Overview

This title is only available as a loose-leaf version with Pearson eText. A focus on learning content through discipline-appropriate literacy practices, a strong emphasis on writing, and a current look at the use of media in teaching are hallmarks of the new edition of this widely popular text. Throughout, middle and secondary school teachers get a readable presentation of discipline-appropriate literacy practices and examples and adaptions of selected strategies. Set up to ensure comprehension, the chapters link to the Learning Cycle presented in the beginning of the book, graphic organizers help readers navigate chapter content, and questions, summaries, vignettes, and examples make the concepts clear. This edition of Content Area Reading and Literacy features three full chapters focusing on writing instruction, integrates culture and diversity throughout, and expands or reemphasizes important topics, such as life-long readers and learners beyond the printed text, close and critical reading in discipline-appropriate ways, evidence-based writing, and multimodal texts. 0133846547 / 9780133846546 Content Area Reading and Literacy: Succeeding in Today's Diverse Classrooms, Pearson eText with Loose-Leaf Version -- Access Card Package Package consists of: 0134228340 / 9780134228341 Content Area Reading and Literacy: Succeeding in Today's Diverse Classrooms, Pearson eText -- Access Card 013425645X / 9780134256450 Content Area Reading and Literacy: Succeeding in Today's Diverse Classrooms, Loose-Leaf Version

Full Product Details

Author:   Victoria Gillis ,  George Boggs ,  Donna Alvermann
Publisher:   Pearson Education (US)
Imprint:   Pearson
Edition:   8th edition
Dimensions:   Width: 21.60cm , Height: 1.30cm , Length: 27.40cm
Weight:   0.658kg
ISBN:  

9780133846546

ISBN 10:   0133846547
Pages:   368
Publication Date:   05 August 2016
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Mixed media product
Publisher's Status:   Active
Availability:   In stock  
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Table of Contents

Brief Table of Contents Chapter 1 Content Literacy and the Reading Process - 1 Chapter 2 Creating Effective Learning Environments - 34 Chapter 3 Planning for Content Literacy - 58 Chapter 4 Assessment of Students and Textbooks - 89 Chapter 5 Preparing to Read - 123 Chapter 6 Reading to Learn - 143 Chapter 7 Increasing Vocabulary and Conceptual Growth - 177 Chapter 8 Reflecting on Reading and Learning - 215 Chapter 9 Teaching Writing - 239 Chapter 10 Writing to Learn - 254 Chapter 11 Writing to Inquire - 279 Chapter 12 Developing Lifetime Readers: Literature in Content Area Classes - 296 Detailed Table of Contents Preface xv Chapter 1 Content Literacy and the Reading Process 1 Assumptions Underlying Content Teaching 4 Subject Matter 4 Role of the Textbook 5 Active and Independent Readers 6 Fluent Readers 8 Fluency with Information Technology 8 What It Means to Be Literate 9 Literate Thinking 10 Content Literacy 11 Disciplinary Literacy 12 The New Literacy Studies 19 The Reading Process 21 A Cognitive View 21 A Social Constructionist Perspective 26 The Role of Motivation 29 Summary 32 Suggested Readings 32 Chapter 2 Creating Effective Learning Environments 34 Affective Characteristics 37 Linking Content Literacy with Students' Lives 37 Adaptive Instruction 41 Providing Choices 42 Language as a Vehicle for Teaching and Learning Content 42 Seeing Language as a Social Practice 43 Dealing with Gendered Language in the Classroom and the Text 44 Diversity in Language and Learning 46 Second-Language Acquisition and Learning 46 Struggling or Reluctant Readers 50 Gifted and Talented Learners 51 Teaching and Learning in Culturally Diverse Classrooms 53 Today's Globalizing Influences 53 Supporting Literacy among Adolescent English Learners 55 Summary 56 Suggested Readings 57 Chapter 3 Planning for Content Literacy 58 Instructional Decision Making 61 Essential Questions and Content Objectives 62 Language and Disciplinary Literacy Objectives 65 Learning Materials 66 Student Capabilities and Needs 66 Evaluation and Assessment 68 Planning and Educational Technology 69 Teaching Resources on the Web 70 Planning Student Involvement with the Internet 72 Planning for New Literacies 74 Structured Frameworks for Content Literacy Lessons 75 The Learning Cycle 75 Reciprocal Teaching 78 Reading and Writing Workshops 80 Beyond the Daily Plan 80 Unit Planning 81 Schoolwide Programs 82 Interdisciplinary Teaching 84 Thematic Teaching 86 Summary 87 Suggested Readings 87 Chapter 4 Assessment of Students and Textbooks 89 Assessing Students 92 Tests and Testing: A Consumer Advisory 92 Types of Assessment 95 Purposes of Assessment: Learning about Students 101 Assessment for Learning: Cognitive Domain 102 Assessment for Learning: Affective Domain 108 Assessment of Learning: Grades and Grading 112 Assessment as Learning: Portfolio Assessment 114 Assessing Textbooks 119 Readability Formulas 120 Consumer Judgments (or Don't Judge a Book by Its Cover) 121 Summary 122 Suggested Readings 122 Chapter 5 Preparing to Read 123 The Role of Prior Knowledge 126 Hurdles to New Learning 126 The Teacher's Task 127 Assessing and Building Prior Knowledge 128 The List-Group-Label Strategy 129 Graphic Organizers 130 Reading, Viewing, and Listening 131 Writing 132 Activating Prior Knowledge with Prereading Strategies 133 Anticipation Guides 134 Problem-Solving Activities 139 K-W-L 140 Summary 142 Suggested Readings 142 Chapter 6 Reading to Learn 143 Constructing Meaning with Text 146 Disciplinary Differences in Constructing Meaning 147 Discipline-Specific Literacy Practices 148 Helping Students Comprehend 150 Teaching Students to Be Strategic 150 Making Text Comprehensible 152 The Role of Fluency in Comprehension 152 Close Reading 155 Questions and Questioning 156 When to Ask: The Right Time and the Right Place 157 What to Ask: The Relation between Questions and Answers 157 How to Ask: Questioning Strategies 163 Text Structure and Complexity 167 Common Text Structures 167 Teaching about Text Structures 168 Text Complexity 172 Comprehending Online Texts 174 Summary 175 Suggested Readings 176 Chapter 7 Increasing Vocabulary and Conceptual Growth 177 Learning Words and Concepts 180 How Students Learn Vocabulary 181 Word-Learning Tasks 181 Levels of Word Knowledge 182 Types of Vocabulary 182 Discipline-Specific Vocabulary Characteristics 183 Readers' Resources for Learning New Words 185 Teaching Vocabulary: Preactive Phase 188 Criteria for Selecting Vocabulary 190 Guidelines for Vocabulary Instruction 190 Strategies for Introducing and Teaching Vocabulary: Preactive/Interactive Phase 191 Developing Students' Independence: Interactive Phase 197 Using Context Clues 197 Using Familiar Word Parts 199 Using Dictionaries 201 Vocabulary Self-Collection 201 Intensive Approaches for Struggling Readers and English Learners 203 Reinforcing Vocabulary: Reflective Phase 206 Literal-Level Activities 207 Interpretive-Level Activities 207 Application-Level Activities 212 Summary 213 Suggested Readings 214 Chapter 8 Reflecting on Reading and Learning 215 Engaging Students through Discussion 218 Small-Group Discussions 218 Peer-Led Literature/Learning Circles 220 Cooperative/Collaborative Learning 222 Cross-Age Tutoring 222 Guiding Student Reflection 224 Reaction Guides 224 Reading, Viewing, Listening, or Acting for Different Purposes 226 Discussion Webs 227 Intra-Act Procedure 229 General Discussion Techniques 231 Promoting Critical Literacy 231 Teaching Literacy for Critical Awareness 233 Incorporating Critical Media Literacy into the Curriculum 234 Summary 238 Suggested Readings 238 Chapter 9 Teaching Writing 239 Writing Activities for Content Areas 242 Authentic Writing 242 Simulations 243 Writing Assignments 244 Writing as a Process 244 Reviewing and Summarizing 245 Understanding Writing as a Part of Development 248 From Pointing to Writing 248 Reading Is Writing Is Analysis 248 Responding to Student Writing 249 Peer Responses 249 Teacher Conferences 251 Formal Evaluation 251 Summary 252 Suggested Readings 253 Chapter 10 Writing to Learn 254 Note-Making Strategies 257 Strategies That Foster Discipline-Appropriate Thinking 261 Structured Note Making 261 Learning Logs and Journals 263 Think Writes 267 Response Heuristic 268 Creative Writing to Learn 270 Cinquains 270 Biopoems 271 Found Poems 271 Raft Assignments 273 Other Creative Writing Activities 275 Summary 277 Suggested Readings 278 Chapter 11 Writing to Inquire 279 Understanding Writing in Context 282 Academic Literacies 283 Disciplinary Literacies 283 21st-Century Literacies 283 Preparing for Student Inquiry 285 Collecting and Organizing Information 286 Research or Three-Search? 286 I-Charts 287 Writing a Report 288 Outlining 288 Paraphrasing 289 Revising 289 Alternatives to the Traditional Research Report 290 Multigenre Reports 290 Information Literacy and Library Skills 291 Website Evaluation 292 Hypermedia 293 Collaborative Internet Projects 294 Summary 295 Suggested Readings 295 Chapter 12 Developing Lifetime Readers: Literature in Content Area Classes 296 Reading among Adolescents 299 Who's Reading What? 299 Reading in the Digital Age 300 Reading Practices in the Content Areas 300 Benefits of Moving beyond the Textbook 300 Encouraging Responses to Literature 301 Integrating Literature into Content Areas 302 Uses of Literature in Content Areas 302 Fiction and Nonfiction for Content Areas 307 Developing Awareness of Diversity through Texts 311 Advantages of Using Multicultural Literature 312 Resistance to Multicultural Literature 312 Choosing and Using Multicultural Literature 314 Summary 317 Suggested Readings 317 Appendix A Word Lover's Booklist 319 Appendix B Read-Aloud Books for Content Areas 320 Appendix C Trade Books for Science, Math, and Social Studies 322 Appendix D Culturally Conscious Trade Books 326 Appendix E Standards for the Content Areas-Web Ready/At a Glance 330 References Name Index Subject Index

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Author Information

Victoria R. Gillis graduated from North Georgia College with a BS degree in Biology and from Emory University with an MAT in Secondary Science Education. She taught middle and high school science courses including life science, chemistry, physics, and physical science in Georgia, Florida, and South Carolina for 20 years. In the early 1970s, she encountered the ideas and concepts in what was known as content area reading and tried them in her classroom. Her success in using principles of active learning drawn from content area reading led her to return to graduate school to complete a PhD at the University of Georgia in 1994. Victoria taught graduate and undergraduate disciplinary literacy courses at Clemson University for 20 years and served as a volunteer in the Reading and Writing for Critical Thinking project in Eastern Europe and Central America at the turn of the century. She is currently Wyoming Excellence in Education Literacy Chair in the College of Education at the University of Wyoming. George L. Boggs graduated from King College with a B.A. in English/Literature and Religion before beginning his career as a teacher and coach in the Pacific Northwest. He taught middle school language arts, Latin, Spanish, and technology before returning to graduate school for a MA in Classics from Durham University in Great Britain. Graduate study in a different educational system in an entirely new field helped clarify a lifelong interest in disciplinary literacies. Returning to high school teaching in Georgia, he sought opportunities to help students make sense of the specialized ways of thinking that define school content areas, first, but also workplace and other domains that matter to children. This work culminated in doctoral research at the University of Georgia completed in 2012. His role as literacy researcher and teacher educator has positioned him at Florida State University to develop opportunities for teachers to understand the role of literacy in their subject area goals. Donna Alvermann is the University of Georgia Appointed Distinguished Research Professor of Language and Literacy Education. She also holds an endowed chair position: The Omer Clyde and Elizabeth Parr Aderhold Professor in Education. Formerly a classroom teacher in Texas and New York, her research focuses on young people's digital literacies and use of popular media. Author of numerous articles, she has several books to her credit: Adolescents and Literacies in a Digital World; Reconceptualizing the Literacies in Adolescents' Lives (3rd ed.); Adolescents' Online Literacies: Connecting Classrooms, Digital Media, and Popular Culture; and Bring It to Class: Unpacking Pop Culture in Literacy Learning. Most recently, she helped in designing an interactive website to learn how a community of researchers and researched objects can push boundaries associated with creating and disseminating original work and remixes online using a Creative Commons license.

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