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Developing Readers and Writers : In the Content AreaS,9780205494743
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Developing Readers and Writers : In the Content AreaS

by ; ; ;
Edition:
5th
ISBN13:

9780205494743

ISBN10:
0205494749
Format:
Paperback
Pub. Date:
1/1/2007
Publisher(s):
Allyn & Bacon
List Price: $125.16

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This is the 5th edition with a publication date of 1/1/2007.
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  • 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 CDs, lab manuals, study guides, etc.

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Summary

This practical, engaging book introduces prospective and practicing teachers to K-12 content reading instruction. The Fifth Edition of this popular book includes an expanded, up-to-date focus on standards-based teaching and learning. Unlike any other book in the market, the content progresses from general practices, cycles, and settings of instruction, to units of instruction and specific lesson planning. Well-respected authors Dave Moore, Pat Cunningham, Sharon Moore, and Jim Cunningham speak to educators new to the idea of content area literacy instruction and focus on instruction that is aligned with state standards and tests, yet promote literacy that goes beyond that which is tested. Chapters on comprehension, vocabulary, writing, and studying include end-of-chapter applications that show how the practices apply to specific content areas such as science and mathematics.

Table of Contents

Preface xv
Content Area Reading and Writing
1(19)
Looking Ahead
1(1)
Compelling Reasons Support Content Area Literacy Instruction
2(4)
Reading and Writing Are Tools for Learning
2(1)
Literacy Requirements Continually Increase
3(1)
Content Area Teachers Can Teach Content Area Reading and Writing Best
4(2)
Do It Together
6(1)
Thinking Underlies Reading, Writing, and Learning
7(4)
Connect
7(1)
Preview and Predict
8(1)
Organize
8(1)
Generalize
9(1)
Image
9(1)
Self-Monitor
10(1)
Evaluate
10(1)
Apply
11(1)
Try It Out
11(2)
Thinking Is Complex
11(2)
Listen, Look and Learn
13(1)
Academic Identities Drive Content Area Literacy and Learning
13(4)
Academic Identities
13(1)
Socially Situated Identities
14(1)
Implications of Socially Situated Identities
15(2)
Listen, Look, and Learn
17(1)
Looking Back
17(1)
Additional Readings
18(2)
Setting the Stage
20(15)
Looking Ahead
20(1)
Practices Are a Basic Ingredient of Literacy Instruction
20(5)
Providing Access to Reading and Writing That Students Can and Want to Accomplish
21(1)
Guiding Readers through Challenging Passages
22(1)
Providing Explicit Instruction in Reading and Writing Strategies
23(1)
Facilitating Collaborative Literacy Efforts
23(1)
Assessing Literacy to Inform Teaching and Learning
24(1)
Listen, Look, and Learn
25(1)
Literacy Instruction Occurs in Cycles
25(4)
Planning
25(1)
Introducing
26(1)
Guiding
27(1)
Culminating
27(1)
Cycles of Literacy Instruction Are Complex
27(2)
Do It Together
29(1)
Settings Influence Literacy Teaching and Learning
29(5)
Literacy Engagement
29(1)
Vision
30(1)
Authenticity
30(1)
Active Participation
31(1)
Academic Challenge and Support
32(1)
Social Support
32(2)
Listen, Look, and Learn
34(1)
Looking Back
34(1)
Add To Your Journal
34(1)
Additional Readings
34(1)
Instructional Units
35(27)
Looking Ahead
35(1)
Selecting a Topic Begins Unit Planning
36(1)
Listen, Look, and Learn
37(1)
Framing a Topic Structures Unit Planning
37(5)
Standards-Based Outcomes
37(2)
Central Questions
39(2)
Culminating Activities
41(1)
Framing Units Coherently
42(1)
Do It Together
42(1)
Working Within a Frame Focuses Unit Planning
42(3)
Assessment
42(3)
Try It Out
45(4)
Introductory Grabber
45(4)
Do It Together
49(2)
Collecting Resources
49(1)
Planning General Instruction
50(1)
Scheduling Unit Events
50(1)
Try It Out
51(8)
Interdisciplinary Units Are a Special Type
59(1)
Planning Wheels
59(1)
Getting Started
60(1)
Try It Out
60(1)
Looking Back
60(1)
Add to Your Journal
61(1)
Additional Readings
61(1)
Reading Materials and Exhibiting Responses
62(32)
Looking Ahead
62(1)
Students Deserve Various Reading Materials during Instructional Units
63(2)
Depth of Information
63(1)
Distinctive Points of View
64(1)
Materials That Fit Reading Competencies
64(1)
Opportunities for a Range of Thinking
64(1)
Listen, Look, and Learn
65(1)
Various Reading Materials Are Available for Instructional Units
65(12)
Reference Materials
66(1)
Periodicals
67(1)
Computer Technology
67(4)
Trade Books
71(2)
Multicultural Literature
73(2)
Textbooks
75(2)
Do It Together
77(1)
Exhibits Take Many Forms
78(4)
Visual Displays
78(1)
Concrete Displays
79(1)
Dramatizations
79(3)
Try It Out
82(7)
Writing
82(4)
Discussion
86(3)
Looking Back
89(1)
Add to Your Journal
90(1)
Additional Readings
90(2)
Childrens' and Young Adults' Trade Books Noted in Chapter 4
92(2)
Comprehension
94(40)
Looking Ahead
94(1)
Vary Levels of Comprehension Support
95(2)
Reader--Text Matches
95(2)
Do It Together
97(2)
Study Guides
97(2)
Listen, Look, and Learn
99(1)
Guide Readers Through Challenging Passages
99(8)
Planning Comprehension Guidance
99(4)
Implementing Comprehension Guidance
103(3)
Closing Words about Guiding Comprehension
106(1)
Teach Reading Comprehension Strategies
107(2)
Graphic Organizing
107(2)
Try It Out
109(7)
Predicting
109(2)
Summarizing
111(1)
Imaging
112(1)
Asking and Answering Questions
113(1)
Closing Words about Teaching Comprehension Strategies
114(1)
Strategy Self-Assessment
115(1)
Promote Collaborative Comprehension Practices
116(1)
Specific Content Area Applications
117(11)
Comprehension in English/Language Arts Classrooms
117(2)
Comprehension in Second-Language Classrooms
119(2)
Comprehension in Mathematics Classrooms
121(2)
Comprehension in Science Classrooms
123(2)
Comprehension in Social Studies Classrooms
125(2)
Comprehension in Activity Classrooms
127(1)
Looking Back
128(1)
Add to Your Journal
128(1)
Additional Readings
128(2)
Appendix: Graphic Organizers
130(4)
Meaning Vocabulary
134(37)
Looking Ahead
134(1)
Vocabulary Development Is Complex
135(3)
Concepts and Labels for Concepts
135(1)
Depth of Word Knowledge
136(1)
Related Words
136(1)
Symbols
136(1)
Direct Experience
137(1)
Media and Technology
137(1)
Connection
137(1)
Try It Out
138(1)
Authentic Settings
138(1)
Promoting Wide Reading
139(1)
Teaching Sets of Words
140(1)
Selecting Sets of Words
140(1)
Try It Out
141(6)
Representing Word Meanings Productively
141(6)
Promoting Word Consciousness
147(6)
Model Word Wonder
148(1)
Have Students Select the Words to Be Learned
149(1)
Help Students Develop Self-Assessment Strategies
149(1)
Word Books
150(1)
Word Play
151(2)
Teach Word Learning Strategies
153(4)
Context Power
153(1)
Morpheme Power
154(3)
Do It Together
157(1)
Dictionary Power
158(1)
Listen, Look, and Learn
158(1)
Specific Content Area Applications
159(10)
Vocabulary in English/Language Arts Classrooms
159(1)
Vocabulary in Second-Language Classrooms
160(2)
Vocabulary in Mathematics Classrooms
162(2)
Vocabulary in Science Classrooms
164(2)
Vocabulary in Social Studies Classrooms
166(1)
Vocabulary in Activity Classrooms
167(2)
Looking Back
169(1)
Add to Your Journal
170(1)
Additional Readings
170(1)
Writing
171(38)
Looking Ahead
171(1)
Vary Informal Writing
172(4)
Quick Writes
172(3)
Content Journals
175(1)
Try It Out
176(1)
Guide Writers Through Challenging Tasks
177(4)
Planning Writing Guidance
177(4)
Try It Out
181(5)
Implementing Writing Guidance
185(1)
Listen, Look, and Learn
186(1)
Teach Writing Strategies
186(5)
Before Writing
186(1)
During Writing
187(2)
After Writing
189(2)
Try It Out
191(3)
Self-assessment
191(3)
Do It Together
194(1)
Specific Content Area Applications
194(13)
Writing in English/Language Arts Classrooms
194(2)
Writing in Second-Language Classrooms
196(2)
Writing in Mathematics Classrooms
198(1)
Writing in Science Classrooms
199(3)
Writing in Social Studies Classrooms
202(3)
Writing in Activity Classrooms
205(2)
Looking Back
207(1)
Add to Your Journal
207(1)
Additional Readings
207(2)
Studying
209(35)
Looking Ahead
209(1)
Studying Is Complex
210(1)
Studying Includes Several Major Components
211(9)
Study Strategies
211(4)
Systems
215(2)
Resource Management
217(1)
Self-Regulation
218(2)
Listen, Look, and Learn
220(1)
Important Principles of Instruction Apply to How to Study
220(1)
Try It Out
221(4)
Combine Study Strategy Instruction with Content Teaching
221(1)
Follow an Apprenticeship Model
222(1)
Fading and Self-Assessment
222(3)
Try It Out
225(3)
Scaffolding
225(3)
Teaching All Students How to Study Requires a Team Approach across Content Areas and Grades
228(1)
Specific Content Area Applications
229(13)
Studying in English/Language Arts Classrooms
229(2)
Studying in Second-Language Classrooms
231(2)
Studying in Mathematics Classrooms
233(2)
Studying in Science Classrooms
235(2)
Studying in Social Studies Classrooms
237(3)
Studying in Activity Classrooms
240(2)
Looking Back
242(1)
Add to Your Journal
242(1)
Additional Readings
242(2)
Student Inquiry
244(22)
Looking Ahead
244(1)
A Special Feature of Instruction
245(1)
Do It Together
246(1)
Asking Engaging Researchable Questions
246(3)
WH Poster Questions
247(1)
Question Stems
247(1)
Self-assessing Questions
248(1)
Locating Sources and Information Within Sources
249(3)
Key Words
249(1)
Online Resources
250(1)
Interviews
251(1)
Try It Out
252(1)
Organizing Information
252(5)
Producing Notes
253(1)
Categorizing Information
253(1)
Citing Information
254(1)
Maintaining and Clarifying the Focus of Research
255(2)
Try It Out
257(1)
Representing What Was Learned
257(5)
Writing
258(1)
Speaking
259(1)
Multimedia Representations
260(1)
Multigenre Representations
261(1)
Listen, Look, and Learn
262(1)
Teaching Independent Inquiry
262(1)
Avoiding Plagiarism
262(1)
Assessment
263(1)
Journal Writing
263(1)
Looking Back
263(1)
Add to Your Journal
264(1)
Additional Readings
264(2)
Differentiating Instruction
266(16)
Looking Ahead
266(1)
Learners Deserve Fair Opportunities for Success
267(1)
Do It Together
268(1)
Differentiation Begins with a Climate of Respect
268(1)
Do It Together
269(1)
Utilize Supportive People
270(2)
Listen, Look, and Learn
272(1)
Provide Structured Freedom
272(1)
Same Text/Same Task
273(1)
Do It Together
273(1)
Different Texts/Same Task
274(1)
Do It Together
274(2)
Same Text/Different Tasks
274(2)
Do It Together
276(3)
Different Texts/Different Tasks
276(3)
Do It Together
279(1)
Looking Back
280(1)
Add to Your Journal
280(1)
Additional Readings
280(2)
Cases of Content Area Literacy Instruction
282(15)
Looking Ahead
282(1)
Primary Level
282(3)
Do It Together
285(1)
Intermediate Level
285(4)
Do It Together
289(1)
Middle Level
290(2)
Do It Together
292(1)
High School Level
292(3)
Do It Together
295(1)
Looking Back
295(1)
Add to Your Journal
296(1)
Addtional Reading
296(1)
Reading Proficiency
297(16)
Looking Ahead
297(1)
NAEP Expectations Are Sensible Starting Points for Describing Reading Proficiency
297(4)
NAEP Expectations
298(3)
Do It Together
301(2)
Do It Together
303(1)
NAEP Expectations Present Readers Many Challenges
303(6)
Text
304(2)
Activity
306(2)
Reader
308(1)
Sociocultural Setting
309(1)
Listen, Look, and Learn
309(1)
Students Deserve Instruction That Goes Beyond NAEP Expectations
310(2)
Looking Back
312(1)
Add to Your Journal
312(1)
Additional Readings
312(1)
Reading Policy
313(15)
Looking Ahead
313(1)
The No Child Left Behind Act Presents Reading Expectations as Never Before
314(4)
NCLB Expectations
315(3)
Do It Together
318(1)
The Opportunity---and the Challenge---of No Child Left Behind Is to Ensure That It Serves Students Well
318(4)
Are the NCLB Provisions Sufficient to Close the Achievement Gap?
319(3)
Will NCLB Narrow the Curriculum?
322(1)
Listen, Look, and Learn
322(3)
What Aspects of NCLB Clearly Are Deplorable?
322(3)
What Aspects of NCLB Are Most Promising?
325(1)
Conclusion
325(1)
Looking Back
326(1)
Add to Your Journal
327(1)
Additional Readings
327(1)
References 328(17)
Name Index 345(6)
Subject Index 351


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