Content Area Reading: Literacy and Learning Across the Curriculum 13th Edition, ISBN-13: 978-0135760963

Description

Content Area Reading: Literacy and Learning Across the Curriculum 13th Edition, ISBN-13: 978-0135760963

[PDF eBook eTextbook]

• Publisher: ‎ Pearson; 13th edition (January 30, 2020)
• Language: ‎ English
• 416 pages
• ISBN-10: ‎ 0135760968
• ISBN-13: ‎ 978-0135760963

An evidence-based, functional approach to content literacy instruction.

Content Area Reading shows pre- and in-service content area teachers how to use literacy-related instructional strategies to help students think and learn with all kinds of print and digital texts. The emphasis is on the comprehensive content, including an ever-expanding knowledge base in the areas of content literacy, instructional scaffolding, differentiated instruction, student diversity, and new literacies. This text continues to emphasize a functional approach to content literacy instruction. In a functional approach, content area teachers learn how to integrate literacy-related strategies into instructional routines without sacrificing the teaching of content. The 13th Edition is rigorously updated to reflect current theory, research, and practice related to literacy and learning across the curriculum.

Table of Contents:

Content Area Reading Literacy and Learning Across the Curriculum

About the Authors

Brief Contents

Contents

Preface

About this Book

New to This Edition

Key Content Updates by Chapter

Organization and Features of This Edition

Part I Learners, Literacies, and Texts

Chapter 1 Literacy Matters Written in collaboration with Melissa Sykes

Chapter Overview and Learning Outcomes

Effective Teaching in Content Areas

What Makes a Teacher Effective?

Effective Teachers and the Standards-Driven Classroom

Effective Teachers Differentiate Instruction for a Wide Range of Students

Literacy in a 21st-Century World

New Literacies, New Ways of Learning

Adolescent Literacy

Disciplinary Literacy in Perspective

Disciplinary Literacy: A Brief Historical View

Reading to Learn in a Discipline

The Role of Prior Knowledge in Reading

Reading as a Meaning-Making Process

Reading as a Strategic Process

Reading Comprehension

Looking Back Looking Forward

eResources

Chapter 2 Learning with New Literacies Written in collaboration with Bruce Taylor, Ph.D.

Chapter Overview and Learning Outcomes

New Literacies and Multiliteracies: an Overview

From the Creative to the Critical

Nonlinear Characteristics of New Literacies

In-School and Out-of-School Literacies

New Literacies and Content Standards

Engage and Empower Learning: Getting Started

Literacy and Learning in Multimodal Environments

Developing a Framework for New Literacies

Engaging Teachers and Students in Evaluating Technology Use

Strategies for Writing to Learn

Blogs, Websites, and Wikis

Blogs and Vlogs

Websites and Wikis

Online Discussions

Netiquette In Online Discussions

Guidelines for Online Discussions

Shared Document Spaces

Approaches to Multimodal Learning

Blended and Hybrid Learning

Internet Inquiries

An Internet Inquiry in Elementary Science

Webquests

Adapting Learning Strategies with Technology

Looking Back Looking Forward

eResources

Chapter 3 Culturally Responsive Teaching in Diverse Classrooms Written in collaboration with Elena King, Ph.D.

Chapter Overview and Learning Outcomes

Culturally Relevant Pedagogy

Teaching for Cultural Understanding

Integrating Multicultural Literature Across the Curriculum

Multicultural Books: A Closer Look

Ways of Knowing in a Culturally Responsive Classroom

Funds of Knowledge

Drawing on Students’ Funds of Knowledge Across Content Areas

Characteristics of Culturally Responsive Instruction

Linguistic Differences in Today’s Schools

Dialect Use in the Classroom

English Language Learning

Bilingual and ESL Programs

What Makes Content Literacy Difficult for English Learners?

Books for English Learners

Sheltered Instruction for English Learners

The SIOP Model

Adapting Instruction in Content Classrooms

Provide Comprehensible Input

Use Strategies for Vocabulary Development

Differentiate Between Intensive and Extensive Reading

Use the Repeated Reading Strategy

Use Learning Strategies for Active Engagement

Use Writing Strategies

Looking Back Looking Forward

eResources

Chapter 4 Assessing Students and Texts Written in collaboration with Melissa Sykes.

Chapter Overview and Learning Outcomes

Approaches to Assessment

High-Stakes Testing

Standardized Testing: What Teachers Need to Know

Authentic Assessment: The Teacher’s Role

Portfolio Assessment in a Digital Age

Adapting Portfolios to Content Area Classes

Checklists and Check-Ins

Poll the Class

Classroom Snapshot

3-2-1 Check-In

Classroom Snapshot

Opportunity Sticks

Classroom Snapshot

A Framework for Strategy Implementation, Data Collection, and Instructional Decision Making

Rubrics and Self-Assessments

Assessing Text Complexity

Content Area Reading Inventories

Reading Rates

Readability

Lexile Levels

Looking Back Looking Forward

eResources

Chapter 5 Planning Instruction for Content Literacy Written in collaboration with Lina Soares, Ph.D.

Chapter Overview and Learning Outcomes

Explicit Strategy Instruction

Strategy Awareness and Explanation

Strategy Demonstration and Modeling

Guided Practice

Strategy Application

Planning Lessons

Lesson Plan Formats

B–D–A Instructional Framework

Before-Reading Activities

During-Reading Activities

After-Reading Activities

Examples of B–D–A-Centered Lessons

Middle School Physical Education Class

High School French Class

Planning Units of Study

Components of a Well-Designed Unit

Content Objectives

Instructional Activities and Text Resources

An Inquiry/Research Emphasis in Units of Study

A Multiple-Text Emphasis in Units of Study

Planning Collaborative Interactions

Cooperative Learning

Jigsaw Groups

Student Teams Achievement Divisions (STAD)

Learning Circles

Group Investigation

Small-Group Processes

Planning Discussions

Guided Discussion

Reflective Discussion

Creating an Environment for Discussion

Arrange the Classroom to Facilitate Discussion

Encourage Listening

Establish a Goal for Discussion

Focus the Discussion

Avoid Squelching Discussion

Looking Back Looking Forward

eResources

Part II Instructional Practices and Strategies

Chapter 6 Activating Prior Knowledge and Interest

Chapter Overview and Learning Outcomes

Self-Efficacy and Motivation

Curiosity and Interest

Creating Story Impressions

Establishing Problematic Perspectives

Guided Imagery

Making Predictions

Anticipation Guides

Adapting Anticipation Guides in Content Areas

Imagine, Elaborate, Predict, and Confirm (IEPC)

Question Generation

Active Comprehension

ReQuest

Looking Back Looking Forward

eResources

Chapter 7 Guiding Reading Comprehension Written in collaboration with Lina Soares, Ph.D.

Chapter Overview and Learning Outcomes

Modeling Comprehension Strategies

Using Think-Alouds to Model Comprehension Strategies

Develop Hypotheses by Making Predictions

Develop Images

Share Analogies

Monitor Comprehension

Regulate Comprehension

Using Reciprocal Teaching to Model Comprehension Strategies

Using Question–Answer Relationships (QARs) to Model Comprehension Strategies

Questioning the Author (QtA)

Planning A QtA Lesson

Guiding the QtA Discussion

Instructional Strategies

The KWL Strategy

Procedures for KWL

KWL Examples

Discussion Webs

Procedures for the Discussion Web

Discussion Web Examples

Guided Reading Procedure (GRP)

Procedures for GRP

A GRP Example

Intra-Act

Procedures for Intra-Act

An Intra-Act Example

Directed Reading–Thinking Activity (DR–TA)

Reading Guides

Comprehension Levels

Three-Level Comprehension Guides

Constructing Three-level Comprehension Guides

A Three-level Comprehension Guide Example

Looking Back Looking Forward

eResources

Chapter 8 Developing Vocabulary and Concepts

Chapter Overview and Learning Outcomes

Experiences, Concepts, and Words

What Are Concepts?

Concept Relationships: An Example

Using Graphic Organizers to Make Connections among Key Concepts

A Graphic Organizer Walk-Through

Showing Students How to Make Their Own Connections

Activating What Students Know about Words

Word Exploration

Brainstorming

List–Group–Label

Word Sorts

Knowledge Ratings

Defining Words in the Context of Their Use

Vocabulary Self-Collection Strategy

Concept of Definition (CD) Word Maps

Reinforcing and Extending Vocabulary Knowledge and Concepts

Semantic Feature Analysis (SFA)

Categorization Activities

Concept Circles

Vocabulary Triangles

Magic Squares

Vocabulary-Building Strategies

Using Context to Approximate Meaning

Typographic Clues

Syntactic and Semantic Clues

Logographic Cues

Context-Related Activities

Modified Cloze Passages

OPIN

Word Structure

Using the Dictionary as a Strategic Resource

Looking Back Looking Forward

Possible Answers to OPIN Exercises

Answers to Cloze Passage

eResources

Chapter 9 Writing Across the Curriculum Written in collaboration with Erin Donovan, Ph.D.

Chapter Overview and Learning Outcomes

Write to Read, Read to Write

Reading and Writing as Composing Processes

Reading and Writing as Exploration, Motivation, and Clarification

Writing to Learn (WTL)

Microthemes

Point of View Guides (POVGs)

Unsent Letters

Biopoems

Text Response Task Cards

Admit Slips and Exit Slips

Academic Journals

Response Journals

Character Journals

Sketchbooks in Art

Math Journals

Double-Entry Journals (DEJs)

Learning Logs

Writing in Disciplines

RAFT Writing

Research Questions

Research-Based Writing

Guiding the Writing Process

Discovery: Getting it Out

Drafting: Getting it Down

Revising: Getting it Right

Product: Allowing Flexibility

Publishing: Going Public

Looking Back Looking Forward

eResources

Chapter 10 Studying Text Written in collaboration with Erin Donovan, Ph.D.

Chapter Overview and Learning Outcomes

The Importance of Text Structure

External Text Structure

Internal Text Structure

Description

Sequence

Comparison and Contrast

Cause and Effect

Problem and Solution

Signal Words in Text Structure

Graphic Organizers

The New Outline of Brevity

Using Graphic Organizers to Reflect Text Patterns

Comparison and Contrast Matrix

Problem and Solution Outline

Network Tree

Series of Events Chain

Using Questions with Graphic Organizers

Problem and Solution

Cause and Effect

Comparison and Contrast

Semantic (Cognitive) Mapping

Writing Summaries

Using GRASP to Write a Summary

Fixing Mistakes

Polishing a Summary

Using Digital Storytelling with ELs

Making Notes, Taking Notes

Text Annotations

Note-Taking Procedures

Reading Logs

Annotations

T-Notes

Cornell Notes

Study Guides

Text Pattern Guides

Selective Reading Guides

Texted Reading Guides

Looking Back Looking Forward

eResources

Chapter 11 Learning with Multiple Texts Written in collaboration with Jean Vintinner, Ph.D.

Chapter Overview and Learning Outcomes

Why Use Trade Books and Multiple Texts?

Learning with Trade Books and Articles

Nonfiction Books

Nonfiction Articles

Picture Books

Fiction Books

Books for Reluctant Readers

Instructional Strategies for Using Trade Books and Articles

Creating Classroom Libraries and Text Sets

Sustained Silent Reading

Teacher Read-Alouds

Group Models for Studying Trade Books

Whole-Group/Single-Book Model

Small-Groups/Multiple-Books Model

Individual Inquiry Model

Reader Response Strategies

Writing as a Reader Response

Reflective Writing

Post-It Notes

Expository Texts as Models for Writing

Process Drama as a Heuristic

Improvisational Drama

Pantomime

Tableau

Reader’s Theater

Idea Circles

Getting Started with Idea Circles

Using Technology to Respond to Literature

Blogging and Threaded Discussions

File Sharing

Looking Back Looking Forward

eResources

Appendix A Affixes with Invariant Meanings

Appendix B Commonly Used Prefixes with Varying Meanings

Appendix C Graphic Organizers with Text Frames

References

Name Index

Richard and Jo Anne Vacca are Professors Emeriti in the School of Teaching, Learning and Curriculum Studies in the College of Education, Health and Human Services at Kent State University. They have published numerous books, chapters and articles. They met as undergraduate English majors at SUNY Albany and have been partners ever since. Jo Anne taught language arts in middle schools in New York and Illinois and received her doctorate from Boston University. Rich taught high school English and earned his doctorate at Syracuse University. He is a past president of the International Reading Association. The Vaccas live in Vero Beach, Florida, where they keep active professionally, golf, volunteer and walk their toy poodles, Tiger, Gigi and Joely. They especially enjoy visiting and traveling with their daughter, Courtney, son-in-law, Gary and grandsons, Simon, Max and Joe.

Maryann Mraz is a Professor in the Reading and Elementary Education Department at the University of North Carolina at Charlotte (UNCC). She earned her PhD from Kent State University and her BA and MEd from John Carroll University, where she was awarded the Distinguished Alumni Educator Award in 2014. Maryann has served as a board member of the Association of Literacy Educators and Researchers (ALER) and as the Doctoral Program Director for Curriculum and Instruction at UNCC. She is the author of more than 70 books, articles, chapters and instructional materials on literacy education. Maryann teaches bachelors, masters and doctoral courses in literacy education and provides professional development programs to teachers and literacy coaches.

What makes us different?

• Instant Download

• Always Competitive Pricing

• 100% Privacy

• FREE Sample Available

• 24-7 LIVE Customer Support