Content Area Reading and Literacy Succeeding in Today's Diverse Classrooms, Pearson eText with Loose-Leaf Version -- Access Card Package

by Gillis, Victoria R.; Boggs, George; Alvermann, Donna E.

• ISBN13: 9780133846546
• ISBN10: 0133846547
• Edition: 8th
• Format: Loose-leaf w/ Access Card
• Copyright: 2016-08-05
• Publisher: Pearson

Summary

This title is only available as a loose-leaf version with Pearson eText.

 

A focus on learning content through discipline-appropriate literacy practices, a strong emphasis on writing, and a current look at the use of media in teaching are hallmarks of the new edition of this widely popular text. Throughout, middle and secondary school teachers get a readable presentation of discipline-appropriate literacy practices and examples and adaptions of selected strategies. Set up to ensure comprehension, the chapters link to the Learning Cycle presented in the beginning of the book, graphic organizers help readers navigate chapter content, and questions, summaries, vignettes, and examples make the concepts clear. This edition of Content Area Reading and Literacy features three full chapters focusing on writing instruction, integrates culture and diversity throughout, and expands or reemphasizes important topics, such as life-long readers and learners beyond the printed text, close and critical reading in discipline-appropriate ways, evidence-based writing, and multimodal texts.

 

0133846547 / 9780133846546 Content Area Reading and Literacy: Succeeding in Today's Diverse Classrooms, Pearson eText with Loose-Leaf Version -- Access Card Package

Package consists of:   

• 0134228340 / 9780134228341 Content Area Reading and Literacy: Succeeding in Today's Diverse Classrooms, Pearson eText -- Access Card
• 013425645X / 9780134256450 Content Area Reading and Literacy: Succeeding in Today's Diverse Classrooms, Loose-Leaf Version

 

Author Biography

Victoria R. Gillis graduated from North Georgia College with a BS degree in Biology and from Emory University with an MAT in Secondary Science Education. She taught middle and high school science courses including life science, chemistry, physics, and physical science in Georgia, Florida, and South Carolina for 20 years. In the early 1970s, she encountered the ideas and concepts in what was known as content area reading and tried them in her classroom. Her success in using principles of active learning drawn from content area reading led her to return to graduate school to complete a PhD at the University of Georgia in 1994. Victoria taught graduate and undergraduate disciplinary literacy courses at Clemson University for 20 years and served as a volunteer in the Reading and Writing for Critical Thinking project in Eastern Europe and Central America at the turn of the century. She is currently Wyoming Excellence in Education Literacy Chair in the College of Education at the University of Wyoming.

 

George L. Boggs graduated from King College with a B.A. in English/Literature and Religion before beginning his career as a teacher and coach in the Pacific Northwest. He taught middle school language arts, Latin, Spanish, and technology before returning to graduate school for a MA in Classics from Durham University in Great Britain. Graduate study in a different educational system in an entirely new field helped clarify a lifelong interest in disciplinary literacies. Returning to high school teaching in Georgia, he sought opportunities to help students make sense of the specialized ways of thinking that define school content areas, first, but also workplace and other domains that matter to children. This work culminated in doctoral research at the University of Georgia completed in 2012. His role as literacy researcher and teacher educator has positioned him at Florida State University to develop opportunities for teachers to understand the role of literacy in their subject area goals.

 

Donna Alvermann is the University of Georgia Appointed Distinguished Research Professor of Language and Literacy Education. She also holds an endowed chair position: The Omer Clyde and Elizabeth Parr Aderhold Professor in Education. Formerly a classroom teacher in Texas and New York, her research focuses on young people’s digital literacies and use of popular media. Author of numerous articles, she has several books to her credit: Adolescents and Literacies in a Digital World; Reconceptualizing the Literacies in Adolescents’ Lives (3rd ed.); Adolescents’ Online Literacies: Connecting Classrooms, Digital Media, and Popular Culture; and Bring It to Class: Unpacking Pop Culture in Literacy Learning. Most recently, she helped in designing an interactive website to learn how a community of researchers and researched objects can push boundaries associated with creating and disseminating “original” work and remixes online using a Creative Commons license.

 

 

Table of Contents

Brief Table of Contents

Chapter 1 Content Literacy and the Reading Process - 1

Chapter 2 Creating Effective Learning Environments - 34

Chapter 3 Planning for Content Literacy - 58

Chapter 4 Assessment of Students and Textbooks - 89

Chapter 5 Preparing to Read - 123

Chapter 6 Reading to Learn - 143

Chapter 7 Increasing Vocabulary and Conceptual Growth - 177

Chapter 8 Reflecting on Reading and Learning - 215

Chapter 9 Teaching Writing - 239

Chapter 10 Writing to Learn - 254

Chapter 11 Writing to Inquire - 279

Chapter 12 Developing Lifetime Readers: Literature in Content Area Classes – 296

 

Detailed Table of Contents

Preface xv

Chapter 1 Content Literacy and the Reading Process 1   

Assumptions Underlying Content Teaching 4

    Subject Matter 4

    Role of the Textbook 5

    Active and Independent Readers 6

    Fluent Readers 8

    Fluency with Information Technology 8

What It Means to Be Literate 9

    Literate Thinking 10

    Content Literacy 11

    Disciplinary Literacy 12

    The New Literacy Studies 19

The Reading Process 21

    A Cognitive View 21

    A Social Constructionist Perspective 26

    The Role of Motivation 29

Summary 32          

Suggested Readings 32

Chapter 2 Creating Effective Learning Environments 34

Affective Characteristics 37

    Linking Content Literacy with Students’ Lives 37

    Adaptive Instruction 41

    Providing Choices 42

Language as a Vehicle for Teaching and Learning Content 42

    Seeing Language as a Social Practice 43

    Dealing with Gendered Language in the Classroom and the Text 44

Diversity in Language and Learning 46

    Second-Language Acquisition and Learning 46

    Struggling or Reluctant Readers 50

    Gifted and Talented Learners 51

Teaching and Learning in Culturally Diverse Classrooms 53

    Today’s Globalizing Influences 53

    Supporting Literacy among Adolescent English Learners 55

Summary 56

Suggested Readings 57

Chapter 3 Planning for Content Literacy 58

Instructional Decision Making 61

    Essential Questions and Content Objectives 62

    Language and Disciplinary Literacy Objectives 65

    Learning Materials 66

    Student Capabilities and Needs 66

    Evaluation and Assessment 68

Planning and Educational Technology 69

    Teaching Resources on the Web 70

    Planning Student Involvement with the Internet 72

    Planning for New Literacies 74

Structured Frameworks for Content Literacy Lessons 75

    The Learning Cycle 75

    Reciprocal Teaching 78

    Reading and Writing Workshops 80

Beyond the Daily Plan 80

    Unit Planning 81

    Schoolwide Programs 82

    Interdisciplinary Teaching 84

    Thematic Teaching 86

Summary 87

Suggested Readings 87

Chapter 4 Assessment of Students and Textbooks 89

Assessing Students 92

    Tests and Testing: A Consumer Advisory 92

    Types of Assessment 95

    Purposes of Assessment: Learning about Students 101

    Assessment for Learning: Cognitive Domain 102

    Assessment for Learning: Affective Domain 108

    Assessment of Learning: Grades and Grading 112

    Assessment as Learning: Portfolio Assessment 114

Assessing Textbooks 119

    Readability Formulas 120

    Consumer Judgments (or Don’t Judge a Book by Its Cover) 121

Summary 122

Suggested Readings 122

Chapter 5 Preparing to Read 123

The Role of Prior Knowledge 126

    Hurdles to New Learning 126

    The Teacher’s Task 127

Assessing and Building Prior Knowledge 128

    The List-Group-Label Strategy 129

    Graphic Organizers 130

    Reading, Viewing, and Listening 131

    Writing 132

Activating Prior Knowledge with Prereading Strategies 133

    Anticipation Guides 134

    Problem-Solving Activities 139

    K-W-L 140

Summary 142

Suggested Readings 142

Chapter 6 Reading to Learn 143

Constructing Meaning with Text 146

    Disciplinary Differences in Constructing Meaning 147

    Discipline-Specific Literacy Practices 148

Helping Students Comprehend 150

Teaching Students to Be Strategic 150

    Making Text Comprehensible 152

    The Role of Fluency in Comprehension 152

    Close Reading 155

Questions and Questioning 156

    When to Ask: The Right Time and the Right Place 157

    What to Ask: The Relation between Questions and Answers 157

    How to Ask: Questioning Strategies 163

Text Structure and Complexity 167

    Common Text Structures 167

    Teaching about Text Structures 168

    Text Complexity 172

Comprehending Online Texts 174

Summary 175

Suggested Readings 176

Chapter 7 Increasing Vocabulary and Conceptual Growth 177

Learning Words and Concepts 180

How Students Learn Vocabulary 181

    Word-Learning Tasks 181

    Levels of Word Knowledge 182

    Types of Vocabulary 182

    Discipline-Specific Vocabulary Characteristics 183

    Readers’ Resources for Learning New Words 185

Teaching Vocabulary: Preactive Phase 188

    Criteria for Selecting Vocabulary 190

    Guidelines for Vocabulary Instruction 190

    Strategies for Introducing and Teaching Vocabulary:

    Preactive/Interactive Phase 191

Developing Students’ Independence: Interactive Phase 197

    Using Context Clues 197

    Using Familiar Word Parts 199

    Using Dictionaries 201

    Vocabulary Self-Collection 201

    Intensive Approaches for Struggling Readers and English Learners 203

Reinforcing Vocabulary: Reflective Phase 206

    Literal-Level Activities 207

    Interpretive-Level Activities 207

    Application-Level Activities 212

Summary 213

Suggested Readings 214

Chapter 8 Reflecting on Reading and Learning 215

Engaging Students through Discussion 218

    Small-Group Discussions 218

    Peer-Led Literature/Learning Circles 220

    Cooperative/Collaborative Learning 222

    Cross-Age Tutoring 222

    Guiding Student Reflection 224

    Reaction Guides 224

    Reading, Viewing, Listening, or Acting for Different

    Purposes 226

    Discussion Webs 227

    Intra-Act Procedure 229

    General Discussion Techniques 231

    Promoting Critical Literacy 231

    Teaching Literacy for Critical Awareness 233

    Incorporating Critical Media Literacy into the Curriculum 234

Summary 238

Suggested Readings 238

Chapter 9 Teaching Writing 239

Writing Activities for Content Areas 242

    Authentic Writing 242

    Simulations 243

    Writing Assignments 244

Writing as a Process 244

    Reviewing and Summarizing 245

Understanding Writing as a Part of Development 248

    From Pointing to Writing 248

    Reading Is Writing Is Analysis 248

Responding to Student Writing 249

    Peer Responses 249

    Teacher Conferences 251

    Formal Evaluation 251

Summary 252

Suggested Readings 253

Chapter 10 Writing to Learn 254

Note-Making Strategies 257

Strategies That Foster Discipline-Appropriate Thinking 261

    Structured Note Making 261

    Learning Logs and Journals 263

    Think Writes 267

    Response Heuristic 268

Creative Writing to Learn 270

    Cinquains 270

    Biopoems 271

    Found Poems 271

    Raft Assignments 273

    Other Creative Writing Activities 275

Summary 277

Suggested Readings 278

Chapter 11 Writing to Inquire 279

Understanding Writing in Context 282

    Academic Literacies 283

    Disciplinary Literacies 283

    21st-Century Literacies 283

Preparing for Student Inquiry 285

Collecting and Organizing Information 286

    Research or Three-Search? 286

    I-Charts 287

Writing a Report 288

    Outlining 288

    Paraphrasing 289

    Revising 289

Alternatives to the Traditional Research Report 290

    Multigenre Reports 290

    Information Literacy and Library Skills 291

    Website Evaluation 292

    Hypermedia 293

    Collaborative Internet Projects 294

Summary 295

Suggested Readings 295

Chapter 12 Developing Lifetime Readers: Literature in Content Area Classes 296

Reading among Adolescents 299

    Who’s Reading What? 299

    Reading in the Digital Age 300

Reading Practices in the Content Areas 300

    Benefits of Moving beyond the Textbook 300

    Encouraging Responses to Literature 301

Integrating Literature into Content Areas 302

    Uses of Literature in Content Areas 302

    Fiction and Nonfiction for Content Areas 307

Developing Awareness of Diversity through Texts 311

    Advantages of Using Multicultural Literature 312

    Resistance to Multicultural Literature 312

    Choosing and Using Multicultural Literature 314

Summary 317

Suggested Readings 317

Appendix A Word Lover’s Booklist 319

Appendix B Read-Aloud Books for Content Areas 320

Appendix C Trade Books for Science, Math, and Social Studies 322

Appendix D Culturally Conscious Trade Books 326

Appendix E Standards for the Content Areas—Web Ready/At a Glance 330

References

Name Index

Subject Index