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Content Area Literacy Instruction for the Elementary Grades, MyLabSchool Edition,9780205463671
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Content Area Literacy Instruction for the Elementary Grades, MyLabSchool Edition

by ; ;
Edition:
1st
ISBN13:

9780205463671

ISBN10:
0205463673
Format:
Paperback
Pub. Date:
1/1/2004
Publisher(s):
Allyn & Bacon
List Price: $114.60
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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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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


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