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Purchase Benefits
What is included with this book?
Literacy in Middle and Secondary Schools | p. 2 |
Adolescent Literacy | p. 6 |
Discourses | p. 6 |
Tracking and Detracking | p. 7 |
The Kids Can Read | p. 7 |
Adolescents and Literacies in New Times | p. 8 |
The Millennials | p. 9 |
Linguistic Diversity | p. 10 |
Responding to Students' Learning and Literacy Needs | p. 11 |
Middle and Secondary Literacy Instruction in Perspective | p. 12 |
The 1930s | p. 13 |
The 1940s | p. 13 |
The 1950s | p. 13 |
The 1960s | p. 13 |
The 1970s | p. 14 |
The 1980s | p. 14 |
The 1990s | p. 15 |
2000 and Beyond | p. 16 |
The Role of Middle/Secondary Schools and Teachers in Adolescent Literacy | p. 16 |
Plan of This Book | p. 18 |
What This Chapter Means to You | p. 19 |
Literacy and Language Processes: Thinking, Reading, and Writing in First and Second Languages | p. 24 |
Theory and Practice | p. 26 |
Cognitive Theory | p. 27 |
Cognition | p. 27 |
Cognitive Processing, Concept Formation, and Learning | p. 29 |
Intertextuality | p. 30 |
The Relationship Between Thinking and Reading | p. 30 |
The Reading Process | p. 31 |
Information Available in Text | p. 34 |
Monitoring the Reading Process | p. 37 |
The Relationships Among Thinking, Reading, and Writing | p. 37 |
The Writing Process | p. 37 |
Monitoring the Writing Process | p. 40 |
Second-Language Acquisition and Literacy | p. 41 |
Krashen's Second-Language Acquisition Theory | p. 41 |
Cummins's Cognitive and Language Context Theory | p. 43 |
Implications for Learning and Teaching | p. 45 |
What This Chapter Means to You | p. 47 |
Evaluating Instructional Materials | p. 52 |
Text and Textbook Issues | p. 55 |
Comparing Trade Text and Textbook Text | p. 56 |
Resolving the Issues | p. 57 |
Traditional Instruments for Evaluation of Classroom Texts | p. 57 |
Readability of Text | p. 58 |
Two Readability Formulas | p. 60 |
Reader-Text Interactions | p. 64 |
Alternative Approaches for Evaluating Classroom Texts | p. 69 |
The Readability Checklist | p. 69 |
The Friendly Text Evaluation Scale | p. 72 |
The Carter G. Woodson Book Award Checklist | p. 72 |
Summary of Alternative Approaches for Evaluating Text | p. 75 |
Making the Text Evaluation and Selection Process Successful | p. 77 |
Evaluation of Electronic and Software Texts | p. 79 |
Evaluating Internet Texts | p. 80 |
Evaluating Software | p. 81 |
Some Final Words About Evaluation of Instructional Texts | p. 83 |
What This Chapter Means to You | p. 83 |
Comprehension Instruction in Content Areas | p. 88 |
The Comprehension Process and Comprehension Instruction | p. 90 |
Centerpiece Lesson Plan | p. 91 |
The Comprehension Process | p. 94 |
Guided Comprehension | p. 96 |
The Directed Reading-Thinking Activity (DR-TA) | p. 96 |
Critical Literacy and Guided Comprehension | p. 113 |
The Group Mapping Activity (GMA) | p. 115 |
Comprehension Levels, Teacher Questions, and Comprehension Instruction | p. 122 |
Levels of Comprehension | p. 122 |
Teacher Questions | p. 123 |
Teacher Questions and Guided Comprehension | p. 124 |
The Directed Reading Activity (DRA) | p. 124 |
ReQuest | p. 134 |
Some Concluding Thoughts on Comprehension | p. 141 |
What This Chapter Means to You | p. 142 |
Vocabulary Learning in Content Areas | p. 146 |
Centerpiece Lesson Plan | p. 149 |
Effective Content Vocabulary Instruction | p. 153 |
Purposes for Content Vocabulary Instruction | p. 154 |
Confounding the Purposes for Content Vocabulary Instruction | p. 155 |
Content Vocabulary Instruction: Removing Barriers to Comprehension | p. 155 |
Prereading Instruction: Direct Vocabulary Teaching | p. 156 |
Prereading Instructions: Developing a Functional System for Learning New Words (CSSR-Context, Structure, Sound, Reference) | p. 160 |
Content Vocabulary Instruction: Long-Term Acquistion and Development | p. 171 |
Postreading Instruction: The Vocabulary Self-Collection Strategy (VSS) | p. 171 |
Postreading Instruction: Follow-Up Activities That Extend VSS | p. 176 |
Benefits of Using VSS | p. 182 |
What This Chapter Means to You | p. 185 |
Teaching Bilingual/Bicultural Students in Multilingual/ Multicultural Settings | p. 192 |
Bilingual/Bicultural and Non-English-Speaking Students | p. 195 |
Bilingual Students and Programs | p. 197 |
Appropriate Placement in Programs for Bilingual Students | p. 199 |
Academic Success and Bilingual/Bicultural Students | p. 201 |
Centerpiece Lesson Plan | p. 202 |
Implications for Instruction | p. 206 |
Instruction for Bilingual/Bicultural Students | p. 206 |
Making the Curriculum Accessible for Bilingual Learners | p. 208 |
Sheltered Instruction (SI) | p. 209 |
Assessment | p. 221 |
Other Issues | p. 225 |
Some Final Words about Teaching Bilingual/Bicultural Learners in Multilingual/Multicultural Classrooms | p. 226 |
What This Chapter Means to You | p. 227 |
Reading Across the Curriculum | p. 232 |
Centerpiece Lesson Plan | p. 236 |
Content Reading Needs of Middle School and Secondary Students | p. 239 |
Engaging Student Interest | p. 239 |
Learning From Text | p. 241 |
Guiding Students Before, During, and After Reading (Into, Through, and Beyond) | p. 243 |
Think, Predict, Read, Connect (TPRC), GMA, and VSS | p. 243 |
WebQuests | p. 253 |
K-W-L Plus | p. 255 |
Predict-Locate-Add-Note (PLAN) | p. 258 |
Three-Level Reading Guides | p. 260 |
Anticipation Guides | p. 261 |
Guiding Students Before and During Reading (Into and Through) | p. 268 |
The Prereading Plan (PREP) | p. 268 |
Questioning the Author (QTA) | p. 268 |
Guiding Students During and After Reading (Through and Beyond) | p. 270 |
Reading Response Groups | p. 270 |
Read, Encode, Annotate, Ponder (REAP) and iREAP | p. 273 |
Issues Related to Technology Use in Classrooms | p. 275 |
Study Skills and Content Area Reading | p. 276 |
Survey, Question, Read, Recite, Review (SQ3R) | p. 277 |
Survey, Question, Predict, Read, Respond, Summarize (SQP2RS) | p. 278 |
Underlining and Notetaking | p. 278 |
Concluding Thoughts About Reading Across the Curriculum | p. 279 |
What This Chapter Means to You | p. 280 |
Writing Across the Curriculum | p. 286 |
Centerpiece Lesson Plan | p. 289 |
Writing in Subject Area Classrooms | p. 292 |
Traditional Writing Instruction | p. 292 |
New Viewpoints About Writing | p. 293 |
Writing Process | p. 295 |
Instruction That Guides Students Before, During, and After Writing | p. 297 |
Writing Workshop | p. 291 |
Writing Workshop Applied in Content Classrooms | p. 298 |
Instruction That Guides Students Before and During Writing | p. 301 |
Role/Audience/Format/Topic (RAFT) | p. 301 |
Learning Logs and Double Entry Journals | p. 304 |
Instruction That Guides Students Before Writing | p. 307 |
Beginning Researchers | p. 307 |
Web Sites and E-mail | p. 310 |
Writing from Maps | p. 311 |
Journals | p. 313 |
Quick Writes | p. 316 |
A Few Final Words About Writing Across the Curriculum | p. 317 |
What This Chapter Means to You | p. 317 |
Assessment of Student Progress in Subject Area Reading and Writing | p. 322 |
Overview of Evaluation and Assessment | p. 326 |
Assessment Concepts and Terms | p. 326 |
Assessment Today and in the Future | p. 330 |
Standards and Assessment | p. 331 |
Literacy Assessment in Content Areas | p. 333 |
Principles of Assessment | p. 334 |
Formal Assessment | p. 337 |
Testing Instruments | p. 341 |
Test Scores | p. 342 |
Interpretation of Tests | p. 344 |
Informal and Authentic Assessment of Subject Area Reading and Writing | p. 345 |
Traditional Informal Assessment | p. 345 |
Performance Assessment | p. 345 |
Observation as an Assessment Tool | p. 347 |
The Developmental Inventory | p. 348 |
Interviews and Student Self-Reports | p. 356 |
Portfolio Assessment | p. 357 |
A Final Word About Assessment | p. 363 |
What This Chapter Means to You | p. 363 |
Diversity in the Classroom: Meeting the Needs of All Students | p. 368 |
Centerpiece Lesson Plan | p. 371 |
The Difference Model as a Means for Viewing Diversity | p. 374 |
The Defect and Disruption Models | p. 375 |
The Deficit Model | p. 376 |
The Difference Model | p. 377 |
At-Risk Students, The Difference Model, and Diversity | p. 378 |
Marginalized Learners | p. 379 |
Instruction for Marginalized Students | p. 381 |
Classrooms for High and Low Achievers | p. 382 |
Instruction in Subject Area Classes for Marginalized Readers and Writers | p. 383 |
ReQuest | p. 384 |
Question-Answer Relationships (QAR) | p. 385 |
ReQAR | p. 388 |
The Vocabulary Self-Collection Strategy (VSS) | p. 390 |
Gradual Release Writing Instruction | p. 390 |
The Cone of Experience | p. 393 |
Final Words About Marginalized Learners | p. 397 |
Students with Special Needs | p. 397 |
Giftedness, Gender, and Other Differences | p. 398 |
Gifted Students | p. 399 |
Gender Differences | p. 400 |
Other Differences | p. 402 |
Creating Learning Classrooms for Preadolescent and Adolescent Students | p. 402 |
Expectations | p. 403 |
Consistency | p. 403 |
Short Memory | p. 404 |
The Difference Model Revisited | p. 405 |
What This Chapter Means to You | p. 405 |
Content Learning, Collaboration, and Literacy | p. 410 |
Current Approaches to Content Learning | p. 413 |
Centerpeice Lesson Plan | p. 414 |
Cooperative Learning and Collaborative Learning | p. 417 |
Characteristics of Cooperative/Collaborative Learning | p. 417 |
Collaborative Learning, Language, and Literacy | p. 419 |
Concept-Oriented Reading Instruction (CORI) | p. 420 |
Collaborative Learning Activities to Promote Literacy and Content Learning | p. 422 |
Project-Based Learning | p. 422 |
Internet Inquiry | p. 426 |
The Group Reading Activity (GRA) | p. 430 |
Group Investigation | p. 432 |
Other Cooperative/Collaborative Learning Activities | p. 432 |
Jigsaw Grouping | p. 432 |
Creative Thinking-Reading Activities (CT-RAs) | p. 437 |
Ask Something | p. 439 |
Ambiguity, Risk, and Collaborative Learning | p. 440 |
Procedures for Implementing, Guiding, and Evaluating Collaborative Group Work | p. 442 |
Prerequisites to Grouping for Collaborative Learning | p. 442 |
Introducing Collaborative Learning Groups | p. 443 |
Establishing Roles for Individuals in Collaborative Learning Groups | p. 444 |
Guiding Collaborative Learning Groups | p. 446 |
Project Managements | p. 447 |
Evaluating and Grading Cooperative/Collaborative Group Work | p. 448 |
Some Final Words on Content Learning, Collaboration, and Literacy | p. 451 |
What This Chapter Means to You | p. 452 |
Developing Lifelong Readers and Writers | p. 458 |
Opening Doors | p. 461 |
Teachers Who Open Doors | p. 462 |
Opening Doors to Lifelong Literacy | p. 462 |
Finding Out About Readers and Writers | p. 464 |
Questionnaires | p. 465 |
Talking to and Observing Students | p. 466 |
Becoming Familiar with Good Books for Preadolescent and Adolescent Readers | p. 468 |
Classroom Climates for Literacy | p. 469 |
Reading with Students Sustained Silent Reading (SSR) | p. 469 |
Reading to Students | p. 471 |
Writing with Students | p. 472 |
Writing to Students | p. 472 |
Using Literature in Content Classes | p. 473 |
Resources for Developing Lifelong Readers and Writers | p. 474 |
Resources for Independent Reading-Finding Good Books | p. 474 |
Resources for Independent Writing-Getting Good Ideas | p. 476 |
Some Concluding Thoughts About Developing Lifelong Readers and Writers | p. 478 |
What This Chapter Means to You | p. 478 |
Index | p. 481 |
Table of Contents provided by Ingram. All Rights Reserved. |
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The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.