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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.
Martha Rapp Ruddell is Professor and Dean Emerita of the School of Education at Sonoma State University in Rohnert Park, California
Table of Contents
CHAPTER 1: Literacy in Middle and Secondary Schools.
Tracking and Detracking.
The Kids Can Read.
Adolescents and Literacies in New Times.
Responding to Students’ Learning and Literacy Needs.
Middle and Secondary Literacy Instruction in Perspective.
2000 and Beyond.
The Role of Middle/Secondary Schools and Teachers in Adolescent.
Plan of This Book.
CHAPTER 2: Literacy and Language Processes: Thinking, Reading, and Writing in First and Second Languages.
Theory and Practice.
Cognitive Processing, Concept Formation, and Learning.
The Relationship Between Thinking and Reading.
The Reading Process.
The Relationships Among Thinking, Reading, and Writing.
The Writing Process.
Monitoring The Writing Process.
Second-Language Acquisition and Literacy.
Krashen’s Second-Language Acquisition Theory.
Cummins’s Cognitive and Language Context Theory.
Implications for Learning and Teaching.
CHAPTER 3: Evaluating Instructional Materials.
Text and Textbook Issues.
Comparing Trade Text and Textbook Text.
Resolving the Issues.
Traditional Instruments for Evaluation of Classroom Texts.
Readability of Text.
Two Readability Formulas.
Alternative Approaches for Evaluating Classroom Texts.
The Readability Checklist.
The Friendly Text Evaluation Scale.
The Carter G. Woodson Book Award Checklist.
Summary of Alternative Approaches for Evaluating Text.
Making the Text Evaluation and Selection Process Successful.
Evaluation of Electronic and Software Texts.
Evaluating Internet Texts.
Other Sources for Evaluating Electronic Texts.
Some Final Words About Evaluation of Instructional Texts.
CHAPTER 4: Comprehension Instruction in Content Areas.
The Comprehension Process.
Critical Literacy and Guided Comprehension.
The Directed Reading-Thinking Activity (DR-TA).
The Group Mapping Activity (GMA).
Levels of Comprehension.
Teacher Questions and Guided Comprehension.
The Directed Reading Activity (DRA).
Some Concluding Thoughts on Comprehension.
CHAPTER 5: Vocabulary Learning in Content Areas.
Effective Content Vocabulary Instruction.
Purposes for Content Vocabulary Instruction.
Confounding the Purposes for Content Vocabulary Instruction.
Content Vocabulary Instruction: Removing Barriers to Comprehension.
Prereading Instruction: Direct Vocabulary Teaching.
Prereading Instructions: Developing a Functional System for Learning New Words (CSSR–Context, Structure, Sound, Reference).
Content Vocabulary Instruction: Long-Term Acquistion and Development.
Postreading Instruction: The Vocabulary Self-Collection Strategy (VSS).
Postreading Instruction: Follow-Up Activities That Extend VSS.
Benefits of Using VSS.
CHAPTER 6: Teaching Bilingual/Bicultural Students in Multilingual/ Multicultural Settings.
Bilingual/Bicultural and Non-English-Speaking Students.
Bilingual Students and Programs.
Appropriate Placement in Programs for Bilingual Students.
Academic Success and Bilingual/Bicultural Students.
Implications for Instruction.
Instruction for Bilingual/Bicultural Students.
Making the Curriculum Accessible for Bilingual Learners.
Sheltered Instruction (SI).
Some Final Words About Teaching Bilingual/Bicultural Learners in Multilingual/Multicultural Classrooms.
CHAPTER 7: Reading Across the Curriculum.
Content Reading Needs of Middle School and Secondary Students.
Learning From Text.
Guiding Students Before, During, and After Reading (Into, Through, and Beyond).
Think, Predict, Read, Connect (TPRC), GMA, and VSS.
Three-Level Reading Guides.
Guiding Students Before and During Reading (Into and Through).
The Prereading Plan (PREP).
Questioning the Author (QTA).
Guiding Students During and After Reading (Through and Beyond).