Note: Supplemental materials are not guaranteed with Rental or Used book purchases.
Purchase Benefits
What is included with this book?
Preface | |
Reading Matters | |
Organizing Principle | |
Chapter Overview | |
Frame of Mind | |
Content Knowledge and Teacher Quality | |
Content Knowledge vs. Pedagogical Knowledge | |
Balancing Content and Pedagogical Knowledge in Content Area Classrooms | |
Teaching and Learning with Texts | |
Beyond Assigning and Telling | |
Content Literacy and Learning | |
Reading to Learn | |
Reading as a Meaning-Making Process | |
Reading as a Strategic Process | |
Text Comprehension in Content Areas | |
Developing Research-Based Comprehension Strategies | |
Prior Knowledge and Comprehension: A Closer Look | |
Reader Response | |
Levels of Comprehension | |
Questions and Questioning | |
The Literacy Coachs Role and Responsibilities | |
Looking Back, Looking Forward | |
Minds On | |
Hands On | |
eResources extra | |
Learners and Texts | |
From Struggling Readers to Striving Readers | |
Organizing Principle | |
Chapter Overview | |
Frame of Mind | |
The Consequences of Struggling with Texts | |
what about English Language Learners? | |
Low Achievement | |
Learned Helplessness | |
Scaffolding Instruction | |
The Literacy Coach and Struggling Readers | |
A Crisis in Adolescent Literacy | |
The Push for Striving Readers in Middle and High Schools | |
Box 2.3 | |
Explicit Instruction in the Use of Strategies | |
Metacognition and Learning | |
Strategy Instruction | |
what about Content Standards and Assessment? | |
Strategic Reading | |
Using Think-Alouds to Model Comprehension Strategies | |
Using Reciprocal Teaching to Model Comprehension Strategies | |
Using QuestionAnswer Relationships (QARs) to Model Comprehension Strategies | |
Research-Based Best Practices | |
Questioning the Author (QtA) | |
Research-Based Best Practices | |
Directed Reading-Thinking Activity (DR-TA) | |
Research-Based Best Practices | |
Looking Back, Looking Forward | |
Minds On | |
Hands On | |
eResources extra | |
Culturally and Linguistically Diverse Learners | |
Organizing Principle | |
Chapter Overview | |
Frame of Mind | |
Culturally Responsive Instruction in Todays Schools | |
what about Content Standards and Assessment? | |
From Monocultural to Multicultural Classrooms | |
Box 3.2 | |
Ways of Knowing | |
Funds of Knowledge | |
Characteristics of Culturally Responsive Instruction | |
Box 3.3 | |
Box 3.4 | |
Linguistic Differences in Todays Schools | |
Dialect Use in the Classroom | |
English Learners | |
Box 3.5 | |
Sheltered Instruction for English Learners | |
The SIOP Model | |
Box 3.6 | |
Looking Back, Looking Forward | |
Minds On | |
Hands On | |
eResources extra | |
Assessing Students and Texts | |
Organizing Principle | |
Chapter Overview | |
Frame of Mind | |
High-Stakes Testing and Authentic Approaches to Assessment | |
High-Stakes Testing: Some Issues and Concerns | |
Federal Legislation | |
State Standards and Accountability | |
State Assessment Numbers at a Glance | |
The Literacy Coach and Assessment | |
Standardized Testing: What Teachers Need to Know | |
Authentic Assessment: The Teachers Role | |
Adapting Portfolios to Content Area Classes | |
box 4.3 | |
Checklists and Interviews | |
Rubrics | |
Table of Contents provided by Publisher. All Rights Reserved. |
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.