Content Area Literacy Instruction for the Elementary Grades

by Alvermann, Donna E.; Swafford, Jeanne; Montero, M. Kristina

• ISBN13: 9780205366194
• ISBN10: 0205366198
• Edition: 1st
• Format: Paperback
• Copyright: 2003-07-17
• Publisher: Pearson

Summary

A welcome addition to the content area reading market, this much-needed text helps teachers find ways to show elementary school children the classroom value of what they learn outside of school. Using a social constructionist framework, this prestigious author team includes strategies that the National Reading Paneldeemed useful in promoting comprehension, becoming the first and only text that calls attention to evidence-based researchand its implications for instruction. Innovative in its 3 R's framework--Remembering--Reflecting--Reconsidering--it will help readers make connections and improve comprehension.

Table of Contents

Preface	vii
PART ONE Introduction	1	(16)
1 Content Area Literacy for Pre-K through Grade 6	3	(14)
Multiple Literacies at Work: Felix and the Electronic Get-Well Card	5	(1)
The Reading Process	6	(4)
The Standards and You	10	(2)
Media and New Communication Technologies	12	(2)
Importance of Motivation in Content Area Literacy Teaching and Learning	14	(3)
PART TWO Knowledge Base	17	(102)
2 Teaching Comprehension	19	(21)
Comprehension Research	20	(2)
Research-Based Comprehension Strategies	22	(1)
Making Connections	23	(3)
Creating Sensory Images	26	(1)
Making Inferences	27	(2)
Asking Questions	29	(1)
Determining Important Ideas	30	(1)
Summarizing	31	(4)
Comprehension Monitoring	35	(1)
Fluency	36	(1)
Gradual Release of Responsibility Teaching Model	37	(3)
3 Using Textbooks and Trade Books for Content Area Instruction	40	(19)
Strengths and Limitations of Textbooks	41	(2)
Strengths and Limitations of Trade Books	43	(10)
Research: Textbook and Trade Book Use	53	(1)
Using Textbooks With Trade Books	53	(2)
Reader's Purpose and Stance	55	(4)
4 Developing Vocabulary for Content Area Learning	59	(19)
The Size and Nature of Students' Vocabularies	61	(3)
What the Research on Vocabulary Instruction Can and Cannot Tell Us	64	(4)
Strategies for Teaching Vocabulary in Content Areas	68	(4)
Instructional Adaptations for Assisting Learners with Special Needs	72	(6)
5 Mediating Expository Text Structures and Common Access Features	78	(25)
Text Structure as a Framework for Writing	79	(2)
Access Features as Your Guide	81	(2)
Common Expository Text Structures	83	(13)
Evaluating Texts in Regard to Organization	96	(1)
Teaching Students to Use Organizational Features	97	(6)
6 Teaching Media and Visual Literacy in the Content Areas	103	(16)
Media Literacy: Learning to Read Visual Images	105	(3)
Viewing and Visual Literacy Activities	108	(3)
Playing to Learn in the Content Areas	111	(3)
Teaching Children Strategies for Reading and Evaluating Web Sources	114	(5)
PART THREE Learner Differences	119	(36)
7 Diversity in Content, Language, and Children	121	(17)
Selecting Content for Multilingual/Multicultural Students	123	(4)
Building Community in the Classroom	127	(6)
Giving Students Choices in How They Use Reading and Writing to Learn Content	133	(5)
8 Readers and Writers Who Struggle with Content Area Learning	138	(17)
Factors Behind the Struggle	139	(4)
Three Approaches to Teaching Readers Who Struggle	143	(4)
Examples of Instructional Adaptations for Struggling Readers	147	(8)
PART FOUR Instructional Decisions	155	(76)
9 Organizing for Content Literacy Instruction	157	(18)
Creating a Literacy-Rich Environment for Content and Literacy Learning	159	(2)
Organizing for Content Literacy Instruction	161	(4)
Visiting Classrooms	165	(10)
10 Assessing Learners and Texts in the Content Areas	175	(18)
Considering Linguistic, Ethnic, and Cultural Diversity in Assessment	177	(1)
High Stakes to Leave No Children Behind: Both Sides Considered	178	(3)
Assessing Texts and Learners	181	(12)
11 Integrating Literacy Instruction in the Content Areas	193	(18)
The Setting	194	(2)
What Is Integrated Literacy Instruction and How Is It Done?	196	(8)
Integrating Literacy Instruction into a Science Lesson: A Preservice Teacher's First Attempt	204	(3)
An Indirect Approach to Integrating Literacy in the Content Area Instruction	207	(4)
12 Supporting Student Questioning or Inquiry	211	(20)
Curriculum as Inquiry: Content Area Literacy for the Future?	213	(3)
Inquiry Cycle	216	(3)
A Metaphor to Describe Inquiry-Based Curriculum	219	(1)
Conditions That Support Student Inquiry	220	(2)
Frequently Asked Questions about an Inquiry Curriculum	222	(3)
Classroom Examples	225	(6)
PART FIVE Toolbox of Teaching and Learning Strategies	231	(16)
APPENDIX A Leveled Informational Books	247	(18)
APPENDIX B Informational Texts and Children's Literature for Teaching Content	265	(8)
APPENDIX C Correlation Matrix of English Language Arts Standards and Reading Professionals Standards with Chapter Content	273	(10)
References	283	(11)
Author Index	294	(5)
Subject Index	299