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Improving Adolescent Literacy : Strategies at Work,9780131113480

Improving Adolescent Literacy : Strategies at Work

by ;
Edition:
1st
ISBN13:

9780131113480

ISBN10:
0131113488
Format:
Paperback
Pub. Date:
1/1/2004
Publisher(s):
Prentice Hall
List Price: $28.00

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This is the 1st edition with a publication date of 1/1/2004.
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Summary

To help future teachers learn to infuse literacy instruction into all content areas, these AUTHORs present a rich panoply of engaging instructional strategies that research has shown to be effective for improving reading and writing in middle and secondary school students. After discussing common questions asked by content area teachers, a full chapter is devoted to each of eight strategies-anticipatory activities, read-alouds/shared reading, questioning, notetaking/notemaking, graphic organizers, vocabulary instruction, writing to learn, and reciprocal teaching-coupling discussions with examples from the AUTHOR's own research in a diverse, urban secondary school. Features a common structure for presenting each strategy-1) scenario of a teacher using the strategy; 2) rationale for the strategy and its supporting research; and 3) descriptions of how the strategy works and authentic examples of the strategy in use. Additionally, in order to meet the challenge of today's inclusive, multicultural classrooms, the book presents only those strategies that have been proven effective with all learners - including those for whom English is not their first language. For future content area reading teachers.

Table of Contents

Chapter 1 Teachers Matter and What They Do Matters Most: Using Literary Strategies, Grouping, and Texts to Promote Learning 1(14)
Why Can't English Teachers Take Care of the Literacy Needs of Students?
2(1)
How Do We Know That Literacy Instruction in All Content Areas Matters?
3(1)
What Do You Mean by Content Areas?
3(1)
What Are the Differences in Texts and Text Structures, and Why Does That Matter?
4(3)
Common Expository Text Structures
5(1)
Common Text Styles
6(1)
If the Students Can't Read the Text, What Should I Do?
7(1)
Use a Variety of Materials
8(1)
How Can I Group Students to Maximize Their Learning?
8(1)
How Do I Ensure That I'm Offering an Enriching, Safe, and Motivating Classroom Environment?
9(1)
Introduce Classroom Materials
9(1)
Where Does Classroom Management Fit In?
9(1)
Are Some Instructional Strategies Only Good for Specific Content Areas?
10(1)
Why Should Teachers Help Students Apply What They've Learned?
11(1)
What Do We Mean by "Reflective Teaching"?
11(2)
Teachers Never Stop Learning
12(1)
A Professional Invitation
12(1)
References
13(2)
Chapter 2 Attention Getters: Using Anticipatory Activities to Inspire Learning 15(22)
Types of Anticipatory Activities
16(3)
Demonstrations
16(1)
Discrepant Events
17(1)
Visual Displays
17(1)
Thought-Provoking Questions
18(1)
Strategies at Work
19(15)
Anticipatory Activities in English
19(5)
Anticipatory Activities in Social Studies
24(4)
Anticipatory Activities in Mathematics
28(1)
Anticipatory Activities in Science
28(6)
Anticipatory Activities in Electives
34(1)
Conclusion
34(1)
References
34(3)
Chapter 3 Read-Alouds and Shared Readings: Not Just for Elementary Anymore 37(22)
Read-Alouds
38(4)
Effectiveness of Read-Alouds
38(1)
The Benefits for English Language Learners
39(1)
Planning for Read-Alouds in Secondary Classrooms
39(3)
Shared Reading
42(4)
Implementing Shared Reading
43(1)
Selecting Texts for Shared Reading
44(2)
Strategies at Work
46(8)
Read-Alouds in English
46(1)
Shared Reading in Mathematics
47(3)
Shared Reading in Social Studies
50(1)
Shared Reading in Science
51(1)
Read-Alouds and Shared Reading in Electives
52(2)
Conclusion
54(1)
References
55(4)
Chapter 4 Questions, Questions Everywhere 59(24)
Creating Quality Questions
60(2)
What Are "Higher-Order" Questions?
61(1)
Strategies at Work
62(17)
Questioning the Author (QtA)
62(1)
Questioning the Author in English
63(2)
ReQuest
65(1)
ReQuest in Social Studies
65(2)
Directed Reading-Thinking Activity (DR-TA)
67(2)
DR-TA in Social Studies
69(2)
Question-Answer Relationship (QAR)
71(2)
QAR in Science
73(2)
Using Questioning for Study (SQ3R, SQ4R, and SQRQCQ)
75(2)
SQRQCQ in Mathematics
77(1)
Student-Generated Questioning in Electives
78(1)
Conclusion
79(1)
References
80(3)
Chapter 5 Getting It Down: Teaching Students to Take and Make Notes 83(20)
Why Teach Students How to Take Notes?
83(5)
Setting Students Up for Successful Notetaking
86(2)
Strategies at Work
88(13)
Notetaking in English
88(2)
Notetaking in Mathematics
90(3)
Note Making in Social Studies
93(3)
Notetaking in Science
96(2)
Notetaking in Electives
98(3)
Conclusion
101(1)
References
101(2)
Chapter 6 Picture This: Graphic Organizers in the Classroom 103(18)
Teaching and Learning With Graphic Organizers
105(8)
Why Use Graphic Organizers?
105(1)
When Can I Use a Graphic Organizer?
106(2)
What Are the Types of Graphic Organizers?
108(3)
How Can I Teach the Use of Graphic Organizers?
111(1)
How Can Graphic Organizers Be Used for Assessment?
112(1)
Strategies at Work
113(6)
Graphic Organizers in English
113(1)
Graphic Organizers in Social Studies
114(1)
Graphic Organizers in Mathematics
115(1)
Graphic Organizers in Science
116(2)
Graphic Organizers in Electives
118(1)
Conclusion
119(1)
References
120(1)
Chapter 7 Word for Word: Vocabulary Development Across the Curriculum 121(19)
The Importance of Word Knowledge
121(4)
Vocabulary Acquisition
122(1)
Vocabulary Instruction
123(2)
Strategies at Work
125(11)
Vocabulary Instruction in English
125(4)
Vocabulary in Social Studies
129(2)
Vocabulary in Mathematics
131(2)
Vocabulary in Science
133(1)
Vocabulary in Electives
134(2)
Conclusion
136(1)
References
136(4)
Chapter 8 The Power in the Pen: Writing to Learn 139 Defining and Defending Writing to Learn 140(13)
Getting Students Involved
140(4)
Applying Three Kinds of Knowledge
140(2)
Why Is Writing Neglected in Many Content Area Classes?
142(1)
Using Writing Prompts
142(2)
Strategies at Work
144(7)
Writing to Learn in English
144(1)
Writing to Learn in Mathematics
145(2)
Writing to Learn in Social Studies
147(1)
Writing to Learn in Science
148(2)
Writing to Learn in Electives
150(1)
Conclusion
151(1)
References
152(1)
Chapter 9 Reciprocal Teaching: Giving Responsibility to Students 153(16)
Reciprocal Teaching: Comprehension at Work
155(3)
What Does the Research Say About Reciprocal Teaching?
155(1)
Defining Reciprocal Teaching
155(2)
Implementing Reciprocal Teaching
157(1)
Strategies at Work
158(9)
Reciprocal Teaching in the English Classroom
158(1)
Implementation Tips for the English Classroom
159(1)
Reciprocal Teaching in the Mathematics Classroom
159(2)
Implementation Tips for the Mathematics Classroom
161(1)
Reciprocal Teaching in the Social Studies Classroom
161(2)
Implementation Tips for the Social Studies Classroom
163(1)
Reciprocal Teaching in the Science Classroom
164(1)
Implementation Tips for the Science Classroom
165(1)
Reciprocal Teaching in the Physical Education Class
165(1)
Implementation Tips for the Physical Education Class
166(1)
Conclusion
167(1)
References
168(1)
Chapter 10 ... And in the Center Ring, High-Stakes Tests 169(14)
Standards and Assessment
169(2)
Legislative Support for Testing
169(2)
Concerns About Testing
171(1)
Addressing High-Stakes Tests
171(8)
Area #1: Test Format Practice
173(4)
Area #2: Reading Strategies Instruction (for Standardized Tests)
177(2)
Area #3: Student Engagement in Reading
179(1)
Using Results
179(1)
Conclusion
180(1)
References
181(2)
Index 183


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