Rent 9780470084045 | Teaching Content Reading and Writing, 5th Edition | Martha Rapp Ruddell (Sonoma State Univ.) @knetbooks.com

Summary Table of Contents Author Biography

With the passage of the "No Child Left Behind" act, and increasing pressures on teachers to produce results, true literacy is no longer optional. This book provides educators with the classroom tested theories and practices needed to rise to the demand of today's schools. They'll find discussions on issues that they face today in the classroom with respect to assessment and instruction. The sample lesson plans in each chapter will then help them to develop plans using specific instructional strategies.

Ready to imp... MORE

Literacy in Middle and Secondary Schools	p. 2
Adolescent Literacy	p. 6
Discourses	p. 6
Tracking and Detracking	p. 7
The Kids Can Read	p. 7
Adolescents and Literacies in New Times	p. 8
The Millennials	p. 9
Linguistic Diversity	p. 10
Responding to Students' Learning and Literacy Needs	p. 11
Middle and Secondary... MORE Literacy Instruction in Perspective	p. 12
The 1930s	p. 13
The 1940s	p. 13
The 1950s	p. 13
The 1960s	p. 13
The 1970s	p. 14
The 1980s	p. 14
The 1990s	p. 15
2000 and Beyond	p. 16
The Role of Middle/Secondary Schools and Teachers in Adolescent Literacy	p. 16
Plan of This Book	p. 18
What This Chapter Means to You	p. 19
Literacy and Language Processes: Thinking, Reading, and Writing in First and Second Languages	p. 24
Theory and Practice	p. 26
Cognitive Theory	p. 27
Cognition	p. 27
Cognitive Processing, Concept Formation, and Learning	p. 29
Intertextuality	p. 30
The Relationship Between Thinking and Reading	p. 30
The Reading Process	p. 31
Information Available in Text	p. 34
Monitoring the Reading Process	p. 37
The Relationships Among Thinking, Reading, and Writing	p. 37
The Writing Process	p. 37
Monitoring the Writing Process	p. 40
Second-Language Acquisition and Literacy	p. 41
Krashen's Second-Language Acquisition Theory	p. 41
Cummins's Cognitive and Language Context Theory	p. 43
Implications for Learning and Teaching	p. 45
What This Chapter Means to You	p. 47
Evaluating Instructional Materials	p. 52
Text and Textbook Issues	p. 55
Comparing Trade Text and Textbook Text	p. 56
Resolving the Issues	p. 57
Traditional Instruments for Evaluation of Classroom Texts	p. 57
Readability of Text	p. 58
Two Readability Formulas	p. 60
Reader-Text Interactions	p. 64
Alternative Approaches for Evaluating Classroom Texts	p. 69
The Readability Checklist	p. 69
The Friendly Text Evaluation Scale	p. 72
The Carter G. Woodson Book Award Checklist	p. 72
Summary of Alternative Approaches for Evaluating Text	p. 75
Making the Text Evaluation and Selection Process Successful	p. 77
Evaluation of Electronic and Software Texts	p. 79
Evaluating Internet Texts	p. 80
Evaluating Software	p. 81
Some Final Words About Evaluation of Instructional Texts	p. 83
What This Chapter Means to You	p. 83
Comprehension Instruction in Content Areas	p. 88
The Comprehension Process and Comprehension Instruction	p. 90
Centerpiece Lesson Plan	p. 91
The Comprehension Process	p. 94
Guided Comprehension	p. 96
The Directed Reading-Thinking Activity (DR-TA)	p. 96
Critical Literacy and Guided Comprehension	p. 113
The Group Mapping Activity (GMA)	p. 115
Comprehension Levels, Teacher Questions, and Comprehension Instruction	p. 122
Levels of Comprehension	p. 122
Teacher Questions	p. 123
Teacher Questions and Guided Comprehension	p. 124
The Directed Reading Activity (DRA)	p. 124
ReQuest	p. 134
Some Concluding Thoughts on Comprehension	p. 141
What This Chapter Means to You	p. 142
Vocabulary Learning in Content Areas	p. 146
Centerpiece Lesson Plan	p. 149
Effective Content Vocabulary Instruction	p. 153
Purposes for Content Vocabulary Instruction	p. 154
Confounding the Purposes for Content Vocabulary Instruction	p. 155
Content Vocabulary Instruction: Removing Barriers to Comprehension	p. 155
Prereading Instruction: Direct Vocabulary Teaching	p. 156
Prereading Instructions: Developing a Functional System for Learning New Words (CSSR-Context, Structure, Sound, Reference)	p. 160
Content Vocabulary Instruction: Long-Term Acquistion and Development	p. 171
Postreading Instruction: The Vocabulary Self-Collection Strategy (VSS)	p. 171
Postreading Instruction: Follow-Up Activities That Extend VSS	p. 176
Benefits of Using VSS	p. 182
What This Chapter Means to You	p. 185
Teaching Bilingual/Bicultural Students in Multilingual/ Multicultural Settings	p. 192
Bilingual/Bicultural and Non-English-Speaking Students	p. 195
Bilingual Students and Programs	p. 197
Appropriate Placement in Programs for Bilingual Students	p. 199
Academic Success and Bilingual/Bicultural Students	p. 201
Centerpiece Lesson Plan	p. 202
Implications for Instruction	p. 206
Instruction for Bilingual/Bicultural Students	p. 206
Making the Curriculum Accessible for Bilingual Learners	p. 208
Sheltered Instruction (SI)	p. 209
Assessment	p. 221
Other Issues	p. 225
Some Final Words about Teaching Bilingual/Bicultural Learners in Multilingual/Multicultural Classrooms	p. 226
What This Chapter Means to You	p. 227
Reading Across the Curriculum	p. 232
Centerpiece Lesson Plan	p. 236
Content Reading Needs of Middle School and Secondary Students	p. 239
Engaging Student Interest	p. 239
Learning From Text	p. 241
Guiding Students Before, During, and After Reading (Into, Through, and Beyond)	p. 243
Think, Predict, Read, Connect (TPRC), GMA, and VSS	p. 243
WebQuests	p. 253
K-W-L Plus	p. 255
Predict-Locate-Add-Note (PLAN)	p. 258
Three-Level Reading Guides	p. 260
Anticipation Guides	p. 261
Guiding Students Before and During Reading (Into and Through)	p. 268
The Prereading Plan (PREP)	p. 268
Questioning the Author (QTA)	p. 268
Guiding Students During and After Reading (Through and Beyond)	p. 270
Reading Response Groups	p. 270
Read, Encode, Annotate, Ponder (REAP) and iREAP	p. 273
Issues Related to Technology Use in Classrooms	p. 275
Study Skills and Content Area Reading	p. 276
Survey, Question, Read, Recite, Review (SQ3R)	p. 277
Survey, Question, Predict, Read, Respond, Summarize (SQP2RS)	p. 278
Underlining and Notetaking	p. 278
Concluding Thoughts About Reading Across the Curriculum	p. 279
What This Chapter Means to You	p. 280
Writing Across the Curriculum	p. 286
Centerpiece Lesson Plan	p. 289
Writing in Subject Area Classrooms	p. 292
Traditional Writing Instruction	p. 292
New Viewpoints About Writing	p. 293
Writing Process	p. 295
Instruction That Guides Students Before, During, and After Writing	p. 297
Writing Workshop	p. 291
Writing Workshop Applied in Content Classrooms	p. 298
Instruction That Guides Students Before and During Writing	p. 301
Role/Audience/Format/Topic (RAFT)	p. 301
Learning Logs and Double Entry Journals	p. 304
Instruction That Guides Students Before Writing	p. 307
Beginning Researchers	p. 307
Web Sites and E-mail	p. 310
Writing from Maps	p. 311
Journals	p. 313
Quick Writes	p. 316
A Few Final Words About Writing Across the Curriculum	p. 317
What This Chapter Means to You	p. 317
Assessment of Student Progress in Subject Area Reading and Writing	p. 322
Overview of Evaluation and Assessment	p. 326
Assessment Concepts and Terms	p. 326
Assessment Today and in the Future	p. 330
Standards and Assessment	p. 331
Literacy Assessment in Content Areas	p. 333
Principles of Assessment	p. 334
Formal Assessment	p. 337
Testing Instruments	p. 341
Test Scores	p. 342
Interpretation of Tests	p. 344
Informal and Authentic Assessment of Subject Area Reading and Writing	p. 345
Traditional Informal Assessment	p. 345
Performance Assessment	p. 345
Observation as an Assessment Tool	p. 347
The Developmental Inventory	p. 348
Interviews and Student Self-Reports	p. 356
Portfolio Assessment	p. 357
A Final Word About Assessment	p. 363
What This Chapter Means to You	p. 363
Diversity in the Classroom: Meeting the Needs of All Students	p. 368
Centerpiece Lesson Plan	p. 371
The Difference Model as a Means for Viewing Diversity	p. 374
The Defect and Disruption Models	p. 375
The Deficit Model	p. 376
The Difference Model	p. 377
At-Risk Students, The Difference Model, and Diversity	p. 378
Marginalized Learners	p. 379
Instruction for Marginalized Students	p. 381
Classrooms for High and Low Achievers	p. 382
Instruction in Subject Area Classes for Marginalized Readers and Writers	p. 383
ReQuest	p. 384
Question-Answer Relationships (QAR)	p. 385
ReQAR	p. 388
The Vocabulary Self-Collection Strategy (VSS)	p. 390
Gradual Release Writing Instruction	p. 390
The Cone of Experience	p. 393
Final Words About Marginalized Learners	p. 397
Students with Special Needs	p. 397
Giftedness, Gender, and Other Differences	p. 398
Gifted Students	p. 399
Gender Differences	p. 400
Other Differences	p. 402
Creating Learning Classrooms for Preadolescent and Adolescent Students	p. 402
Expectations	p. 403
Consistency	p. 403
Short Memory	p. 404
The Difference Model Revisited	p. 405
What This Chapter Means to You	p. 405
Content Learning, Collaboration, and Literacy	p. 410
Current Approaches to Content Learning	p. 413
Centerpeice Lesson Plan	p. 414
Cooperative Learning and Collaborative Learning	p. 417
Characteristics of Cooperative/Collaborative Learning	p. 417
Collaborative Learning, Language, and Literacy	p. 419
Concept-Oriented Reading Instruction (CORI)	p. 420
Collaborative Learning Activities to Promote Literacy and Content Learning	p. 422
Project-Based Learning	p. 422
Internet Inquiry	p. 426
The Group Reading Activity (GRA)	p. 430
Group Investigation	p. 432
Other Cooperative/Collaborative Learning Activities	p. 432
Jigsaw Grouping	p. 432
Creative Thinking-Reading Activities (CT-RAs)	p. 437
Ask Something	p. 439
Ambiguity, Risk, and Collaborative Learning	p. 440
Procedures for Implementing, Guiding, and Evaluating Collaborative Group Work	p. 442
Prerequisites to Grouping for Collaborative Learning	p. 442
Introducing Collaborative Learning Groups	p. 443
Establishing Roles for Individuals in Collaborative Learning Groups	p. 444
Guiding Collaborative Learning Groups	p. 446
Project Managements	p. 447
Evaluating and Grading Cooperative/Collaborative Group Work	p. 448
Some Final Words on Content Learning, Collaboration, and Literacy	p. 451
What This Chapter Means to You	p. 452
Developing Lifelong Readers and Writers	p. 458
Opening Doors	p. 461
Teachers Who Open Doors	p. 462
Opening Doors to Lifelong Literacy	p. 462
Finding Out About Readers and Writers	p. 464
Questionnaires	p. 465
Talking to and Observing Students	p. 466
Becoming Familiar with Good Books for Preadolescent and Adolescent Readers	p. 468
Classroom Climates for Literacy	p. 469
Reading with Students Sustained Silent Reading (SSR)	p. 469
Reading to Students	p. 471
Writing with Students	p. 472
Writing to Students	p. 472
Using Literature in Content Classes	p. 473
Resources for Developing Lifelong Readers and Writers	p. 474
Resources for Independent Reading-Finding Good Books	p. 474
Resources for Independent Writing-Getting Good Ideas	p. 476
Some Concluding Thoughts About Developing Lifelong Readers and Writers	p. 478
What This Chapter Means to You	p. 478
Index	p. 481
Table of Contents provided by Ingram. All Rights Reserved.

Martha Rapp Ruddell is Professor and Dean Emerita of the School of Education at Sonoma State University in Rohnert Park, California. In addition to this book, Dr. Ruddell is the author of numerous articles and book chapters and continues actively as a researcher, author, and presenter at professional conferences. A past president of the National Reading Conference, which honored her in 2003 with the Al Kingston Service Award, Dr. Ruddell is a member of the California Reading Association's Hall of Fame and was recently named Distinguished Alumna by the University of Missouri, Kansas City, where she had received the Ph.D. degree.

RENT TEXTBOOKS

Teaching Content Reading and Writing, 5th Edition

Why Rent from Knetbooks?

Top 5 reasons to order all your textbooks from Knetbooks:

Related Products