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9780471151616

Teaching Content Reading and Writing, 4th Edition

by
  • ISBN13:

    9780471151616

  • ISBN10:

    0471151610

  • Edition: 4th
  • Format: Hardcover
  • Copyright: 2004-01-01
  • Publisher: Wiley
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List Price: $130.66

Summary

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.

Author Biography

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.
Adolescent Literacy.
Discourses.
Tracking and Detracking.
The Kids Can Read.
Adolescents and Literacies in New Times.
The Millennials.
Linguistic Diversity.
Responding to Students’ Learning and Literacy Needs.
Middle and Secondary Literacy Instruction in Perspective.
The 1930s.
The 1940s.
The 1950s.
The 1960s.
The 1970s.
The 1980s.
The 1990s.
2000 and Beyond.
The Role of Middle/Secondary Schools and Teachers in Adolescent.
Literacy.
Plan of This Book.
CHAPTER 2: Literacy and Language Processes: Thinking, Reading, and Writing in First and Second Languages.
Theory and Practice.
Cognitive Theory.
Cognition.
Cognitive Processing, Concept Formation, and Learning.
Intertextuality.
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.
Reader-Text Interactions.
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.
Evaluating Software.
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.
Teacher Questions and Guided Comprehension.
The Directed Reading Activity (DRA).
ReQuest.
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).
Assessment.
Other Issues.
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.
Authentic Achievement.
Learning From Text.
Guiding Students Before, During, and After Reading (Into, Through, and Beyond).
Think, Predict, Read, Connect (TPRC), GMA, and VSS.
K-W-L Plus.
Predict-Locate-Add-Note (Plan).
Three-Level Reading Guides.
Anticipation 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).
Reading Response Groups.
Read, Encode, Annotate, Ponder (REAP) and iREAP.
Study Skills and Content Area Reading.
Survey, Question, Read, Recite, Review (SQ3R).
Survey, Question, Predict, Read, Respond, Summarize (SQP2RS).
Underlining and Notetaking.
Technology and Reading Across the Curriculum.
WebQuests.
Issues Related to Technology Use in Classrooms.
Concluding Thoughts About Reading Across the Curriculum.
CHAPTER 8:  Writing Across The Curriculum.
Writing in Subject Area Classrooms.
Traditional Writing Instruction.
New Viewpoints About Writing.
Writing Process.
Instruction That Guides Students Before, During, and After Writing (Into, Through, and Beyond).
Writing Workshop.
Writing Workshop Applied in Content Classrooms.
Instruction That Guides Students Before and During Writing (Into and Through).
Role/Audience/Format/Topic (RAFT).
Learning Logs and Double Entry Journals.
Instruction That Guides Students Before (Into) Writing.
Beginning Researchers.
Websites and E-mail.
Writing from Maps.
Journals.
Quick Writes.
A Few Final Words About Writing Across the Curriculum.
CHAPTER 9: Assessment of Student Progress in Subject Area Reading and Writing.
Overview of Evaluation and Assessment.
Assessment Concepts and Terms.
Assessment Today and in the Future.
Standards and Assessment.
Literacy Assessment in Content Areas.
Principles of Assessment.
Formal Assessment.
Testing Instruments.
Test Scores.
Interpretation of Tests.
Informal and Authentic Assessment of Subject Area Reading and Writing.
Traditional Informal Assessment.
Performance Assessment.
Observation as an Assessment Tool.
The Developmental Inventory.
Interviews and Student Self-Reports.
Portfolio Assessment.
A Final Word About Assessment.
CHAPTER 10: Diversity in the Classroom: Meeting the Needs of All Students.
The Difference Model as a Means for Viewing Diversity.
The Defect and Disruption Models.
The Deficit Model.
The Difference Model.
At-Risk Students, The Difference Model, and Diversity.
Marginalized Learners.
Instruction for Marginalized Students.
Classrooms for High and Low Achievers.
Instruction in Subject Area Classes for Marginalized Readers and Writers.
ReQuest.
Question-Answer Relationships (QAR).
ReQAR.
The Vocabulary Self-Collection Strategy (VSS).
Gradual Release Writing Instruction.
The Cone of Experience.
Final Words About Marginalized Learners.
Giftedness, Gender, and Other Differences.
Gifted Students.
Gender Differences.
Other Differences.
Other Approaches for Meeting the Diverse Needs of Students.
Creating A Community of Readers.
Creating Learning Classrooms for Preadolescent and Adolescent Students.
The Difference Model Revisited.
CHAPTER 11: Content Learning, Collaboration, and Literacy.
Current Approaches to Content Learning.
Cooperative Learning and Collaborative Learning.
Characteristics of Cooperative/Collaborative Learning.
Collaborative Learning, Language, and Literacy.
Concept-Oriented Reading Instruction (CORI).
Collaborative Learning Activities to Promote Literacy and Content Learning.
Project-Based Learning.
Internet Inquiry.
The Group Reading Activity (GRA).
Group Investigation.
Other Cooperative/Collaborative Learning Activities.
Jigsaw Grouping.
Jigsaw II.
Creative Thinking-Reading Activities (CT-RAs).
Ask Something.
Ambiguity, Risk, and Collaborative Learning.
Procedures for Implementing, Guiding, and Evaluating Collaborative Group Work.
Prerequisites to Grouping for Collaborative Learning.
Introducing Collaborative Learning Groups.
Establishing Roles for Individuals in Collaborative Learning Groups.
Guiding Collaborative Learning Groups.
Project Management.
Evaluating and Grading Cooperative/Collaborative Group Work.
Some Final Words on Content Learning, Collaboration, and Literacy.
CHAPTER 12: Developing Lifelong Readers and Writers.
Opening Doors.
Teachers Who Open Doors.
Opening Doors to Lifelong Literacy.
Finding out About Readers and Writers.
Questionnaires.
Talking to and Observing Students.
Becoming Familiar with Good Books for Preadolescent and Adolescent Readers.
Classroom Climates for Literacy.
Reading with Students Sustained Silent Reading (SSR).
Reading to Students.
Writing with Students.
Writing to Students.
Using Literature in Content Classes.
Resources for Developing Lifelong Readers and Writers.
Resources for Independent Reading––Finding Good Books.
Resources for Independent Writing––Getting Good Ideas.
Some Concluding Thoughts About Developing Lifelong Readers and Writers.
Index.

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