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Content Reading and Literacy : Succeeding in Today's Diverse Classrooms,9780205410392
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Content Reading and Literacy : Succeeding in Today's Diverse Classrooms

by ;
Edition:
4th
ISBN13:

9780205410392

ISBN10:
0205410391
Format:
Hardcover
Pub. Date:
1/1/2005
Publisher(s):
Allyn & Bacon
List Price: $107.60
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Summary

The Fourth Edition Builds on Past Strengths and Adds New Ones...; Student Centered. Culturally Diverse Students. Evidence-Based Standards. Written by renowned authors Donna Alvermann and Steven Phelps, the Fourth Edition includes more emphasis and information on addressing the literacy needs of English language learners and culturally diverse students, a new focus on evidence-based practices and standards, and key information on newer frameworks for reading and writing instruction, such as the sociocultural New Literacies Framework, that equips students to teach content area literacy from a student-centered approach. What Continues to Make This Book a Best Seller...; bull; bull;Increased discussion of English language learners. bull;New evidence-based research icons highlighting current research bull;New standards icons from various subject areas help pre-service teachers make the connection on how content area literacy instruction helps them meet the standards in their disciplines. bull;New writing icons throughout the chapters point to writing examples. bull;Thoroughly revised Chapter 7, ";Reading to Learn."; bull;New information for all of the content areas in every chapter is represented in the examples, lessons, vignettes, and scenarios, making it easier for students enrolled from different discipline areas to locate content-specific/relevant examples. Ringing Endorsements for Content Area Reading and Literacy, Fourth Edition ";Chapter 14-";Teaching for Diversity."; This is an excellent chapter that certification students and other graduate students can use to understand more about the types of diversity categories that are present in instructional settings. This textbook is excellent for students."; Lavernia F. Hutchison, University of Houston-Central Campus ";There are many strengths in this text. I particularly like the way it is laid out. I believe that helping the students to see the importance of content literacy from the very beginning is extremely important. Immediately following this topic the students then move directly into diversity, which includes the understanding the meaning of language and culture. Both of these topics form the basis for the rest of the course. Overall, I believe that this book is an excellent text for teaching in the Content Area."; Randy M. Wood, Baylor University ";The strengths of this text include the authors in depth knowledge of the field of content area reading. Their chapter on assessing textbooks is invaluable for secondary teachers who don't understand the difficulty of some textbooks and the problems these texts can cause students. The chapter on multiculturalism and the ESL learner is a strength. The chapter on vocabulary is outstanding."; Patricia J. Pollifrone, Gannon University Please visit the book specific website at: http://www.ablongman.com/alvermann4e to learn more.

Table of Contents

Preface xiii
Content Literacy and the Reading Process
1(32)
Assumptions Underlying Content Teaching
4(8)
Subject Matter
4(1)
Role of the Textbook
5(1)
Active and Independent Readers
6(4)
Fluent Readers
10(1)
Fluency with Information Technology
10(2)
What It Means to Be Literate
12(5)
Literate Thinking
12(1)
Content Literacy
13(2)
The New Literacy Studies
15(2)
The Reading Process
17(14)
A Cognitive View
17(8)
A Social Constructionist Perspective
25(3)
The Role of Motivation
28(3)
Summary
31(1)
Suggested Readings
32(1)
Language, Diversity, and Culture
33(27)
Language as a Vehicle for Teaching and Learning Content
36(4)
Seeing Language as Social Practice
36(1)
Dealing with Gendered Language in the Classroom and the Text
37(3)
Diversity in Language and Learning
40(10)
Second-Language Acquisition and Learning
41(4)
Dialect Differences
45(3)
Struggling or Reluctant Readers
48(1)
Gifted Learners
49(1)
Teaching and Learning in Culturally Diverse Classrooms
50(4)
Today's Youth Culture
50(2)
CREDE's Standards for Effective Pedagogy and Learning
52(1)
Integrating Language, Culture, and Content
53(1)
Culturally Responsive Professional Growth
54(4)
Appreciating Diversity
54(2)
Involving Parents and Community
56(1)
Linking School and Home
57(1)
Summary
58(1)
Suggested Readings
59(1)
Creating a Favorable Learning Environment
60(28)
Affective Characteristics
63(7)
Linking Content Literacy with Students' Lives
63(4)
Adaptive Instruction
67(2)
Providing Choices
69(1)
Forms of Grouping
70(8)
Ability Grouping
70(2)
Cooperative Learning
72(3)
Cross-Age Tutoring
75(1)
Discussion Groups
76(1)
Reading and Writing Workshops
77(1)
Creating Community with Technology and Multimedia
78(5)
Technology
79(2)
Multimedia
81(1)
Assistive Technology
82(1)
Conflict Resolution
83(3)
What the Research Says
84(1)
Strategies for Managing Conflict
84(2)
Summary
86(1)
Suggested Readings
87(1)
Planning for Content Literacy
88(37)
Instructional Decision Making
91(8)
Content Objectives
92(2)
Language and Literacy Objectives
94(1)
Learning Materials
95(1)
Student Capabilities and Needs
95(3)
Evaluation and Assessment
98(1)
Planning and Educational Technology
99(6)
Teaching Resources on the Web
101(2)
Planning Student Involvement with the Internet
103(2)
Structured Frameworks for Content Literacy Lessons
105(6)
Direct Instruction
105(1)
The Instructional Framework
106(1)
Reciprocal Teaching
107(3)
Problem-Based Learning
110(1)
Beyond the Daily Plan: Unit Planning
111(13)
Interdisciplinary Teaching
111(2)
Thematic Teaching
113(1)
Integrative Curriculum
114(2)
Unit Planning
116(8)
Summary
124(1)
Suggested Readings
124(1)
Assessment of Students and Textbooks
125(39)
Assessing Students
128(30)
Tests and Testing: A Consumer Advisory
128(4)
Types of Assessment
132(5)
Learning about Students
137(7)
Grades and Grading
144(8)
Portfolio Assessment
152(6)
Assessing Textbooks
158(4)
Readability Formulas
159(2)
Consumer Judgments
161(1)
Summary
162(1)
Suggested Readings
163(1)
Preparing to Read
164(27)
The Role of Prior Knowledge
167(2)
Barriers to New Learning
167(2)
The Teacher's Task
169(1)
Assessing and Building Prior Knowledge
169(5)
The List-Group-Label Strategy
169(1)
Graphic Organizers
170(1)
Reading and Listening
171(1)
Writing
172(2)
Activating Prior Knowledge with Prereading Strategies
174(16)
Anticipation Guides
175(6)
Web Quest Problem-Solving Activity
181(4)
K-W-L
185(5)
Summary
190(1)
Suggested Readings
190(1)
Reading to Learn
191(40)
Constructing Meaning with Text
194(1)
Helping Students Comprehend
195(6)
Teaching Students to be Strategic
196(2)
Making Text Comprehensible
198(1)
The Role of Fluency in Comprehension
198(3)
Questions and Questioning
201(13)
When to Ask
202(1)
What to Ask
203(6)
How to Ask
209(5)
Comprehension Guides
214(5)
Three-Level Guides
215(2)
Selective Reading Guides
217(2)
Interactive Reading Guides
219(1)
Sensing and Responding to Text Structure
219(10)
Common Text Structures
219(3)
Teaching about Text Structures
222(7)
Summary
229(1)
Suggested Readings
230(1)
Increasing Vocabulary and Conceptual Growth
231(36)
Learning Words and Concepts
233(1)
How Students Learn Vocabulary
234(5)
Word-Learning Tasks
235(1)
Levels of Word Knowledge
236(1)
Readers' Resources for Learning New Words
237(2)
Teaching Vocabulary
239(10)
Criteria for Selecting Vocabulary
241(1)
Guidelines for Vocabulary Instruction
242(1)
Strategies for Introducing and Teaching Vocabulary
243(6)
Developing Students' Independence
249(11)
Using Context Clues
249(2)
Using Familiar Word Parts
251(2)
Using Dictionaries
253(1)
Vocabulary Self-Collection
254(1)
Intensive Approaches for Struggling Readers and English Language Learners
255(5)
Reinforcing Vocabulary
260(5)
Matching Activities, Puzzles, and Games
260(1)
Categorizing Activities
260(2)
Analogies
262(3)
Summary
265(1)
Suggested Readings
266(1)
Reflecting on Reading
267(25)
Engaging Students through Discussion
270(5)
Small-Group Discussions
270(3)
Peer-Led Literature Circles
273(2)
Guiding Student Reflection
275(8)
Reaction Guides
275(2)
Reading for Different Purposes
277(2)
Discussion Webs
279(1)
Intra-Act Procedure
280(3)
Promoting Critical Literacy
283(8)
Teaching Literacy for Critical Awareness
284(1)
Incorporating Critical Media Literacy into the Curriculum
285(6)
Summary
291(1)
Suggested Readings
291(1)
Writing across the Curriculum
292(42)
What Content Teachers Need to Know about Writing
294(9)
Writing and Reading
294(2)
The Writing Process
296(3)
Social Construction of Writing
299(2)
Writing and the Computer
301(2)
Writing Activities for Content Areas
303(16)
Writing Assignments
303(3)
Learning Logs and Journals
306(3)
Other Informal Writing Activities
309(1)
Reviewing and Summarizing
310(4)
Guiding Student Writing
314(5)
Writing to Inquire
319(10)
Preparing for Student Inquiry
321(1)
Collecting and Organizing Information
322(3)
Writing a Report
325(1)
Alternatives to the Traditional Research Report
326(3)
Responding to Student Writing
329(4)
Peer Responses
330(1)
Teacher Conferences
331(1)
Formal Evaluation
332(1)
Summary
333(1)
Suggested Readings
333(1)
Studying and Study Strategies
334(23)
Prerequisites for Effective Studying
337(2)
Motivation
337(1)
Teachers' Expectations
337(1)
Knowledge of the Criterion Task
338(1)
Domain Knowledge
338(1)
Accessing Information
339(3)
Information Literacy and Library Skills
339(2)
Web Site Evaluation
341(1)
Preparing for Tests
342(4)
Objective Tests
342(2)
Subjective Tests
344(1)
Role of Homework
344(2)
Using Study Strategies
346(10)
Task Awareness with SQ3R
347(1)
Strategy Awareness
348(2)
Performance Awareness
350(1)
Note-Taking Strategies
350(2)
Compare/Contrast Study Matrix
352(1)
Internet Search Strategies
353(3)
Summary
356(1)
Suggested Readings
356(1)
Developing Lifetime Readers: Literature in Content Area Classes
357(26)
Benefits of Using Literature in Content Areas
361(2)
Encouraging Responses to Literature
363(2)
Integrating Literature into Content Areas
365(11)
Uses of Literature in Content Areas
366(5)
Fiction and Nonfiction for Content Areas
371(5)
Developing Awareness of Diversity through Literature
376(6)
Summary
382(1)
Suggested Readings
382(1)
Appendix A Word Lover's Booklist 383(2)
Appendix B Read-Aloud Books for Content Areas 385(3)
Appendix C Trade Books for Science, Math, and Social Studies 388(5)
Appendix D Culturally Conscious Trade Books 393(5)
Appendix E Standards for the Content Areas 398(1)
References 399(24)
Author Index 423(5)
Subject Index 428


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