Content Area Reading: Literacy and Learning Across the Curriculum 13th Edition13th Edition

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Title Page Copyright Page Dedication Brief Contents Contents Preface Part I Learners, Literacies, and Texts 1 Literacy Matters Chapter Overview and Learning Outcomes Organizing Principle Frame of Mind Effective Teaching in Content Areas What Makes a Teacher Effective? Effective Teachers and the Standards-Driven Classroom Box 1.1 Voices from the Field: Melissa, Instructional Coach Effective Teachers Differentiate Instruction for a Wide Range of Students Literacy in a 21st-century World Box 1.2 Voices from the Field: Charles Robinson, International Educator New Literacies, New Ways of Learning Adolescent Literacy Box 1.3 Evidence-Based Best Practices: Fifteen Elements of Effective Adolescent Literacy Programs Disciplinary Literacy in Perspective Box 1.4 What Is Disciplinary Literacy? Disciplinary Literacy: A Brief Historical View Reading to Learn in a Discipline The Role of Prior Knowledge in Reading Reading as a Meaning-Making Process Reading as a Strategic Process Reading Comprehension Looking Back Looking Forward eResources 2 Learning with New Literacies Chapter Overview and Learning Outcomes Organizing Principle Frame of Mind New Literacies and Multiliteracies: An Overview From the Creative to the Critical Nonlinear Characteristics of New Literacies In-School and Out-of-School Literacies Box 2.1 Voices from the Field: Erika, a Middle School Mathematics Teacher in a 1:1 School New Literacies and Content Standards Engage and Empower Learning: Getting Started Box 2.2 ISTE Educational Technology Standards for Students Literacy and Learning in Multimodal Environments Developing a Framework for New Literacies Engaging Teachers and Students in Evaluating Technology Use Strategies for Writing to Learn Blogs, Websites, and Wikis Online Discussions Approaches to Multimodal Learning Blended and Hybrid Learning Internet Inquiries Adapting Learning Strategies with Technology Looking Back Looking Forward eResources 3 Culturally Responsive Teaching in Diverse Classrooms Chapter Overview and Learning Outcomes Organizing Principle Frame of Mind Culturally Relevant Pedagogy Teaching for Cultural Understanding Box 3.1 Voices from the Field: Nicole, High School Civics & History Teacher Box 3.2 Understanding the Components of Culturally Relevant Pedagogy Integrating Multicultural Literature Across the Curriculum Multicultural Books: A Closer Look Ways of Knowing in a Culturally Responsive Classroom Funds of Knowledge Drawing on Students’ Funds of Knowledge Across Content Areas Characteristics of Culturally Responsive Instruction Linguistic Differences in Today’s Schools Box 3.3 Evidence-Based Practices: Standard English Is Not the Only English Dialect Use in the Classroom Box 3.4 Voices from the Field: Lakia, Middle School English Language Arts Teacher English Language Learning Books for English Learners Box 3.5 Picture Books in Mathematics Sheltered Instruction for English Learners The SIOP Model Adapting Instruction in Content Classrooms Looking Back Looking Forward eResources 4 Assessing Students and Texts Chapter Overview and Learning Outcomes Organizing Principle Frame of Mind Approaches to Assessment High-Stakes Testing Standardized Testing: What Teachers Need to Know Authentic Assessment: The Teacher’s Role Portfolio Assessment in a Digital Age Adapting Portfolios to Content Area Classes Box 4.1 Disciplinary Literacy: Using Assessments to Teach What Matters Box 4.2 Evidence-Based Best Practices: Steps in the Implementation of Portfolios Checklists and Check-Ins Poll the Class 3-2-1 Check-In Opportunity Sticks A Framework for Strategy Implementation, Data Collection, and Instructional Decision Making Rubrics and Self-Assessments Assessing Text Complexity Content Area Reading Inventories Reading Rates Readability Box 4.3 Voices from the Field: Brian, Middle School Language Arts Teacher Looking Back Looking Forward eResources 5 Planning Instruction for Content Literacy Chapter Overview and Learning Outcomes Organizing Principle Frame of Mind Explicit Strategy Instruction Box 5.1 RTI for Struggling Adolescent Learners: Planning, Implementing, and Differentiating Strategies to Meet the Needs of All Learners Strategy Awareness and Explanation Strategy Demonstration and Modeling Guided Practice Strategy Application Planning Lessons Lesson Plan Formats B–D–A Instructional Framework Examples of B–D–A-Centered Lessons Planning Units of Study Components of a Well-Designed Unit An Inquiry/Research Emphasis in Units of Study Box 5.2 Evidence-Based Best Practices: Procedures for Guiding Inquiry/Research Projects A Multiple-Text Emphasis in Units of Study Box 5.3 Supporting English Learners Planning Collaborative Interactions Cooperative Learning Small-Group Processes Planning Discussions Creating an Environment for Discussion Looking Back Looking Forward eResources Part II Instructional Practices and Strategies 6 Activating Prior Knowledge and Interest Chapter Overview and Learning Outcomes Organizing Principle Frame of Mind Self-efficacy And Motivation Box 6.1 Evidence-Based Practices: Supporting English Learners: The Intersections of Literacy and Culture Box 6.2 Disciplinary Literacy: Thinking Before Reading: Using Vocabulary to Help Students Prepare to Read Box 6.3 Voices from the Field: Drew, Mathematics Coach Curiosity and Interest Box 6.4 Voices from the Field: Derrick, High School Assistant Principal Creating Story Impressions Establishing Problematic Perspectives Guided Imagery Box 6.5 PreP Procedure: Evidence-Based Practices Box 6.6 Voices from the Field: Brian, English Teacher Making Predictions Anticipation Guides Adapting Anticipation Guides in Content Areas Imagine, Elaborate, Predict, and Confirm (IEPC) Question Generation Active Comprehension ReQuest Box 6.7 Evidence-Based Best Practices: ReQuest Procedure Looking Back Looking Forward eResources 7 Guiding Reading Comprehension Chapter Overview and Learning Outcomes Organizing Principle Frame of Mind Modeling Comprehension Strategies Using Think-Alouds to Model Comprehension Strategies Using Reciprocal Teaching to Model Comprehension Strategies Using Question–Answer Relationships (QARs) to Model Comprehension Strategies Questioning the Author (QtA) Box 7.1 Evidence-Based Best Practices: Steps in a QtA Lesson Instructional Strategies Box 7.2 Supporting English Learners The KWL Strategy Discussion Webs Guided Reading Procedure (GRP) Box 7.3 Voices from the Field: Rebecca, Middle School Reading Specialist Intra-Act Directed Reading–Thinking Activity (DR–TA) Reading Guides Box 7.4 Disciplinary Literacy: Using Disciplinary Literacy With Project Planning in a Business Classroom Comprehension Levels Three-Level Comprehension Guides Looking Back Looking Forward eResources 8 Developing Vocabulary and Concepts Chapter Overview and Learning Outcomes Organizing Principle Frame of Mind Box 8.1 Voices from the Field: Alyson, High School English Teacher Experiences, Concepts, and Words What Are Concepts? Concept Relationships: An Example Using Graphic Organizers to Make Connections among Key Concepts A Graphic Organizer Walk-Through Showing Students How to Make Their Own Connections Activating What Students Know about Words Word Exploration Brainstorming List–Group–Label Word Sorts Knowledge Ratings Box 8.2 Evidence-Based Best Practices: Three Examples of Knowledge Ratings Defining Words in the Context of Their Use Box 8.3 Disciplinary Literacy: Using Problem-Solving Circles to Help Math Make Sense Vocabulary Self-Collection Strategy Concept of Definition (CD) Word Maps Reinforcing and Extending Vocabulary Knowledge and Concepts Semantic Feature Analysis (SFA) Categorization Activities Box 8.4 Voices from the Field: Tracy, Tenth-Grade Biology Teacher Concept Circles Vocabulary Triangles Magic Squares Box 8.5 Supporting English Learners Using Context to Approximate Meaning Context-Related Activities Word Structure Using the Dictionary as a Strategic Resource Looking Back Looking Forward eResources 9 Writing Across the Curriculum Chapter Overview and Learning Outcomes Frame of Mind Write to Read, Read to Write Reading and Writing as Composing Processes Box 9.1 Writing With all Students Reading and Writing as Exploration, Motivation, and Clarification Writing To Learn (WTL) Microthemes Point of View Guides (POVGs) Unsent Letters Biopoems Text Response Task Cards Admit Slips and Exit Slips Academic Journals Box 9.2 Writing Like a Thinker: Using Mentor Texts to Learn the Discipline of Writers Response Journals Double-Entry Journals (DEJs) Learning Logs Box 9.3 Evidence-Based Practices: Authentic Writing with English Learners Writing in Disciplines RAFT Writing Box 9.4 Voices from the Field: Ashley, Eighth-Grade Lead Science Teacher Research-Based Writing Box 9.5 Disciplinary Literacy: Using Disciplinary Literacy to Explore the Real-Life Tasks of a Multimedia Story Teller Looking Back Looking Forward eResources 10 Studying Text Chapter Overview and Learning Outcomes Organizing Principle Frame of Mind The Importance of Text Structure Box 10.1 Disciplinary Literacy:Studying Historical Text External Text Structure Box 10.2 Voices from the Field: Betsy, High School Reading Specialist Internal Text Structure Signal Words in Text Structure Graphic Organizers The New Outline of Brevity Box 10.3 Evidence-Based Best Practices: Graphic Organizers Using Graphic Organizers to Reflect Text Patterns Using Questions with Graphic Organizers Semantic (Cognitive) Mapping Writing Summaries Box 10.4 Evidence-Based Best Practices: Differentiating the Main Idea From the Details Using GRASP to Write a Summary Fixing Mistakes Polishing a Summary Using Digital Storytelling with ELs Making Notes, Taking Notes Text Annotations Note-Taking Procedures Study Guides Text Pattern Guides Selective Reading Guides Texted Reading Guides Looking Back Looking Forward eResources 11 Learning with Multiple Texts Chapter Overview and Learning Outcomes Organizing Principle Frame of Mind Why Use Trade Books and Multiple Texts? Box 11.1 Voices from the Field: Melissa, High School English Teacher Learning with Trade Books and Articles Box 11.2 Evidence-Based Best Practices: Appreciating Art and Artists Through the Use of Trade Books Box 11.3 Evidence-Based Best Practices: Linking Physical Education with Literacy Learning Books for Reluctant Readers Box 11.4 Evidence-Based Best Practices: Exploring Different Points of View Toward Historical Events Instructional Strategies for Using Trade Books and Articles Creating Classroom Libraries and Text Sets Sustained Silent Reading Teacher Read-Alouds Group Models for Studying Trade Books Reader Response Strategies Writing as a Reader Response Expository Texts as Models for Writing Process Drama as a Heuristic Idea Circles Using Technology to Respond to Literature Looking Back Looking Forward eResources Appendices Appendix A: Affixes with Invariant Meanings Appendix B: Commonly Used Prefixes with Varying Meanings Appendix C: Graphic Organizers with Text Frames References Name Index Subject Index