Content area reading and writing : fostering literacies in middle and high school cultures
著者
書誌事項
Content area reading and writing : fostering literacies in middle and high school cultures
Pearson/Merrill/Prentice Hall, c2008
2nd ed
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注記
Includes bibliographical references (p. 409-430) and indexes
内容説明・目次
内容説明
Through this strategy-driven, theory-based text, content-area teachers gain a thorough understanding of the fundamental role that reading and writing play in content-area learning. Unique to this text is the attention paid to helping teachers understand how the high school cultures students belong to affect their view of literacy and learning. The author effectively guides readers to ways they can identify and address school cultures and make literacy in content learning, relevant to students. The author offers step-by-step approaches to gauge student literacy, build vocabulary, and implement instruction that improves comprehension, encourages critical reading, supports writing for learning, and facilitates collaboration for literacy development.
目次
Part 1 Knowing Your Students and Their Literacies Chapter 1 Engaging Cultures and Literacies for Learning Double-Entry Journal: Before Reading Beginning Teachers Remember Their High School Cultures and Literacies How Do Cultures Shape Minds? What Is Culture? How Cultures Shape Minds School Cultures Shaping Students' Minds School Cultures Beginning Teachers Discovering School Cultures Links Between Cultures and Literature What Is Literacy? Is There an Adolescent Literacy Crisis Groups Struggling with School Literacy Is There a Crisis of Engagement with Learning at the Core of Middle and High School Cultures? Disconnects Between Students, Their Teachers, and the Curriculum Can We Generalize Cultures and Literacies as Resources for Engagement Addressing Teachers' Nightmares Content Literacy: A Reationale and a Story New Literacies Lessons from "Beating the Odds" Classrooms Meeting the Challenges of Literacy and Learning Double-Entry Journal: After Reading Chapter 2 Motivation to Read Content-Area Texts Double-Entry Journal: Before Reading Motivation to Read Ms. Hawthorne's Challenge Changes in Motivation to Read Through the School Years Toward a Unifying Vision of Motivation to Read: Self-Determination Theory The Focus of Motivation Student Factors Contributing to a Student's Motivation to Read Student Identity Self-Expectations and Self-Efficacy Goals and Task Values Textual Connections Teacher Factors Contributing to Students' Motivation to Read Teacher Engagement Achievement-Related Instruction Autonomy Support Summary Double-Entry Journal: After Reading Chapter 3 Inside the Meaning Construction Zone: Readers Reading Double-Entry Journal: Before Reading How Students Construct and Negotiate Meaning Myths of the Good Reader First Good Reader Myth: They Can Read at 1,000 Words a Minute or More with Improved Comprehension Second Good Reader Myth: They Don't Subvocalize Third Good Reader Myth: They Read Only the Key Words Fourth Good Reader Myth: They Recognize Words as Wholes Fifth Good Reader Myth: They Read Groups of Words as a Unit of Thought Sixth Good Reader Myth: They Never Look Back Characteristics of Good Readers The Benefits of a Reading Process Model How Personal Theories of Reading Affect Reading Processes and Outcomes A Peek into the Reader's Construction Zone An Overview of the Reading Model The Sensory System Cognitive Processes and Outcomes Metacognitive Processes Text and Classroom Content Implications of the Model for Teaching Double-Entry Journal: After Reading Chapter 4 Assessing Readers and Their Texts Double-Entry Journal: Before Reading Diagnostic Teaching Content Teachers Diagnostic Decision Making About Reading Step 1. Student's Identity, History, Goals, Values, and Interests Step 2. Expected Level of Reading Step 3. Assessment of Students' Reading Ability Step. 4. Class Literacy Profile Step 5. Teaching Strategies and Resources Step 6. Diagnostic Teaching Step 7. Instructional Monitoring, Modification, and Recommendations Assessment Rules for Diagnostic Teaching Formal Assessment Norm-Referenced Tests Criterion-Referenced Tests Assessing the Assessment Instruments Reading Processes That Cannot Be Adequately Assessed Informal Assessment Group Reading Inventory (GRI) Step-by-Step: Group Reading Inventory Miscue Analysis Running Records Curriculum-Based Measurement (CBM) Informal Assessments for a Closer Look at Comprehension Processes Retellings Step-by-Step: Retelling Comprehension Think-Alouds Step-by-Step: Doing a Comprehension Think-Aloud Interviews and Interactions Portfolio Assessment in Content Area Classrooms Inventories of Reading Strategies Categories of Adolescent Readers Who Can Be Helped and How? Assessing Texts: Readability and Accessibility Readability Formulas Step-by-Step: Calculating Readability with Fry's Formula Step-by-Step: How to Administer a Cloze Readability Test Friendly Text-Evaluation Scale Double-Entry Journal: After Reading Part II Enhancing Your Students' Literacies Through Strategic Instruction Chapter 5 Developing Vocabulary, Concepts, and Fluency for Content Area Literacy Double-Entry Journal: Before Reading Transforming Words into Meanings Decoding The Lexicon in Long-Term Memory From Word Recognition to Fluency Metacognition and Making Meaning from Words The Complexities of Simply Knowing a Word Word Counts High- and Low-Frequency Words Student-Led Vocabulary Growth: A Strategy-Integrated Model Step-by-Step: Student-Led Vocabulary Development Flashbacks: The Return of the Vocabulary Card What We Know About Teaching Development Principles to Guide Vocabulary Learning Creating Word-Rich Environments Fostering Word Consciousness Gaining Word Knowledge Through Strategy Instruction Addressing Vocabulary Word-Knowledge Check Keyword Method Word Maps Word Parts Vocabulary Self-Collection Strategy (VSS) Step-by-Step: Self-Collection Strategy (VSS) Activities for Mastering VSS and Other Important Words Step-by-Step: Semantic Maps Step-by-Step: Synonym Webs Step-by-Step: Semantic Feature Analysis Growing Word Knowledge: Just Reading Word Play: Language Games in Context Looking Closely at Students Constructing Word Meanings Using Content to Learn Words with PASSION Using Technology to Foster Vocabulary Growth A Summary of Research Guiding Instruction in Vocabulary Development Double-Entry Journal: After Reading Chapter 6 Strategies to Enhance Comprehension Double-Entry Journal: Before Reading Comprehension-Enhancing Strategies to Activate and Integrate Knowledge Double-Entry Journal Step-by-Step: How to Design and Implement DEJs Anticipation Guide Step-by-Step: How to Prepare and Present Anticipation Guides Directed Reading-Thinking Activity (DR-TA) Step-by-Step: How to Do a DR-TA Know-Want to Know-Learned (K-W-L) Strategy Step-by-Step: How to Do a K-W-L The Prereading Plan (PreP) Step-by-Step: How to Do a PreP Directed Inquiry Activity (DIA) Step-by-Step: How to Do a DIA SQ3R PLAN Making Reading Meaningful Step-by-Step: How to Help Students Make Reading More Meaningful Text Structure Types of Text Structure Effects of Text-Structure Knowledge Five Basic Text Structures Levels of Text Structure What's the Structure? Step-by-step: What's the Structure Text Structures and Genres in Different Disciplines Strategies for Organizing Knowledge (Knowledge Organizers) Outlines Note Taking (from Lectures and Readings) Graphic Organizers Concept Mapping Step-by-Step: How to Design a Concept Map Summary Double-Journal Entry: After Reading Chapter 7 Writing to Assess, Promote, and Observe Learning Double-Entry Journal: Before Reading A Peek into the Writer's Construction Zone How Process Upstaged Product How Writing Furthers Constructivism Effects of Social Contexts on the Writing Process The Promise of Writing to Learn Types of Writing Effects of Writing on Learning The National Writing Project (WNP) Categories of Writing Writing to Assess Learning Writing to Promote Learning Implementing Strategies Writing to Observe Student Work Step-by-Step: A Protocol for Looking at Student Work The Teacher's Dilemma: What Kind of Writing Should I Assign? Responding to Writing Double-Entry Journal: After Reading Chapter 8 Critical Reading of Print and Nonprint Texts Double-Entry Journal: Before Reading The Need for More-Critical Reading What Is Critical Reading? Activities to Foster Critical Thinking Inquiry Questions (IQs) Step-by-Step: Inquiry Questions (IQs) Questioning the Author (QtA) Step[by-Step: Questioning the Author (QtA) Editor Interviews Step-by-Step: Editor Interviews ReQuest Step-by-Step: ReQuest Socratic Seminars Step-by-Step: Socratic Seminars Challenging Texts: Close Readings Step-by-Step: The Believing and Doubting Game TASKing in Pairs Step-by-Step: Tasking in Pairs Understanding Critical Literacy Step-by-Step: Critical Literacy in the Classroom Media Literacy Double-Entry Journal: After Reading Chapter 9 Collaborating for Literacy and Learning: Group Strategies Double-Entry Journal: Before Reading Whole Groups Whole-Class Reading Methods Alternatives to Round Robin Reading Step-by-Step: Think-Alouds in Class Step-by-Step: How to Induce Imagery Step-by-Step: How to Conduct a "Road to Discover" Session Whole-Class Discussions Cooperative Learning Principles of Cooperative Learning Informal Group Methods to Support Learning and Literacy Cooperative Learning Activities with Integrated Literacy Goals Step-by-Step: How to Do a Group Investigation Step-by-Step: How to Do a Group Reading Activity (GRA) Step-by-Step: How to Do a Jigsaw II Activity Reciprocal Teaching A Brief History of Reciprocal Teaching Original Reciprocal Teaching Model Step-by-Step: How to Do Basic One-on-One Reciprocal Teaching Variations of Reciprocal Teaching Features Contributing to Reciprocal Teaching's Success Tutoring: Working in Pairs Peer Tutoring Step-by-Step: How to Do Paired Reading Cross-Age Tutoring Adult-Student Tutoring Double-Entry Journal: After Reading Chapter 10 Struggling Readers and English Learners: Assessing Their Cognitive and Cultural Needs Double-Entry Journal: Before Reading Addressing the Frustrations of Struggling Readers How Serious Are Reading Problems in Our Middle and High Schools? Research-Based Model for Reading Intervention: A Constellation of Features Providing Guidance in Program Design and Implementation Fourteen Features of a Research-Based Literacy Intervention Model Systematic, Embedded, and Differentiated Instruction Resources to Support Intervention Programs Corrective Reading LANGUAGE! READ 180 Implementation Reading Apprenticeship (RA) Implementation The "Just Read More" Program English Learners Federal Law and English Learners A Glossary of Acronyms and Abbreviations Toward a Theory of How a Second Language Is Learned How Long Does It Take for an English Learner to Become Proficient? Programs for English Language Learners California's English Learner's' Programs: An Example of the Teacher's Challenge Principles Guiding English Learners' Instruction Sheltered English Instruction and Structured English Immersion Cognitive Academic Language Learning Approach (CALLA) How Can We Know Which Programs Serve English Learners Best? Double-Entry Journal: After Reading Chapter 11 Designing Literacy into Academically Diverse Content Area Classes to Promote Understanding Double-Entry Journal: Before Reading Standards-Based Instructional Planning What is Standards-Based Instruction? Accountability Provisions of No Child Left Behind (NCLB) How Can Teachers Teach to the Standards? Addressing Content Literacy in All Content Areas Science Literacy Math Literacy Step-by-Step Think-Alouds in Math Class History/English Collaborative Literacy and Physical Education Planning Pyramid for Inquiry and Understanding How Sally Peterson Built a Pyramid for Inquiry and Understanding Step-by-Step: Creating Criteria with Students Summary Double-Entry Journal: After Reading References Glossary
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