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Content Reading and Literacy : Succeeding in Today's Diverse Classrooms, MyLabSchool Edition
ISBN: 9780205451180 | 0205451187
Edition: 4thFormat: Hardcover
Publisher: Allyn & Bacon
Pub. Date: 1/1/2005
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One of the best-selling texts of its kind, Content Area Reading and Literacy, Fourth Edition, equips students to teach content area literacy from a student-centered approach and provides in-depth and integrated attention to the content literacy needs of students from diverse cultural and language backgrounds. This well-respected text has been lauded for its scope of topics and examples, its accessible level, and its writing style. Written by renowned authors Donna Alvermann and Steven Phelps, this new edition includes more emphasis and information on addressing the literacy needs of English language learners and culturally diverse students. This text also addresses new frameworks for reading and writing instruction, such as the sociocultural New Literacies Framework. In a time when standards and evidence-based research methods are driving the field, this new edition also includes more emphasis on evidence-based research and standards in each chapter. Finally, throughout the book, students are introduced to more varied examples from other content areas, especially math and science, as well as to current trends in technology and media. Connected with major research and theoretical frameworks, the text provides concepts and strategies for practical use in todays diverse classrooms.
| Each chapter concludes with ldquo;Summaryrdquo; and ldquo;Suggested Readings | |
| rdquo;Dedication | |
| Preface | |
| Important Features of This Text | |
| Acknowledgments | |
| Content Literacy and the Reading Process | |
| Assumptions Underlying Content Teaching | |
| What It Means to Be Literate | |
| The Reading Process | |
| Language, Diversity, ... MORE | |
| Language as a Vehicle for Teaching and Learning Content | |
| Diversity in Language and Learning | |
| Teaching and Learning in Culturally Diverse | |
| Classrooms Culturally Responsive Professional Growth | |
| Creating a Favorable Learning Environment | |
| Affective Characteristics | |
| Forms of Grouping | |
| Creating Community with Technology and Multimedia | |
| Conflict Resolution | |
| Planning for Content Literacy | |
| Instructional Decision Making | |
| Planning and Educational Technology | |
| Structured Frameworks for Content Literacy Lessons | |
| Beyond the Daily Plan: Unit Planning | |
| Assessment of Students and Textbooks | |
| Assessing Students | |
| Assessing Textbooks | |
| Preparing to Read | |
| The Role of Prior Knowledge | |
| Assessing and Building Prior Knowledge | |
| Activating Prior Knowledge with Prereading Strategies | |
| Reading to Learn | |
| Constructing Mean with Text | |
| Helping Students Comprehend | |
| Questions and Questioning | |
| Comprehension Guides | |
| Sensing and Responding to Text Structure | |
| Increasing Vocabulary and Conceptual Growth | |
| Learning Words and Concepts | |
| How Students Learn Vocabulary | |
| Teaching Vocabulary Developing Students' | |
| Independence Reinforcing Vocabulary | |
| Reflecting on Reading | |
| Engaging Students Through Discussion | |
| Guiding Student Reflection | |
| Promoting Critical Literacy | |
| Writing Across the Curriculum | |
| What Content Teachers Need to Know about Writing | |
| Writing Activities for Content Areas | |
| Writing to Inquire | |
| Responding to Student | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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