Teaching Content Reading and Writing, 3rd Edition

by Martha Rapp Ruddell (Sonoma State Univ.)

• ISBN13: 9780471366744
• ISBN10: 0471366749
• Edition: 3rd
• Format: Hardcover
• Copyright: 2000-08-10
• Publisher: Wiley

Summary

With the passage of the "No Child Left Behind" Act and Increasing pressures on teachers to produce results, true literacy is no longer optional-all the more so in a technological world, where adolescent "literacy" has become increasingly diverse and complex. In this new edition of Teaching Content Reading and Writing, Martha Rapp Ruddell provides you with the evidence-based theories and practices you need to rise to the demand of today's schools and to make decisions about the most effective ways to teach today's learners. Updated and revised in light of the evolving realities of adolescent lives and literacies, Teaching Content Reading and Writing, Fifth Edition offers a wealth of ready-to-implement ideas and features to help you achieve success in your classroom, including: Up-to-date discussions of adolescent literacies-including digital literacies such as iPods, pod-casts, IM, and blogs, Suggestions for content area instruction that supports the needs of all learners, Centerpiece Lesson Plans that show you how to apply and adapt instructional strategies for specific content area lessons, How To Do feature-step-by-step instructions you can use to plan lessons, Creating Strategic Readers, Writers, and Learners-specific suggestions for helping your students take charge of their own learning and become confident learners, Online Video Vignettes of real teachers teaching real students let you see how the strategies play out in the classroom, Opening-chapter classroom scenarios, Double Entry Journal prompts, end-of-chapter What This Chapter Means to You, and other guides to connect what you learn to your own experience and classroom. Book jacket.

Author Biography

Martha Rapp Ruddell is Professor and Dean Emerita of the School of Education at Sonoma State University in Rohnert Park, California

Table of Contents

Preface	v
Literacy in Middle and Secondary Schools	2	(20)
Literacy Issues in Middle and Secondary Schools	5	(3)
Learning and Literacy Needs	6	(1)
Responding to Students' Learning and Literacy Needs	7	(1)
Middle and Secondary Literacy Instruction in Perspective	8	(8)
The 1930s	9	(1)
The 1940s	9	(1)
The 1950s	9	(1)
The 1960s	10	(1)
The 1970s	10	(2)
The 1980s	12	(1)
The 1990s	13	(1)
2000 and Beyond	14	(2)
Plan of This Book	16	(6)
Literacy and Language Processes: Thinking, Reading, and Writing in First and Second Languages	22	(24)
Theory and Practice	24	(1)
Cognitive Theory	24	(3)
Cognition	25	(1)
Cognitive Processing, Concept Formation, and Learning	26	(1)
Intertextuality	27	(1)
The Relationship between Thinking and Reading	27	(7)
The Reading Process	29	(5)
Monitoring the Reading Process	34	(1)
The Relationships among Thinking, Reading, and Writing	34	(3)
The Writing Process	34	(3)
Monitoring the Writing Process	37	(1)
Second-Language Acquisition and Literacy	37	(5)
Krashen's Second-Language Acquisition Theory	38	(3)
Cummins's Cognitive and Language Context Theory	41	(1)
Implications for Learning and Teaching	42	(4)
Evaluating Instructional Materials	46	(36)
Text and Textbook Issues	49	(2)
Comparing Trade Text and Textbook Text	49	(1)
Resolving the Issues	50	(1)
Traditional Instruments for Evaluation of Classroom Texts	51	(12)
Readability of Text	51	(2)
Two Readability Formulas	53	(4)
Reader-Text Interactions	57	(6)
Alternative Approaches for Evaluating Classroom Texts	63	(9)
The Readability Checklist	64	(1)
The Friendly Text Evaluation Scale	65	(1)
The Carter G. Woodson Book Award Checklist	65	(5)
Summary of Alternative Approaches for Evaluating Text	70	(2)
Making the Text Evaluation and Selection Process Successful	72	(2)
Evaluation of Electronic and Software Texts	74	(5)
Evaluating Internet Texts	76	(1)
Evaluating Software	76	(3)
Some Final Words About Evaluation of Instructional Texts	79	(3)
Comprehension Instruction in Content Areas	82	(54)
The Comprehension Process and Comprehension Instruction	83	(1)
The Comprehension Process	84	(3)
Instructional Strategies for Guiding Comprehension	87	(25)
The Directed Reading-Thinking Activity (DR-TA)	87	(19)
The Group Mapping Activity (GMA)	106	(6)
Comprehension Levels, Teacher Questions, and Comprehension Instruction	112	(1)
Levels of Comprehension	113	(1)
Literal Comprehension	113	(1)
Interpretive Comprehension	113	(1)
Applied Comprehension	113	(1)
Teacher Questions	114	(1)
Question-Based Strategies for Guiding Comprehension	115	(15)
The Directed Reading Activity (DRA)	115	(10)
ReQuest	125	(5)
Some Concluding Thoughts on Comprehension	130	(6)
Vocabulary Learning in Content Areas	136	(42)
Effective Content Vocabulary Instruction	138	(4)
Purposes for Content Vocabulary Instruction	140	(1)
Problems Associated with Content Vocabulary Instruction	141	(1)
Content Vocabulary Instruction: Removing Barriers to Comprehension	142	(16)
Prereading Instruction: Direct Vocabulary Teaching	143	(3)
Prereading Instruction: Developing a Functional System for Learning New Words	146	(12)
Content Vocabulary Instruction: Long-Term Acquisition and Development	158	(20)
Postreading Instruction: The Vocabulary Self-Collection Strategy (VSS)	158	(6)
Activities for Long-Term Content Vocabulary Learning	164	(2)
Specific VSS Activities	166	(3)
Benefits of Using VSS	169	(9)
Teaching Bilingual/Bicultural Students in Multilingual/Multicultural Settings	178	(34)
Bilingual/Bicultural and Non-English-Speaking Students	180	(9)
Bilingual Students and Programs	182	(2)
Appropriate Placement in Programs for Bilingual Students	184	(2)
Academic Success and Bilingual/Bicultural Students	186	(2)
Implications for Instruction	188	(1)
Instruction for Bilingual/Bicultural Students	189	(18)
Curriculum and Content Development for Bilingual Learners	193	(1)
Sheltered Instruction (SI)	193	(9)
Assessment	202	(3)
Other Issues	205	(2)
Some Final Words About Teaching Bilingual/Bicultural Learners in Multilingual/Multicultural Classrooms	207	(5)
Reading Across the Curriculum	212	(42)
Content Reading Needs of Middle School and Secondary Students	215	(2)
Authentic Achievement	215	(1)
Learning from Text	216	(1)
Guiding Students Before, During, and After Reading	217	(20)
Think, Predict, Read, Connect (TPRC), GMA, and VSS	218	(8)
K-W-L Plus	226	(3)
The Directed Inquiry Activity (DIA)	229	(2)
Predict-Locate-Add-Note (PLAN)	231	(1)
Three-Level Reading Guides	232	(5)
Guiding Students Before and During Reading	237	(2)
The PreReading Plan (PreP)	237	(1)
Questioning the Author (QtA)	238	(1)
Guiding Students During and After Reading	239	(5)
Reading Response Groups	240	(3)
REAP Procedure	243	(1)
Study Skills and Content Area Reading	244	(2)
Survey, Question, Read, Recite, Review (SQ3R)	245	(1)
Underlining and Notetaking	245	(1)
Technology and Reading Across the Curriculum	246	(2)
Concluding Thoughts About Reading Across the Curriculum	248	(6)
Writing Across the Curriculum	254	(32)
Writing in Subject Area Classrooms	256	(6)
Traditional Writing Instruction	256	(1)
New Viewpoints About Writing	257	(1)
Thinking With a Pencil in Hand	258	(1)
The Writing Repertory	259	(3)
Writing Instruction That Guides Noting Down, Looking Into, and Thinking Over/Thinking Through	262	(8)
Writing Workshop	262	(2)
Role/Audience/Format/Topic (RAFT)	264	(3)
Learning Logs and Double Entry Journals	267	(3)
Writing Instruction That Guides Looking Into	270	(3)
Beginning Researchers	270	(2)
Web Sites and E-Mail	272	(1)
Writing Instruction That Guides Thinking Over/Thinking Through	273	(7)
Writing from Maps	273	(3)
Journals	276	(3)
Quick Writes	279	(1)
Extending the Writing Process	280	(1)
A Few Final Words About Writing Across the Curriculum	281	(5)
Assessment of Student Progress in Subject Area Reading and Writing	286	(42)
Overview of Evaluation and Assessment	289	(6)
Assessment Concepts and Terms	289	(4)
Assessment Today and in the Future	293	(1)
Standards and Assessment	293	(2)
Literacy Assessment in Subject Areas	295	(1)
Principles of Assessment	295	(3)
Formal Assessment	298	(7)
Testing Instruments	301	(1)
Test Scores	302	(2)
Interpretation of Tests	304	(1)
Informal and Authentic Assessment of Subject Area Reading and Writing	305	(18)
Traditional Informal Assessment	305	(1)
Performance Evaluation	305	(2)
Observation As An Assessment Tool	307	(1)
The Developmental Inventory	308	(8)
Interviews and Student Self-Reports	316	(1)
Portfolio Assessment	317	(6)
A Final Word About Assessment	323	(5)
Diversity in the Classroom: Meeting the Needs of All Students	328	(34)
The Difference Model as a Means for Viewing Diversity	331	(4)
The Defect and Disruption Models	332	(1)
The Deficit Model	333	(1)
The Difference Model	334	(1)
At-Risk Students, the Difference Model, and Diversity	334	(1)
Readers and Writers in Trouble	335	(5)
Instruction for Readers and Writers in Trouble	337	(1)
High and Low Achievers	338	(2)
Instruction in Subject Area Classes for Readers and Writers in Trouble	340	(9)
ReQuest	340	(1)
Question Answer Relationships (QAR)	341	(3)
ReQAR	344	(2)
The Cone of Experience	346	(3)
Strategy Review	349	(1)
Giftedness, Gender, and Other Differences	349	(4)
Gifted Students	349	(1)
Gender Differences	350	(2)
Other Differences	352	(1)
Other Approaches for Meeting the Diverse Needs of Students	353	(4)
Creating a Community of Readers	354	(1)
Getting to Know, and Like, Preadolescent and Adolescent Students	355	(2)
The Difference Model Revisited	357	(5)
Content Learning, Collaboration, and Literacy	362	(42)
Current Approaches to Content Learning	364	(3)
Integrated Studies	365	(1)
Interdisciplinary Instruction	366	(1)
Collaborative Learning	366	(1)
Cooperation, Collaboration, and Literacy	367	(5)
Characteristics of Cooperative/Collaborative Learning	368	(1)
Collaborative Learning, Language, and Literacy	369	(2)
Concept-Oriented Reading Instruction (CORI)	371	(1)
Collaborative Learning Activities to Promote Literacy and Content Learning	372	(8)
Project-Based Learning	373	(5)
The Group Reading Activity (GRA)	378	(1)
Group Investigation	379	(1)
Other Cooperative/Collaborative Learning Activities	380	(6)
Jigsaw Grouping	380	(1)
Jigsaw II	381	(2)
Creative Thinking-Reading Activities (CT-RAs)	383	(2)
Ask Something	385	(1)
Ambiguity, Risk, and Collaborative Learning	386	(2)
Procedures for Implementing, Guiding, and Evaluating Collaborative Group Work	388	(8)
Prerequisites to Grouping for Collaborative Learning	389	(1)
Introducing Collaborative Learning Groups	389	(2)
Establishing Roles for Individuals in Collaborative Learning Groups	391	(1)
Guiding Collaborative Learning Groups	392	(1)
Project Management	393	(1)
Evaluating and Grading Cooperative/Collaborative Group Work	394	(2)
Some Final Words on Content Learning, Collaboration, and Literacy	396	(8)
Developing Lifelong Readers and Writers	404	(24)
Opening Doors	406	(3)
Teachers Who Open Doors	407	(1)
Opening Doors to Lifelong Literacy	407	(2)
Finding Out About Readers and Writers	409	(6)
Questionnaires	409	(1)
Talking to and Observing Students	410	(2)
Finding Out About Yourself	412	(1)
Becoming a Writer	413	(1)
Becoming a Reader	414	(1)
Classroom Climates for Literacy	415	(4)
Reading with Students	415	(2)
Reading to Students	417	(1)
Writing with Students	418	(1)
Writing to Students	419	(1)
Resources for Developing Lifelong Readers and Writers	419	(5)
Resources for Independent Reading-Finding Good Books	419	(4)
Resources for Independent Writing-Getting Good Ideas	423	(1)
Some Concluding Thoughts About Developing Lifelong Readers and Writers	424	(4)
Appendix: Lesson Plans	428	(20)
Index	448