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This text addresses instructional issues and provides a wealth of classroom strategies to help all middle and secondary teachers effectively enable their students to develop both content concepts and strategies for continued learning. The goal is to help teachers model, through excellent instruction, the importance of lifelong content-area learning. This working textbook provides students maximum interaction with the information, strategies, and examples presented in each chapter. Each chapter includes a graphic organizer, a chapter overview, a Think Before Reading Activity, one or more Think While Reading Activities, and a Think After Reading Activity. The activities present questions and scenarios designed to integrate students' previous knowledge and experience with their new learnings about issues related to content area reading, literacy, and learning, and to serve as catalysts for thinking and discussions. New in the Third Edition: the latest information on literacy strategies in every content area; research-based strategies for teaching students to read informational texts; up-to-date information for differentiating instruction for English-speaking and non-English speaking students; an examination of youth culture and the role it plays in student learning; a look at authentic learning in contexts related to the world of work; ways of using technology and media literacy to support content learning; suggestions for using writing in every content area to enhance student learning; ideas for using multiple texts for learning content; a focus on the assessment-instruction connection; and strategies for engaging and motivating students. This volume is intended as a primary textfor courses on middle and high school content area literacy and learning.
Show moreThis text addresses instructional issues and provides a wealth of classroom strategies to help all middle and secondary teachers effectively enable their students to develop both content concepts and strategies for continued learning. The goal is to help teachers model, through excellent instruction, the importance of lifelong content-area learning. This working textbook provides students maximum interaction with the information, strategies, and examples presented in each chapter. Each chapter includes a graphic organizer, a chapter overview, a Think Before Reading Activity, one or more Think While Reading Activities, and a Think After Reading Activity. The activities present questions and scenarios designed to integrate students' previous knowledge and experience with their new learnings about issues related to content area reading, literacy, and learning, and to serve as catalysts for thinking and discussions. New in the Third Edition: the latest information on literacy strategies in every content area; research-based strategies for teaching students to read informational texts; up-to-date information for differentiating instruction for English-speaking and non-English speaking students; an examination of youth culture and the role it plays in student learning; a look at authentic learning in contexts related to the world of work; ways of using technology and media literacy to support content learning; suggestions for using writing in every content area to enhance student learning; ideas for using multiple texts for learning content; a focus on the assessment-instruction connection; and strategies for engaging and motivating students. This volume is intended as a primary textfor courses on middle and high school content area literacy and learning.
Show moreContents: Part I: Content Area Reading: An Overview. T.W. Bean, H. Harper, Content Area Reading: The Current State of the Art. Part II: The Teacher and the Text. C.M. Fairbanks, N.L. Roser, D.L. Schallert, The Role of Textbooks and Tradebooks in Content Area Reading. B.B. Armbruster, Matching Readers and Texts: The Continuing Quest. Part III: The Students. K. McArthur, T. Penland, F. Spencer, P. Anders, Why Content Area Literacy?: Focus on Students. T. Gunning, Engaging Students Who Are Struggling Toward Success as Content Area Readers. B.A. Shearer,M.R. Ruddell, Engaging Students' Interest and Participation in Learning. L.M. Sutherland, S. Botzakis, E.B. Moje, D.E. Alvermann, Bringing Youth Culture Into Content Learning and Literacy. G.E. García, M.V. Montavon, Making Content-Area Instruction Comprehensible for English Language Learners. Part IV: The Instructional Program. G. Ivey, The Content Area Teacher's Instructional Role: Moving Students Toward Strategic Independent Reading. L. Mikulecky, Literacy Demands for Employment: How Jobs Have Changed and What Teachers Can Do. B. Moss, Facts That Matter: Teaching Students to Read Informational Text. C. Santa, L. Havens, S. Harrison, Teaching Secondary Science Through Reading, Writing, Studying, and Problem Solving. F.R. Curcio, A.F. Artzt, Reading, Writing, and Mathematics: A Problem-Solving Connection. E.M. Schell, Empowering Readings in Social Studies. C. Jago, Understanding Literature: Reading in the English/Language Arts Classroom. C. Cox, The Arts and Literacy Across the Curriculum. W.G. Brozo, Authentic Contexts for Developing Language Tools in Vocational Education. L. Gentile, V. McMillan, Reading and Writing in Sports and Physical and Health Education. D.L. Grisham, T.D. Wolsey, Literacy and Technology Integration in the English/Language Arts Classroom. N. Farnan, L. Fearn, Writing to Learn in the Content Areas. M.F. Graves, W.H. Slater, Vocabulary Instruction in the Content Areas. D.M. Ogle, Study Techniques That Ensure Content Area Reading Success. R. Hoffman, Using Concept Mapping as an Effective Strategy in Content Area Instruction. J.F. Almasi, Using Questioning Strategies to Promote Students' Active Discussion and Comprehension of Content Area Material. L. Kucan, Multigenre Reading/Writing in the Content Areas. J. O'Flahavan, R. Tierney, Moving Beyond Reading and Writing in the Content Areas of Discipline-Based Inquiry. R. Pritchard, S. O'Hara, Assessment in the Content Areas: Solving the Assessment Puzzle. Part V: School Culture and Environment. N. Frey, D. Fisher, Strategies for Engagement and Motivation in Middle and High School Classrooms. M. Mraz, R.T. Vacca, J.L. Vacca, Creating Response-Centered Learning Environments: Using Authentic Texts to Extend and Enrich the Curriculum. J. Barton,K.D. Wood, Lesson Planning for Best Practices in the Content Areas.
James Flood, Diane Lapp, Nancy Farnan
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