30.00$
Table of Contents
Preface
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
The New Literacy Studies
The Reading Process
A Cognitive View
A Social Constructionist Perspective
The Role of Motivation
Summary
Suggested Readings
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 Learners
Teaching and Learning in Culturally Diverse Classrooms
Today’s Youth Culture
CREDE’s Standards for Effective Pedagogy and Learning
Integrating Language, Culture, and Content
Culturally Responsive Professional Growth
Appreciating Diversity
Involving Parents and Community
Linking School and Home
Summary
Suggested Readings
3 Creating a Favorable Learning Environment
Affective Characteristics
Linking Content Literacy with Student’s Lives
Adaptive Instruction
Providing Choices
Forms of Grouping
Ability Grouping
Cooperative 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
4 Planning for Content Literacy
Instructional Decision Making
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
Structured Frameworks for Content Literacy Lessons
Direct Instruction
The Instructional Framework
Reciprocal Teaching
Beyond the Daily Plan
School-Wide Programs
Interdisciplinary Teaching
Thematic Teaching
Unit Planning
Summary
Suggested Readings
5 Assessment of Students and Textbooks
Assessing Students
Tests and Testing: A Consumer Advisory
Types of Assessment
Learning about Students
Grades and Grading
Portfolio Assessment
Assessing Textbooks
Readability Formulas
Consumer Judgments
Summary
Suggested Readings
6 Preparing to Read
The Role of Prior Knowledge
Barriers 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
Problem-Based Learning
Designing WebQuests
K-W-L
Summary
Suggested Readings
7 Reading to Learn
Constructing Meaning with Text
Helping Students Comprehend
Teaching Students to be Strategic
Making Text Comprehensible
The Role of Fluency in Comprehension
Questions and Questioning
When to Ask
What to Ask
How to Ask
Comprehension Guides
Three-Level Guides
Selective Reading Guides
Interactive Reading Guides
Sensing and Responding to Text Structure
Common Text Structures
Teaching about Text Structures
Summary
Suggested Readings
8 Increasing Vocabulary and Conceptual Growth
Learning Words and Concepts
How Students Learn Vocabulary
Word-Learning Tasks
Levels of Word Knowledge
Readers’ Resources for Learning New Words
Teaching Vocabulary
Criteria for Selecting Vocabulary
Guidelines for Vocabulary Instruction
Strategies for Introducing and Teaching Vocabulary
Developing Students’ Independence
Using Context Clues
Using Familiar Word Parts
Using Dictionaries
Vocabulary Self-Collection
Intensive Approaches for Struggling Readers and English Language Learners
Reinforcing Vocabulary
Matching Activities, Puzzles, and Games
Categorizing Activities
Analogies
Concept Circles
Summary
Suggested Readings
9 Reflecting on Reading
Engaging Students through Discussion
Small-Group Discussions
Peer-Led Literature Circles
Guiding Student Reflection
Reaction Guides
Reading for Different Purposes
Discussion Webs
Intra-Act Procedure
Promoting Critical Literacy
Teaching Literacy for Critical Awareness
Incorporating Critical Media Literacy into the Curriculum
Summary
Suggested Readings
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
Suggested Readings
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
Web Site Evaluation
Preparing for Tests
Objective Tests
Subjective Tests
Role of Homework
Using Study Strategies
Task Awareness with SQ3R
Strategy Awareness
Performance Awareness
Note-Taking Strategies
Compare/Contrast Study Matrix
Internet Search Strategies
Summary
Suggested Readings
12 Developing Lifetime Readers: Literature in Content Area Classes
Benefits of Using Literature in Content Areas
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
Summary
Suggested Readings
13 Literacy Coaches: A Sign of the Times
Qualifications and Expectations
Refining the Process
Contextualizing the Literacy Coach’s Experience
Forging Partnerships with Teachers
What Literacy Coaches Need to Know about Scientifically
Based Reading Research
An Incomplete Knowledge Base
So What’s a Literacy Coach to Do?
Examples of Effective Literacy Coaching across the United States
Alabama Reading Initiative
Boston Public Schools
Reading Success Network
Summary
Suggested 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
References
Author Index
Subject Index
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Content Area Reading and Literacy: Succeeding in Today's Diverse Classrooms, 5th Edition PDF Manual Solutions , PDF Content Area Reading and Literacy: Succeeding in Today's Diverse Classrooms, 5th Edition , Fast Download Content Area Reading and Literacy: Succeeding in Today's Diverse Classrooms, 5th Edition , Donna E. Alvermann, University of Georgia Stephen F. Phelps, Buffalo State College Victoria R. Gillis, Buffalo State College,Category : Higher Education
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