Content Area Reading and Writing : Fostering Literacies in Middle and High School Cultures

by Unrau, Norman

• ISBN13: 9780130184559
• ISBN10: 0130184551
• Edition: 1st
• Format: Hardcover
• Copyright: 2004-01-01
• Publisher: Allyn & Bacon

Summary

This theory-based, strategy-driven approach to teaching content area and secondary reading keeps an eye on the cultural issues affecting secondary students while emphasizing reflective practice to promote the most effective teaching. Chapters on assessment, motivation, struggling readers, aligning standards with strategies and assessment, and a constant focus on diversity set this text apart. Frequent opportunities for readers to apply the concepts they are learning help to make this a truly informative text. SPECIAL FEATURES INCLUDE: bull; bull;Step-by-Step features, which precisely explain a strategy's implementation. bull;Plenty of simple and effective strategies for assessing and addressing students' reading capabilities. bull;A strong focus on standards that shows beginning teachers how to integrate literacy goals with content standards. bull;An abundance of student work samples to fully illustrate chapter concepts, strategies, and effective teaching. bull;A Companion Wesite, available at www.prenhall.com/unrau, containing self-assessments, web links, and classroom video footage to round out content comprehension.

Table of Contents

Preface	iii
Engaging Cultures and Literacies for Learning	2	(34)
Double-Entry Journal: Before Reading	3	(1)
Beginning Teachers Remember Their High School Cultures and Literacies	3	(3)
How Do Cultures Shape Minds?	6	(2)
What Is Culture?	6	(1)
How Cultures Shape Minds	6	(2)
School Cultures Shaping Students' Minds	8	(2)
School Cultures	8	(1)
Beginning Teachers Discover School Cultures	9	(1)
Links Between Cultures and Literacies	10	(5)
What Is Literacy?	11	(4)
Is There an Adolescent Literacy Crisis?	15	(3)
Some Groups Struggle with School Literacy	16	(2)
Is There a Crisis of Engagement with Learning at the Core of Middle and High School Cultures?	18	(3)
Disconnections Between Students, Their Teachers, and the Curriculum	18	(1)
Can We Generalize?	19	(2)
What Is to Be Done?	21	(11)
Cultures and Literacies as Resources for Engagement	21	(1)
Addressing Teachers' Nightmares	22	(2)
Lessons from ``Beating the Odds'' Classrooms	24	(3)
Meeting the Challenges of Literacy and Learning	27	(3)
Cycles of Inquiry	30	(2)
Double-Entry Journal: After Reading	32	(4)
Readers Reading: Inside the Meaning Construction Zone	36	(44)
Double-Entry Journal: Before Reading	37	(1)
Students Construct and Negotiate Meanings	37	(2)
Characteristics of Good Readers	39	(1)
Myths of the Good Reader	40	(3)
First Good Reader Myth: They can read at 1,000 words a minute and more with improved comprehension	40	(1)
Second Good Reader Myth: They don't subvocalize	41	(1)
Third Good Reader Myth: They read only the key words	42	(1)
Fourth Good Reader Myth: They recognize words as wholes	42	(1)
Fifth Good Reader Myth: They read groups of words as a unit of thought	42	(1)
Sixth Good Reader Myth: They never look back	42	(1)
What Are the Benefits of a Reading Process Model?	43	(1)
A Peek Into the Construction Zone	44	(29)
An Overview of the Reading Model	44	(1)
The Sensory System	45	(1)
Cognitive Processes	45	(15)
Metacognitive Processes	60	(3)
Text and Classroom Context	63	(10)
Implications of the Model for Teaching	73	(1)
Double-Entry Journal: After Reading	74	(6)
Assessing Readers and Their Texts	80	(52)
Double-Entry Journal: Before Reading	81	(1)
Diagnostic Teaching	81	(1)
Content Teacher's Diagnostic Decision Making About Reading	82	(9)
Step 1. Student's Identity, History, Goals, Values, and Interests	83	(2)
Step 2. Expected Level of Reading	85	(1)
Step 3. Assess Student's Reading Capacity	85	(3)
Step 4. Class Literacy Profile	88	(1)
Step 5. Teaching Strategies and Resources	88	(1)
Step 6. Diagnostic Teaching	89	(1)
Step 7. Instructional Monitoring, Modification, and Recommendations	90	(1)
Assessment Instruments for Diagnostic Teaching	91	(1)
Formal Assessment	92	(4)
Norm-Referenced Tests	93	(1)
Criterion-Referenced Tests	94	(1)
Assessing the Assessment Instruments	95	(1)
What Reading Processes Can't Be Adequately Assessed	96	(1)
Informal Assessment	96	(22)
Group Reading Inventory (GRI)	97	(1)
Step-by-Step: Group Reading Inventory	97	(2)
Miscue Analysis	99	(1)
Running Records	100	(1)
Curriculum-Based Measurement (CBM)	101	(1)
Step-by-Step: Curriculum-Based Measurement (CBM)	102	(1)
Informal Assessments for a Closer Look at Comprehension Processes	103	(1)
Retellings	103	(1)
Step-by-Step: Retelling	103	(2)
Comprehension Think-Alouds	105	(2)
Step-by-Step: Doing a Comprehension Think-Aloud	107	(1)
Interviews and Interactions	108	(1)
Portfolio Assessment in Content Area Classrooms	109	(6)
Reading Strategies Inventories	115	(3)
Categories of Adolescent Readers	118	(2)
Who Can Be Helped and How?	118	(2)
Assessing Texts: Readability and Accessibility	120	(5)
Readability Formulas	120	(1)
Step-by-Step: Calculating Readability with Fry's Formula	121	(2)
Step-by-Step: How to Administer a Cloze Readability Test	123	(1)
Friendly Text Evaluation Scale	124	(1)
Double-Entry Journal: After Reading	125	(7)
Vocabulary and Concept Development in the Content Areas	132	(38)
Double-Entry Journal: Before Reading	133	(1)
Words in a Model Context	133	(1)
Decoding	133	(1)
The Lexicon in Long-Term Memory	134	(1)
The Complexities of Simply Knowing a Word	134	(5)
Word Counts	135	(1)
High- and Low-Frequency Words	136	(2)
Flashbacks: The Return of the Vocabulary Card	138	(1)
What Do We Know About Teaching Vocabulary?	139	(3)
Traditional Methods	139	(1)
Principles to Guide Vocabulary Learning	140	(1)
Creating Word-Rich Environments for Harvesting Word Knowledge	141	(1)
Fostering Word Consciousness	141	(1)
Gaining Word Knowledge Through Strategy Instruction: Planning for Secondary School Word Learning	142	(12)
Addressing Vocabulary	143	(1)
Word-Knowledge Check	144	(1)
Keyword Method	144	(1)
Word Maps	145	(2)
Word Parts	147	(3)
Vocabulary Self-Collection Strategy (VSS)	150	(1)
Step-by-Step: Vocabulary Self-Collection Strategy (VSS)	150	(1)
Activities to Master VSS and Other Important Words	151	(1)
Step-by-Step: Semantic Maps	151	(1)
Step-by-Step: Synonym Webs	152	(1)
Step-by-Step: Semantic Feature Analysis	153	(1)
Growing Word Knowledge: Just Reading	154	(9)
Word Play: Language Games in Contexts	157	(1)
Looking Closely at Students Constructing Word Meanings	157	(1)
Using Context Efficiently	158	(2)
Applying Theory to Practice to Teach Learning from Context	160	(1)
Handing Context Tools to Students	161	(1)
Practicing Cloze Passages from Content Area Texts	161	(2)
A Summary of Research Informing Instruction in Vocabulary Development	163	(1)
Double-Entry Journal: After Reading	164	(6)
Strategies to Enhance Comprehension	170	(31)
Double-Entry Journal: Before Reading	171	(1)
Comprehension-Enhancing Strategies to Activate and Integrate Knowledge	171	(15)
Double-Entry Journal (DEJ)	172	(1)
Step-by-Step: How to Design and Implement DEJs	173	(1)
Anticipation Guide	173	(1)
Step-by-Step: How to Prepare and Present Anticipation Guides	174	(1)
Directed Reading-Thinking Activity (DR-TA)	175	(1)
Step-by-Step: How to Do a DR-TA	175	(1)
Know-Want to Know-Learned (K-W-L) Strategy	176	(2)
Step-by-Step: How to Do a K-W-L	178	(1)
The Prereading Plan (PreP)	179	(1)
Step-by-Step: How to Do a Prep	180	(1)
Directed Inquiry Activity (DIA)	181	(1)
Step-by-Step: How to Do a Dia	181	(1)
SQ3R	182	(1)
Plan	183	(1)
Making Reading Meaningful	184	(1)
Step-by-Step: How to Help Students Make Reading Meaningful	185	(1)
Text Structure	186	(6)
Types of Text Structures	186	(1)
Effects of Text Structure Knowledge	187	(1)
Five Basic Text Structures	187	(3)
Levels of Text Structure	190	(1)
What's the Structure?	190	(1)
Step-by-Step: What's the Structure?	190	(2)
Strategies to Organize Knowledge (Knowledge Organizers)	192	(8)
Outlines	192	(1)
Note Taking (From Lectures and Readings)	192	(2)
Graphic Organizers	194	(4)
Concept Mapping	198	(2)
Step-by-Step: How to Design a Concept Map	200	(1)
Double-Entry Journal: After Reading	200	(1)
Collaborating for Literacy and Learning: Group Strategies	201	(47)
Double-Entry Journal: Before Reading	205	(2)
Whole Groups	207	(9)
Whole-Class Reading Methods	207	(1)
Alternatives to Round Robin Reading	208	(1)
Step-by-Step: Think-Alouds in Class	209	(1)
Step-by-Step: How to Induce Imagery	210	(1)
Step-by-Step: How to Conduct a ``Read to Discover'' Session	211	(1)
Whole-Class Discussions	212	(3)
Mini-lessons	215	(1)
Cooperative Learning	216	(9)
Principles of Cooperative Learning	217	(1)
Informal Group Methods to Support Learning and Literacy	218	(1)
Cooperative Learning Activities with Integrated Literacy Goals	219	(1)
Step-by-Step: How to Do a Group Investigation	220	(3)
Step-by-Step: How to Do a Group Reading Activity (GRA)	223	(1)
Step-by-Step: How to Do a Jigsaw II Activity	224	(1)
Reciprocal Teaching	225	(8)
A Brief History of Reciprocal Teaching	225	(1)
Original Reciprocal Teaching Model	226	(1)
Step-by-Step: How to do Basic: One-on-One Reciprocal Teaching	227	(1)
Variations of Reciprocal Teaching	228	(2)
Features Contributing to Reciprocal Teaching's Success	230	(3)
Tutoring: Working in Pairs	233	(10)
Peer Tutoring	233	(2)
Step-by-Step: How to Do Paired Reading	235	(2)
Cross-Age Tutoring	237	(1)
Adult-Student Tutoring	238	(5)
Double-Entry Journal: After Reading	243	(5)
Critical Reading	248	(26)
Double-Entry Journal: Before Reading	249	(1)
The Need for More Critical Reading	249	(3)
What Is Critical Reading?	250	(2)
Activities to Foster Critical Reading	252	(14)
Inquiry Questions (IQs)	252	(1)
Step-by-Step: Inquiry Questions (IQs)	253	(2)
Questioning the Author (QtA)	255	(4)
Step-by-Step: Questioning the Author (QtA)	259	(1)
Editor Interviews	259	(1)
Step-by-Step: Editor Interviews	260	(1)
ReQuest	261	(1)
Step-by-Step: ReQuest	262	(1)
Socratic Seminars	262	(1)
Step-by-Step: Socratic Seminars	263	(1)
TASKing in Pairs	264	(1)
Step-by-Step: TASKing in Pairs	265	(1)
Understanding Critical Literacy	266	(5)
Step-by-Step: Critical Literacy in the Classroom	268	(1)
Ophelia Re-Visioned through Critical Literacy	269	(2)
Double-Entry Journal: After Reading	271	(3)
Writing to Assess, Promote, and Observe Learning	274	(36)
Double-Entry Journal: Before Reading	275	(1)
Writing in the Content Areas	275	(8)
How Process Upstaged Product	275	(3)
The Promise of Writing to Learn	278	(2)
Writing Furthers Constructivism	280	(2)
The National Writing Project (NWP)	282	(1)
Categories of Writing	283	(16)
Writing to Assess Learning	284	(1)
Writing to Promote Learning	285	(8)
Writing to Observe Student Work	293	(1)
Step-by-Step: A Protocol for Looking at Student Work	294	(2)
Step-by-Step: Learning from a Student Work Assignment	296	(3)
The Teachers' Dilemma: What Kind of Writing Should I Assign?	299	(3)
Responding to Writing	302	(3)
Double-Entry Journal: After Reading	305	(5)
Struggling Readers and English Learners: Addressing Their Cognitive and Cultural Needs	310	(36)
Double-Entry Journal: Before Reading	311	(1)
Addressing the Frustrations of Struggling Readers	311	(3)
How Serious Are Reading Problems in Our Middle and High Schools?	311	(2)
Choices of Strategies and Programs to Help Struggling Readers	313	(1)
The Problem of Research Supporting Reading Intervention Programs	313	(1)
Intervention Programs for Struggling Readers	314	(13)
Features and Functions of Reading Intervention Programs	314	(1)
Corrective Reading	315	(2)
Language!	317	(2)
Read 180	319	(3)
Reading Apprenticeship (RA)	322	(2)
Success For All (SFA)	324	(2)
The ``Just Read More'' Program	326	(1)
English Learners	327	(13)
Federal Law and English Learners	328	(1)
A Glossary of Acronyms and Abbreviations	328	(1)
Toward a Theory of How a Second Language Is Learned	329	(2)
How Long Does It Take for an English Learner to Become Proficient?	331	(1)
Programs for English Language Learners	332	(2)
California's English Learners' Programs: An Example of the Teacher's Challenge	334	(1)
Principles Guiding English Learners' Instruction	334	(2)
Sheltered English Instruction and Structured English Immersion	336	(1)
Cognitive Academic Language Learning Approach (CALLA)	337	(1)
How Can We Know Which Programs Serve English Learners Best?	338	(2)
Double-Entry Journal: After Reading	340	(6)
Focusing on Motivation to Read Content Area Texts	346	(34)
Double-Entry Journal: Before Reading	347	(1)
Ms. Hawthorne's Frustration	347	(1)
Factors Affecting Motivation to Read	348	(22)
The Focus of Motivation	350	(1)
Student Factors Contributing to Student's Motivation to Read	350	(10)
Teacher Factors Contributing to Student's Motivation to Read	360	(10)
Guidelines for Promoting Reading Engagement	370	(2)
Double-Entry Journal: After Reading	372	(1)
Activity Box: Ms. Hawthorne's Dilemma	372	(8)
Designing Literacy into Academically Diverse Content Area Classes: Aligning Standards with Strategies and Assessments	380	(36)
Double-Entry Journal: Before Reading	381	(1)
Standards-Based Instructional Planning	381	(9)
What Is Standards-Based Instruction?	381	(2)
The Roots of Standards-Based Curriculum	383	(5)
How Do Individual Teachers Respond to Standards?	388	(1)
How Can Teachers Teach to the Standards?	389	(1)
How Sally Peterson Managed Standards, Diversity, Strategic Instruction in Literacy, and Assessment	390	(22)
Creating a Responsive Standards-Based Instructional Program	391	(1)
Step-by-Step: Designing Standards-Based Units	391	(12)
Step-by-Step: Creating Criteria with Students	403	(4)
Sally Peterson's Lesson Sequence and Procedure	407	(5)
Double-Entry Journal: After Reading	412	(4)
Teacher to Teacher: Fostering Literacy and Reflective Practice	416	(31)
Double-Entry Journal: Before Reading	417	(1)
Teacher Roles in School Literacy Development	417	(3)
A New Teacher Copes with Classroom Literacy Challenges	417	(2)
A Seasoned Teacher Confronts Reading and Changes School Culture	419	(1)
Reflection on Practice	420	(11)
National Board for Professional Teaching Standards	420	(2)
Mentors	422	(1)
Teachers' Logs: A Technique for Self-Tuning	423	(1)
Collaborating in Critical Friends Groups to Build Learning Communities	424	(2)
Step-by-Step: Learning from Student Work	426	(2)
Step-by-Step: Best Content Literacy Practices	428	(1)
Teacher Research	429	(2)
Toward Collaborative Cultures Serving Literacy and Learning	431	(3)
Teacher Development and Engagement in ``Beating the Odds'' Schools	432	(2)
Teaming for Literacy and Learning Across the Content Areas	434	(7)
The Team Model	434	(2)
Turning to Teams in the Middle School	436	(2)
Teams in the High School	438	(1)
Disciplinary and/or Integrated Instruction	438	(2)
Teamwork to Address and Improve Literacy	440	(1)
Resources for Collaboration and Professional Growth	441	(2)
Technology and (New) Literacies	441	(1)
Professional Associations to Extend Collaborative Growth	442	(1)
Double-Entry Journal: After Reading	443	(4)
Name Index	447	(5)
Subject Index	452

Excerpts

HOW CAN TODAY'S CONTENT AREA TEACHERS FACILITATE THEIR STUDENTS' LEARNING, LITERACY DEVELOPMENT, AND ENGAGEMENT IN LEARNINGAt the beginning of the school year, Ms. Wakefield asked her tenth-grade world history class to read a section of their textbook about classical Greek art and draw a diagram representing its content. Carlos, always drawing something, read the section with fascination, understood it in detail, and did a splendid job of representing it graphically. He knew a lot about art and could use what he knew to construct further knowledge. In contrast, Jaime struggled from sentence to sentence, making little sense of the three pages he read, paid little attention to his confusion, and wrote a few unconnected wards in a circle. Knowing little about art, Jaime found the section "full of hard words."Discovering Jaime's struggles, Ms. Wakefield knew she would have to learn more about her struggling student and find ways to support his literacy and learning.Teachers, like those you know and others you will meet in this book, work in middle and high schools every day to help their students acquire literacy strategies that make test materials accessible and promote learning in their content area classrooms. Some teachers approach this task with a strong understanding of reading and writing processes. Others know how to discover their students' literacy strengths and needs. Many have a multitude of strategies to teach their students at all levels to become more effective readers, writers, and learners. Some have discovered ways to heighten their students' engagement in learning. Yet others collaborate with colleagues and reflect on their practice so that content area instruction and literacy both improve.When more teachers in our middle and high schools engage their students in learning with literacy's tools, more students will gain content knowledge and skills while acquiring strategies for lifelong learning. WHAT ARE THIS BOOK'S PURPOSES? Understanding Culture's EffectsHelping beginning teachers understand how cultures shape language, literacy, and learning is one main purpose for this book. Every community, whether family, ethnicity, school, or peer group-related, has a culture. This culture shares traditions, rules, ethics, values, and a social order, through which it shapes minds. When teachers understand how cultures merge and emerge in school settings, they can better understand how cultures contribute to students' literacy development. Teachers can also grasp how they contribute to culture creation and literacy growth in their own classrooms. Understanding the Reading ProcessReading is fundamental to every student's learning in the content areas, and helping teachers understand the reading process forms a fundamental purpose for this book. The model of reading presented shows teachers how their students read, what contributes to good reading, and how reading for learning may falter. Knowing where reading may break down and how to detect those breakdowns enables teachers to see what steps they can take to improve reading and learning for all students. Developing Literacy StrategiesTo develop student reading, writing, and learning skills, content area teachers can apply research-based strategies. Another purpose for this book is to present literacy-enhancing strategies to integrate with daily instruction and to use with small groups and whole classrooms. These strategies will promote literacy and learning when teachers work with an entire class, provide opportunities for cooperative learning in small groups, or arrange for pairs of students to collaborate. While critical reading strategies explained in this book develop students' reasoning and thinking skills, writing strategies help teachers observe, evaluate, and promote their students' learning. Exploring Student Engagement and MotivationDisengaged, unmotivated studen