Readers, Teachers, Learners: Expanding Literacy Across the Content Areas

by Brozo, William G.; Simpson, Michele L.

• ISBN13: 9780136472728
• ISBN10: 0136472729
• Edition: 3rd
• Format: Hardcover
• Copyright: 1998-07-01
• Publisher: Pearson College Div

Summary

Utilizing a balanced approach to holistic learning and strategic learning, this innovative text includes case studies from all content areas to paint an exciting picture of the power of language-based teaching to enhance learners' motivation. A significant strength of this text is the way the authors use actual teachers (real teaching scenarios appear on nearly every page) to demonstrate how effective literacy and learning strategies have been implemented in junior and senior high school classrooms. With more emphasis on technology, updated research on students with special needs, and expanded coverage on content area literacy, this refreshing text shows future teachers how to transform uninspired students into active learners.

Table of Contents

Chapter 1 Readers, Teachers, Learners: An Introduction	2	(24)
What Is Literacy and Its Role in the Middle and Secondary School?	4	(3)
Definition of Literacy: A Modest Proposal	7	(1)
The Literacy Landscape	8	(5)
Low Levels of Literacy	8	(2)
Aliteracy	10	(2)
No Place for Critical Literacy	12	(1)
Principles of Language-Based Teaching	13	(8)
Principle 1: Language-Based Teachers Understand that Learning is a Social Process	13	(2)
Principle 2: Language-Based Teachers Know that the Best Learning Occurs When It Is Whole, Functional, and Meaningful	15	(3)
Principle 3: Language-Teachers Know that Students Improve Their Reading and Writing When Given Abundant Opportunities to Use Reading and Writing as Vehicles For Learning	18	(1)
Principle 4: Language-Based Teachers Understand the Importance Motivation Plays In Learning	19	(2)
Literacy and Content Learning: A Framework for Instruction	21	(1)
Summary	22	(1)
References	22	(4)
Chapter 2 Active Learning in Language-Based Classrooms	26	(22)
Five Principles that Promote Active Learning	29	(13)
Principle 1: Active Learners Use Their Prior Knowledge in the Meaning-Making Process	29	(3)
Principle 2: Active Learners Understand and Use Text Structure to Organize Their Meaning Making	32	(3)
Principle 3: Active Learners Think Critically About Text and Create Their Own Elaborations	35	(3)
Principle 4: Active Learners Are Metacognitively Aware	38	(3)
Principle 5: Active Learners Possess and Employ a Wide Range of Reading and Learning Strategies	41	(1)
The Influence of the Classroom Context on Active Learning	42	(1)
Summary	43	(1)
References	44	(4)
Chapter 3 Comprehension Strategies: The Tools of Literacy	48	(46)
Case Study	50	(1)
Active Learners Use Their Prior Knowledge in the Meaning-Making Process	51	(5)
The PReP Procedure	52	(1)
Learning Logs	53	(2)
Content Area Directed Reading-Thinking Activity (DR-TA)	55	(1)
Active Learners Understand and Use Text Structure to Organize Their Meaning Making	56	(10)
Creating Local Coherence with Connectives	57	(3)
Creating Local Coherence with the Interlocking Exercise	60	(1)
Creating Global Coherence with Charting	61	(2)
Creating Global Coherence with Expository Passage Organizers	63	(1)
Creating Global Coherence by Visualizing Text Organization	64	(2)
Active Learners Think Critically About Text and Create Their Own Elaborations	66	(17)
Demonstrating Active Reading Processes	66	(3)
Identifying Sources of Information in Answering Questions	69	(3)
Teaching Question--Answer Relations Using Cooperative Learning	72	(3)
Using Study Guides	75	(6)
Using Discussion Webs to Encourage Critical and Elaborative Thinking	81	(2)
Active Learners Are Metacognitively Aware	83	(5)
Reciprocal Teaching and Self-Monitoring	83	(3)
Fix-Up Strategies	86	(1)
Building Task Awareness	87	(1)
Comprehension Instruction Across the Content Area	88	(1)
Case Study Revisited	89	(1)
Summary	90	(1)
References	90	(4)
Chapter 4 Classroom Assessment of Literacy Growth and Content Learning	94	(48)
Case Study	97	(1)
Guidelines for Literacy Assessment	98	(6)
Assessment is a Process of Becoming Informed About Authentic Learning	98	(1)
Assessment of Literacy and Content Learning Should Use Multiple Data Across Multiple Contexts	98	(1)
Assessment is a Continuous Process	99	(2)
Assessment Should Include Students' Interests and Belief Systems	101	(2)
Effective Assessment Involves Students in Self-Reflection and Self-Evaluation	103	(1)
Standardized Reading Achievement Texts: What You Should Know	104	(4)
The Uses and Potential Limitations of Standardized Tests	105	(1)
Communicating with Parents and Students About Standardized Reading Test Results	106	(2)
Teachers' Grades: A Form of Assessment and Evaluation	108	(3)
Authentic Assessment of Literacy and Content Learning	111	(12)
Assessment by Observation	112	(3)
Creating a Portfolio Assessment Culture: Process and Product	115	(5)
A Study of Portfolio Assessment: What We Learned	120	(3)
Other Informal Assessment Opportunities	123	(13)
The Content Area Inventory	123	(3)
Assessment Activities Using Students' Writing	126	(6)
Self-Report Inventories and Questionnaires	132	(4)
Case Study Revisited	136	(1)
Summary	137	(1)
References	138	(4)
Chapter 5 Initiating Students to New Learning	142	(36)
Case Study	144	(1)
Guidelines for Effective Readiness Instruction	145	(5)
Engender Interest and Motivation	145	(1)
Activate and Build Relevant Prior Knowledge	146	(3)
Help Set Meaningful Purposes for Learning	149	(1)
Preteach Critical Concepts and Vocabulary	150	(1)
Channeling Knowledge and Interest with Readiness Strategies	150	(8)
Direct Experiences	150	(1)
Role Playing and Simulations	151	(2)
Debates and Discussions	153	(4)
Guest Speakers and Performers	157	(1)
Reading Young Adult Literature to Build Prior Knowledge and Generate Interest	158	(8)
Purpose-Setting Strategies	159	(7)
Writing to Prepare Students for Reading and Learning	166	(2)
Writing Solutions to Problems Posed Before Reading	168	(1)
Learning Logs	169	(1)
Preteaching Critical Vocabulary and Concepts	170	(1)
Case Study Revisited	170	(4)
Summary	174	(1)
References	175	(3)
Chapter 6 Expanding Vocabulary and Developing Concepts	178	(46)
Case Study	181	(1)
Definitional Versus Conceptual Understanding of Words	182	(2)
Guidelines for Effective Vocabulary Instruction	184	(4)
Teach Vocabulary in Context	184	(1)
Emphasize Students' Active Role in the Learning Process	185	(1)
Give Students Tools to Expand Word Knowledge Independently	185	(1)
Reinforce Word Learning and Repeated Exposures Over Time	186	(1)
Stimulate Students' Interest in Words	186	(1)
Build a Language-Rich Environment to Support Word Learning	187	(1)
Encourage Students to Read Widely	188	(1)
Selecting Key Terms and Concepts	188	(3)
Types of Vocabulary	189	(1)
A Process for Selecting Words to Teach	189	(2)
Traditional Approaches to Vocabulary Instruction	191	(7)
Using Contextual Analysis	191	(5)
Using the Dictionary	196	(2)
Teacher-Directed Approaches for Building Vocabulary Knowledge	198	(7)
Activities Encouraging Firsthand Concept Development	198	(4)
Semantic-Feature Analysis	202	(3)
Promoting Independent Word Learning	205	(8)
Word Maps	206	(2)
Concept Cards	208	(5)
Activities for Reinforcing and Evaluating Word Knowledge	213	(5)
Imagery and Keywords	213	(2)
Activities and Test Formats that Reinforce and Evaluate Word Learning	215	(3)
Case Study Revisited	218	(2)
Summary	220	(1)
References	221	(3)
Chapter 7 Writing as a Tool for Active Learning	224	(44)
Case Study	226	(1)
Reading and Writing as Constructive and Parallel Processes	227	(2)
How Can the Writing Process Help the Content Area Teacher?	229	(2)
Guidelines for the Use of Writing Across the Content Areas	231	(3)
Identify Concepts First and Then Determine If Writing Is the Appropriate Strategy for Learning	231	(1)
Design Writing Assignments That Encourage Active Learning	232	(1)
Provide Sufficient Time for Prewriting Activities	232	(1)
Design Writing Assignments That Have a Real and Immediate Audience	233	(1)
Vary the Assignments and the Discourse Modes	233	(1)
Publish and Celebrate Your Students' Writing	233	(1)
Start Right with an Effective Writing Assignment	234	(1)
Writing Activities that Prepare Students for Learning	235	(3)
The Guided-Writing Activity	236	(1)
Academic Journals	237	(1)
Writing Activities that Encourage Students to Construct Meaning and to Monitor Their Understanding	238	(4)
Microthemes	238	(2)
Double-Entry Journals	240	(1)
Framed Paragraphs	241	(1)
Writing Activities that Encourage Students to Think Critically	242	(6)
Reading Response Applied to Expository Text	243	(2)
Variations of the Microtheme	245	(1)
SPAWN-ing Writing Assignments	246	(2)
Critical Issues Concerning the Use of Writing as a Means of Learning	248	(14)
Sane Methods for Grading and Responding	248	(3)
Effective Activities for Involving Students in Evaluation	251	(4)
Using Writing to Test Learning	255	(3)
The Research Paper	258	(2)
The Role of Computers During the Writing Process	260	(2)
Case Study Revisited	262	(3)
Summary	265	(1)
References	266	(2)
Chapter 8 Literature Across the Curriculum and Throughout Life	268	(46)
Case Study	271	(1)
What is Young Adult Literature?	272	(1)
Guidelines for Integrating Literature into Content Classrooms	273	(15)
Identify Salient Themes and Concepts	274	(3)
Identify Appropriate Literature to Help Teach Concepts	277	(4)
Organize the Content and the Classroom for Literature	281	(7)
Teaching with Trade Books and Textbooks: Symbiosis	288	(10)
Using the Trade Book as a Schema and Interest Builder	288	(2)
Use the Trade Book to Extend Textbook Ideas	290	(6)
Use Follow-Up Activities that Allow Students to Personalize New Trade/Text Knowledge	296	(2)
Promoting Lifelong Reading Habits	298	(6)
What Classroom Teachers Can do to Keep Students Reading	299	(5)
Case Study Revisited	304	(3)
Summary	307	(1)
References	308	(6)
Chapter 9 Strategic Learning Across the Content Areas	314	(44)
Case Study	317	(1)
Guidelines for Teaching Study Strategies	318	(6)
Emphasize the Importance of Task Knowledge	318	(1)
Remember the When, Why, and How of Strategy Use	319	(1)
Take the Time to Develop Students' Strategic Expertise	320	(1)
Know the Study Strategies You Teach	320	(1)
Create Situations in Which Students Can Transfer Strategies to Realistic Content Area Tasks	321	(1)
Acknowledge the Importance of Students' Motivation and Belief Systems	321	(1)
Encourage Students to Modify Strategies to Meet Personal Needs and Styles	322	(1)
Use Homework and Other Assignments to Reinforce Study Strategies	322	(2)
Basic Processes Important to Active Learning	324	(8)
Knowing the Format and Organization of a Textbook	324	(1)
Recording and Interpreting Assignments Correctly and Completely	325	(1)
Previewing	326	(3)
Summarizing	329	(3)
Strategies for Taking Class Notes	332	(5)
The Split-Page Note-Taking Format	335	(2)
Strategies for Synthesizing Content Area Concepts	337	(8)
Mapping	337	(4)
Time Lines	341	(1)
Synthesis Journals	342	(3)
Strategies for Creating Metacognitive Awareness	345	(8)
Self-Questioning Strategies for Expository Text	345	(2)
Narrative Text and Self-Generated Questions	347	(2)
The Talk-Through	349	(2)
Encouraging Students to Evaluate	351	(2)
Case Study Revisited	353	(1)
Summary	354	(1)
References	355	(3)
Chapter 10 Expanding Literacy and Content Learning Through Computer Technology	358	(32)
Case Study	360	(1)
Why Use Computer Technology	361	(3)
Computer Technology in Schools Today	364	(18)
Telecommunications	364	(7)
Word Processing for Meaningful Communication	371	(4)
Expanding Learning in Content Classrooms with Databases and Spreadsheets	375	(5)
Active Learning Through Multimedia and Hypermedia Presentations	380	(2)
Accessing Information About Computer Technology	382	(1)
Case Study Revisited	382	(4)
Summary	386	(1)
References	386	(4)
Chapter 11 Meeting the Literacy Needs of Special Students	390	(45)
Case Study	392	(2)
Who Are Students with Special Needs?	394	(4)
Culturally Diverse Students	395	(1)
Learning-Disabled Students	395	(2)
Gifted Students	397	(1)
Instructional Guidelines for Teaching Students with Special Needs	398	(10)
Reading-Disabled and Gifted Students Should Not Be Permanently Separated from Regular Students or Each Other	398	(1)
Instruction Should Emphasize Meaningful Reading and Writing Experiences	399	(1)
Each Student's Unique Contribution Should be Valued	400	(1)
All Dialects of a Language Should be Valued	401	(2)
Engage Students in Literacy Experiences that Reverse Cycles of Passive Failure and Learned Helplessness	403	(1)
Promote New, Positive Ways of Communicating About Students' Special Needs	404	(2)
Establish Home-School Connections and Use the Community As a Cultural Resource	406	(2)
Reading and Writing Strategies for Students with Special Needs	408	(18)
Sustained Silent Reading and Writing	408	(1)
Message Board: Encourage Purposeful Writing	409	(1)
Dialogue Journals	410	(1)
Exploring Personal Connections to Text	411	(2)
Trade Books	413	(1)
Picture Books and Wordless Books	413	(4)
Other Books that Promote Cultural Pluralism	417	(6)
"Other Englishes"	423	(2)
Verbal Reports	425	(1)
Case Study Revisited	426	(2)
Summary	428	(2)
References	430	(5)
Chapter 12 Becoming an Effective Literacy Professional	435	(31)
Case Study	436	(1)
Literacy Innovations in the Content Classroom: Challenges to Change	437	(1)
Strategy, Teacher, and Organizational Characteristics Influencing the Knowledge and Use of Reading and Writing Strategies	438	(4)
Strategy	439	(2)
Teacher	441	(1)
Organization	441	(1)
Supporting Meaningful Change in Teacher Practice	442	(1)
Characteristics of Effective Teachers	443	(17)
Effective Teachers Are Reflective Teachers	444	(3)
Effective Teachers Use the Research Process as a Learning Process	447	(4)
Effective Teachers Employ Innovative Strategies that Link Content and Literacy Learning	451	(1)
Effective Teachers Understand Literacy Processes	452	(2)
Effective Teachers Establish Personal Reading Programs	454	(1)
Effective Teachers Collaborate with Students, Teachers, Parents and Administrators	455	(5)
Case Study Revisited	460	(2)
Summary	462	(1)
References	463	(3)
Appendix: Literature in and for Students Who Speak "Other Englishes"	466	(5)
Name Index	471	(6)
Subject Index	477