original Reciprocal Teaching Model	p. 301
Step-By-Step: How to Do Basic One-On-One Reciprocal Teaching	p. 302
Variations of Reciprocal Teaching	p. 303
Features Contributing to Reciprocal Teaching's Success	p. 305
Tutoring: Working in Pairs	p. 308
Peer Tutoring	p. 309
Step-By-Step: How to Do Paired Reading	p. 310
Cross-Age Tutoring	p. 313
Adult-Student Tutoring	p. 314
Summary	p. 318
Double-Entry Journal: After Reading	p. 319
Struggling Readers and English Learners: Addressing Their Cognitive and Cultural Needs	p. 320
Double-Entry Journal: Before Reading	p. 321
Addressing the Frustrations of Struggling Readers	p. 321
How Serious Are Reading Problems in Our Middle and High Schools?	p. 321
Research-Based Model for Reading Intervention: A Constellation of Features Providing Guidance in Program Design and Implementation	p. 323
Fourteen Features of a Research-Based Literacy Intervention Model	p. 324
Program Matrix for Literacy Intervention/Evaluation	p. 335
Resources to Support Intervention Programs	p. 338
Corrective Reading	p. 338
Language!	p. 339
Read 180	p. 340
Reading Apprenticeship (RA)	p. 341
The "Just Read More" Program	p. 342
English Learners	p. 343
Federal Law and English Learners	p. 344
A Glossary of Acronyms and Abbreviations	p. 344
Toward a Theory of How a Second Language Is Learned	p. 345
How Long Does It Take for an English Learner to Become Proficient?	p. 347
Programs for English Language Learners	p. 348
California's English Learner's' Programs: An Example of the Teacher's Challenge	p. 349
Principles Guiding English Learners' Instruction	p. 350
Sheltered English Instruction and Structured English Immersion	p. 352
Cognitive Academic Language Learning Approach (CALLA)	p. 353
How Can We Know Which Programs Serve English Learners Best?	p. 354
Summary	p. 356
Double-Entry Journal: After Reading	p. 357
Designing Literacy into Academically Diverse Content Area Classes to Promote Understanding	p. 358
Double-Entry Journal: Before Reading	p. 359
Standards-Based Instructional Planning	p. 359
What Is Standards-Based Instruction?	p. 359
Accountability Provisions of No Child Left Behind (NCLB)	p. 361
How Can Teachers Teach to the Standards?	p. 363
Addressing Adolescent Literacy in All Content Areas	p. 364
Science Literacy	p. 365
Math Literacy	p. 369
Step-By-Step Think-Alouds in Math Class	p. 374
History/English Collaborative	p. 375
Literacy and Physical Education	p. 378
Planning Pyramid for Inquiry and Understanding	p. 380
What Your Students Will Know or Be Able to Do: Standards/Goals/Wanted Outcomes/Results	p. 380
Evidence That Would Be Needed to Confirm Acquisition of Knowledge or Skills	p. 380
Instruction That Would Generate "That Evidence: Mode of Instruction/Strategies/Unit and Lesson Design	p. 381
Assessment Tools Showing to What Degree Students Have Gained the Knowledge or Skills You Wanted Them to Acquire	p. 382
How Sally Peterson Built a Pyramid for Inquiry and Understanding	p. 382
Step-By-Step: Creating Criteria with Students	p. 395
Summary	p. 399
Double-Entry Journal: After Reading	p. 399
Glossary	p. 401
References	p. 409
Name Index	p. 451
Subject Index	p. 441
Table of Contents provided by Ingram. All Rights Reserved.

Norman Unrau is a Professor Emeritus at California State University, Los Angeles, in the Division of Curriculum and Instruction.

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