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OverviewA comprehensive, research-based guide for developing the literacy skills students need to be college- and career-ready, this book incorporates the Common Core State Standards and IRA’s 2010 Standards for Reading Professionals. Practicing and prospective secondary content area teachers get the knowledge and skills they need to develop their students’ content literacy in this comprehensive new guide. A balanced combination of both theory and practice, it provides more than 30 sample lessons and more than a dozen examples of exemplary teaching that readers can refer to develop their own content literacy teaching skills. The book incorporates the Common Core State Standards and translates them into suggestions for assessing and teaching a wide range of secondary students, and includes extensive, practical suggestions for working with struggling students and English learners. Based on the premise that content area teachers have responsibility for teaching all students the reading and writing skills they need to understand and communicate the content of their courses, the book demonstrates how teachers can combine the development of content knowledge, the language and thinking skills required by the discipline, and appropriate learning strategies in their teaching. The emphasis is on building language and background knowledge, the foundations of literacy. Specific suggestions for developing the academic language skills of all students–but especially English language learners–are provided throughout the book. With its incorporation of a variety of outstanding pedagogical techniques, this guide fosters increased understanding and retention of key concepts and gives readers the chance to become familiar with the techniques so they are prepared to use them with their students. Full Product DetailsAuthor: Thomas Gunning , Thomas GunningPublisher: Pearson Education (US) Imprint: Pearson Dimensions: Width: 21.70cm , Height: 2.00cm , Length: 27.70cm Weight: 1.078kg ISBN: 9780205580811ISBN 10: 0205580815 Pages: 528 Publication Date: 27 July 2011 Audience: Professional and scholarly , Primary & secondary/elementary & high school , Professional & Vocational , Secondary Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsChapter 1: Reading and Writing in the Content Areas: An Introduction Chapter 2: The Nature and Assessment of Content Area Texts Chapter 3: Building Content Area Vocabulary Chapter 4: Comprehension: Processes and Strategies Chapter 5: Reading to Learn Content Chapter 6: Collaborative and Cooperative Approaches for Learning Chapter 7: Study Skills and Strategies Chapter 8: Writing to Learn Chapter 9: Teaching Content Area Literacy to Diverse Learners Chapter 10: Reading and Writing in Language Arts, Social Studies, Art, Music, and World Languages Chapter 11: Reading and Writing in Science, Math, Technology, and Physical Education Chapter 12: Using Technology, Trade Books, and Periodicals in the Content Areas Chapter 13: Evaluating Progress in the Content Areas Chapter 14: Creating an Effective Content Area Program Appendix: Morphemic Elements for the Content AreasReviewsAuthor InformationThomas G. Gunning has taught courses in methods of teaching reading and writing for more than 20 years and was director of the Reading Clinic at Southern Connecticut State University. Before that, as a secondary English teacher, a reading specialist, and an elementary school reading consultant, he worked extensively with achieving and struggling readers and writers. Dr. Gunning, who recently served as a Reading First consultant, is currently working with elementary and middle school students to help them develop higher level literacy skills, as well as serving as an adjunct professor in the Reading/Language Arts Department at Central Connecticut State University. Over the years, Dr. Gunning’s research has explored reading interests, informal reading inventories, decoding strategies, readability, higher-level literacy skills, and response to intervention. As a result of this research, he has created a number of informal assessments and programs for developing decoding and comprehension skills. Tab Content 6Author Website:Countries AvailableAll regions |
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