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Content Area Reading and Literacy Succeeding in Today's Diverse Classrooms Plus MyEducationLab with Pearson eText -- Access Card Package

by: Alvermann, Donna E.; Gillis, Victoria R.; Phelps, Stephen F.

Content Area Reading and Literacy Succeeding in Today's Diverse Classrooms Plus MyEducationLab with Pearson eText -- Access Card Package

by: Alvermann, Donna E.; Gillis, Victoria R.; Phelps, Stephen F.

ISBN 13:
9780132900966
ISBN 10:
0132900963
Edition: 7th
Format: Package
Copyright: 08/01/2012
Publisher: Pearson
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Content Area Reading and Literacy Succeeding in Today's Diverse Classrooms Plus MyEducationLab with Pearson eText -- Access Card Package > ISBN13: 9780132900966

Summary

In this authoritative, highly-respected best seller, pre- and in-service teachers get a wealth of strategies and ideas for teaching content area literacy in an era of high accountability. In-depth attention to the needs of students from diverse cultural and linguistic backgrounds is integrated throughout and the guide features a presentation of a wide scope of topics and examples, research-based information, and an accessible writing style. The ideas the trusted authors present are backed by research, tested in real classrooms, and designed to help teachers apply what is useful to their own particular disciplines, making Content Area Reading and Literacythe ideal guide to using reading, writing, and literature effectively to teach in the content areas.

Author Biography

Donna E. Alvermann is University of Georgia-appointed Distinguished Research Professor of Language and Literacy Education. Formerly a classroom teacher in Texas and New York, her research focuses on literacy instruction across the disciplines. Her co-authored/edited books include Reconceptualizing the Literacies in Adolescents’ Lives (3^rd ed.); Bridging the Literacy Achievement Gap, Grades 4–12; and Adolescents and Literacies in a Digital World. Past President of the National Reading Conference (NRC), she serves on the Adolescent Literacy Advisory Group of the Alliance for Excellent Education. She was elected to the Reading Hall of Fame in 1999, and is the recipient of NRC’s Oscar Causey Award for Outstanding Contributions to Reading Research, College Reading Association’s Laureate Award, and the American Reading Forum’s and NRC’s two service awards. In 2006, she was awarded the International Reading Association’s William S. Gray Citation of Merit.

Victoria Ridgeway Gillis graduated from North Georgia College with a BS in Biology and from Emory University with an MAT in Secondary Science Education. She taught science courses including life science, chemistry, physics, and physical science in Georgia, Florida, and South Carolina. In the early 1970s, she encountered the ideas and concepts in content area reading and tried them in her classroom. Her success in using those strategies led her to return to graduate school after 20 years in the classroom to complete her Ph.D. at the University of Georgia in 1994. Victoria taught graduate and undergraduate disciplinary literacy courses at Clemson University for 20 years. She is currently Professor and Wyoming Excellence Chair in Literacy Education in the College of Education at the University of Wyoming.

Stephen Phelps is professor emeritus of Elementary Education and Reading at Buffalo State College. In his 30 years at Buffalo State, he taught a wide range of literacy methods courses at the undergraduate and graduate levels and was coordinator of the graduate literacy specialist program. His research interests include the preparation of teachers to work in urban schools and sociocultural influences on literacy acquisition and achievement.

Preface

Chapter 1: Content Literacy and the Reading Process

Assumptions Underlying Content Teaching

Subject Matter

Role of the Textbook

Active and Independent Readers

Fluent Readers

Fluency with Information Technology

What It Means To Be Literate

Literate Thinking

Content Literacy

Disciplinary Literacy

The New Literacy Studies

The Reading Process

A Cognitive View

A Social Constructionist Perspective

The Role of Motivation

Summary

Suggested Readings

Chapter 2: Language, Diversity, and Culture

Language as a Vehicle for Teaching and Learning Content

Seeing Language as Social Practice

Dealing with Gendered Language in the Classroom and the Text

Diversity in Language and Learning

Second-Language Acquisition and Learning

Dialect Differences

Struggling or Reluctant Readers

Gifted and Talented Learners

Teaching and Learning in Culturally Diverse Classrooms

Today’s Globalizing Influences

Supporting Literacy among Adolescent ELLs

Integrating Language, Culture, and Content

Culturally Responsive Professional Growth

Appreciating Diversity

Involving Parents and Community

Linking School and Home

Summary

Suggested Readings

Chapter 3: Creating a Favorable Learning Environment

Affective Characteristics

Linking Content Literacy with Students’ Lives

Adaptive Instruction

Providing Choices

Forms of Grouping

Ability Grouping

Cooperative/Collaborative Learning

Cross-Age Tutoring

Discussion Groups

Reading and Writing Workshops

Creating Community with Technology and Multimedia

Technology

Multimedia

Assistive Technology

Conflict Resolution

What the Research Says

Strategies for Managing Conflict

Summary

Suggested Readings

Chapter 4: Planning for Content Literacy

Instructional Decision Making

Essential Questions and Content Objectives

Language and Literacy Objectives

Learning Materials

Student Capabilities and Needs

Evaluation and Assessment

Planning and Educational Technology

Teaching Resources on the Web

Planning Student Involvement with the Internet

Planning for New Literacies

Structured Frameworks for Content Literacy Lessons

The Learning Cycle

Reciprocal Teaching

Beyond the Daily Plan

Unit Planning

Interdisciplinary Teaching

Thematic Teaching

Summary

Suggested Readings

Chapter 5: Assessment of Students and Textbooks

Assessing Students

Tests and Testing: A Consumer Advisory

Types of Assessment

Purposes of Assessment

Assessment for Learning

Assessment of Learning

Assessment as Learning

Assessing Textbooks

Readability Formulas

Consumer Judgments (or Don’t Judge a Book by Its Cover)

Summary

Suggested Readings

Chapter 6: Preparing to Read

The Role of Prior Knowledge

Hurdles to New Learning

The Teacher’s Task

Assessing and Building Prior Knowledge

The List-Group-Label Strategy

Graphic Organizers

Reading and Listening

Writing

Activating Prior Knowledge with Prereading Strategies

Anticipation Guides

Problem-Solving Activities

K-W-L

Summary

Suggested Readings

Chapter 7: Reading to Learn

Constructing Meaning with Text

Disciplinary Differences in Constructing Meaning

Discipline-Specific Literacy Strategies

Helping Students Comprehend

Teaching Students to Be Strategic

Making Text Comprehensible

The Role of Fluency in Comprehension

Questions and Questioning

When to Ask: The Right Time and the Right Place

What to Ask: The Relation between Questions
and Answers

How to Ask: Questioning Strategies

Comprehension Guides

Three-Level Guides

Selective Reading Guides

Interactive Reading Guides

Sensing and Responding to Text Structure

Common Text Structures

Teaching about Text Structures

Comprehending Online Texts

Summary

Suggested Readings

Chapter 8: Increasing Vocabulary and Conceptual Growth

Learning Words and Concepts

How Students Learn Vocabulary

Word-Learning Tasks

Levels of Word Knowledge

Types of Vocabulary

Discipline-Specific Vocabulary Characteristics

Readers’ Resources for Learning New Words

Teaching Vocabulary: Preactive Phase

Criteria for Selecting Vocabulary

Guidelines for Vocabulary Instruction

Strategies for Introducing and Teaching Vocabulary

Developing Students’ Independence: Interactive Phase

Using Context Clues

Using Familiar Word Parts

Using Dictionaries

Vocabulary Self-Collection

Intensive Approaches for Struggling Readers
and English Language Learners

Reinforcing Vocabulary: Reflective Phase

Literal Level:

Matching Activities, Puzzles, and Games

Interpretive Level:

Categorizing Activities

Analogies

Concept Circles

Application Level: Using Vocabulary in writing

Summary

Suggested Readings

Chapter 9: Reflecting on Reading

Engaging Students through Discussion

Small-Group Discussions

Peer-Led Literature/Learning Circles

Guiding Student Reflection

Reaction Guides

Reading for Different Purposes

Discussion Webs 292

Intra-Act Procedure

General Discussion Techniques

Promoting Critical Literacy

Teaching Literacy for Critical Awareness

Incorporating Critical Media Literacy into the Curriculum

Summary

Suggested Readings

Chapter 10: Writing across the Curriculum

What Content Teachers Need to Know about Writing

Writing and Reading

The Writing Process

Social Construction of Writing

Writing and the Computer

Writing Activities for Content Areas

Writing Assignments

Learning Logs and Journals

Other Informal Writing Activities

Reviewing and Summarizing

Guiding Student Writing

Writing to Inquire

Preparing for Student Inquiry

Collecting and Organizing Information

Writing a Report

Alternatives to the Traditional Research Report

Responding to Student Writing

Peer Responses

Teacher Conferences

Formal Evaluation

Summary

Suggesting Readings

Chapter 11: Studying and Study Strategies

Prerequisites for Effective Studying

Motivation

Teachers’ Expectations

Knowledge of the Criterion Task

Domain Knowledge

Accessing Information

Information Literacy and Library Skills

Website Evaluation

Preparing for Tests

Objective Tests

Subjective Tests

Role of Homework

Using Study Strategies

Task Awareness with SQ3R

Strategy Awareness

Performance Awareness

Note-Making Strategies

Compare/Contrast Study Matrix

Internet Search Strategies

Summary

Suggesting Readings

Chapter 12: Developing Lifetime Readers: Literature in Content Area Classes

Reading among Adolescents

Who’s Reading What?

Reading in the Digital Age

Using Literature in the Content Areas

Benefits of Using Literature

Encouraging Responses to Literature

Integrating Literature into Content Areas

Uses of Literature in Content Areas

Fiction and Nonfiction for Content Areas

Developing Awareness of Diversity through Literature

Advantages of Using Multicultural Literature

Resistance to Multicultural Literature

Choosing and Using Multicultural Literature

Summary

Suggesting Readings

Appendix A Word Lover’s Booklist

Appendix B Read-Aloud Books for Content Areas

Appendix C Trade Books for Science, Math, and Social Studies

Appendix D Culturally Conscious Trade Books

Appendix E Standards for the Content Areas—Web Ready/
At a Glance

References

Name Index

Subject Index

Supplemental Materials

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