CART

(0) items

Teaching Content Reading and Writing, 3rd Edition,9780471366744
This item qualifies for
FREE SHIPPING!

FREE SHIPPING OVER $59!

Your order must be $59 or more, you must select US Postal Service Shipping as your shipping preference, and the "Group my items into as few shipments as possible" option when you place your order.

Bulk sales, PO's, Marketplace Items, eBooks, Apparel, and DVDs not included.

Teaching Content Reading and Writing, 3rd Edition

by
ISBN13:

9780471366744

ISBN10:
0471366749
Media:
Hardcover
Pub. Date:
8/10/2000
Publisher(s):
Wiley
List Price: $152.00
More New and Used
from Private Sellers
Starting at $0.01

Rent Textbook

We're Sorry
Sold Out

Used Textbook

We're Sorry
Sold Out

eTextbook

We're Sorry
Not Available

New Textbook

We're Sorry
Sold Out

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


Please wait while the item is added to your cart...