Description
Content Area Reading: Literacy and Learning Across the Curriculum 13th Edition, ISBN-13: 978-0135760963
[PDF eBook eTextbook]
- Publisher: Pearson; 13th edition (January 30, 2020)
- Language: English
- 416 pages
- ISBN-10: 0135760968
- ISBN-13: 978-0135760963
An evidence-based, functional approach to content literacy instruction.
Content Area Reading shows pre- and in-service content area teachers how to use literacy-related instructional strategies to help students think and learn with all kinds of print and digital texts. The emphasis is on the comprehensive content, including an ever-expanding knowledge base in the areas of content literacy, instructional scaffolding, differentiated instruction, student diversity, and new literacies. This text continues to emphasize a functional approach to content literacy instruction. In a functional approach, content area teachers learn how to integrate literacy-related strategies into instructional routines without sacrificing the teaching of content. The 13th Edition is rigorously updated to reflect current theory, research, and practice related to literacy and learning across the curriculum.
Table of Contents:
Content Area Reading Literacy and Learning Across the Curriculum
About the Authors
Brief Contents
Contents
Preface
About this Book
New to This Edition
Key Content Updates by Chapter
Organization and Features of This Edition
Part I Learners, Literacies, and Texts
Chapter 1 Literacy Matters Written in collaboration with Melissa Sykes
Chapter Overview and Learning Outcomes
Effective Teaching in Content Areas
What Makes a Teacher Effective?
Effective Teachers and the Standards-Driven Classroom
Effective Teachers Differentiate Instruction for a Wide Range of Students
Literacy in a 21st-Century World
New Literacies, New Ways of Learning
Adolescent Literacy
Disciplinary Literacy in Perspective
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
Chapter 2 Learning with New Literacies Written in collaboration with Bruce Taylor, Ph.D.
Chapter Overview and Learning Outcomes
New Literacies and Multiliteracies: an Overview
From the Creative to the Critical
Nonlinear Characteristics of New Literacies
In-School and Out-of-School Literacies
New Literacies and Content Standards
Engage and Empower Learning: Getting Started
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
Blogs and Vlogs
Websites and Wikis
Online Discussions
Netiquette In Online Discussions
Guidelines for Online Discussions
Shared Document Spaces
Approaches to Multimodal Learning
Blended and Hybrid Learning
Internet Inquiries
An Internet Inquiry in Elementary Science
Webquests
Adapting Learning Strategies with Technology
Looking Back Looking Forward
eResources
Chapter 3 Culturally Responsive Teaching in Diverse Classrooms Written in collaboration with Elena King, Ph.D.
Chapter Overview and Learning Outcomes
Culturally Relevant Pedagogy
Teaching for Cultural Understanding
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
Dialect Use in the Classroom
English Language Learning
Bilingual and ESL Programs
What Makes Content Literacy Difficult for English Learners?
Books for English Learners
Sheltered Instruction for English Learners
The SIOP Model
Adapting Instruction in Content Classrooms
Provide Comprehensible Input
Use Strategies for Vocabulary Development
Differentiate Between Intensive and Extensive Reading
Use the Repeated Reading Strategy
Use Learning Strategies for Active Engagement
Use Writing Strategies
Looking Back Looking Forward
eResources
Chapter 4 Assessing Students and Texts Written in collaboration with Melissa Sykes.
Chapter Overview and Learning Outcomes
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
Checklists and Check-Ins
Poll the Class
Classroom Snapshot
3-2-1 Check-In
Classroom Snapshot
Opportunity Sticks
Classroom Snapshot
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
Lexile Levels
Looking Back Looking Forward
eResources
Chapter 5 Planning Instruction for Content Literacy Written in collaboration with Lina Soares, Ph.D.
Chapter Overview and Learning Outcomes
Explicit Strategy Instruction
Strategy Awareness and Explanation
Strategy Demonstration and Modeling
Guided Practice
Strategy Application
Planning Lessons
Lesson Plan Formats
B–D–A Instructional Framework
Before-Reading Activities
During-Reading Activities
After-Reading Activities
Examples of B–D–A-Centered Lessons
Middle School Physical Education Class
High School French Class
Planning Units of Study
Components of a Well-Designed Unit
Content Objectives
Instructional Activities and Text Resources
An Inquiry/Research Emphasis in Units of Study
A Multiple-Text Emphasis in Units of Study
Planning Collaborative Interactions
Cooperative Learning
Jigsaw Groups
Student Teams Achievement Divisions (STAD)
Learning Circles
Group Investigation
Small-Group Processes
Planning Discussions
Guided Discussion
Reflective Discussion
Creating an Environment for Discussion
Arrange the Classroom to Facilitate Discussion
Encourage Listening
Establish a Goal for Discussion
Focus the Discussion
Avoid Squelching Discussion
Looking Back Looking Forward
eResources
Part II Instructional Practices and Strategies
Chapter 6 Activating Prior Knowledge and Interest
Chapter Overview and Learning Outcomes
Self-Efficacy and Motivation
Curiosity and Interest
Creating Story Impressions
Establishing Problematic Perspectives
Guided Imagery
Making Predictions
Anticipation Guides
Adapting Anticipation Guides in Content Areas
Imagine, Elaborate, Predict, and Confirm (IEPC)
Question Generation
Active Comprehension
ReQuest
Looking Back Looking Forward
eResources
Chapter 7 Guiding Reading Comprehension Written in collaboration with Lina Soares, Ph.D.
Chapter Overview and Learning Outcomes
Modeling Comprehension Strategies
Using Think-Alouds to Model Comprehension Strategies
Develop Hypotheses by Making Predictions
Develop Images
Share Analogies
Monitor Comprehension
Regulate Comprehension
Using Reciprocal Teaching to Model Comprehension Strategies
Using Question–Answer Relationships (QARs) to Model Comprehension Strategies
Questioning the Author (QtA)
Planning A QtA Lesson
Guiding the QtA Discussion
Instructional Strategies
The KWL Strategy
Procedures for KWL
KWL Examples
Discussion Webs
Procedures for the Discussion Web
Discussion Web Examples
Guided Reading Procedure (GRP)
Procedures for GRP
A GRP Example
Intra-Act
Procedures for Intra-Act
An Intra-Act Example
Directed Reading–Thinking Activity (DR–TA)
Reading Guides
Comprehension Levels
Three-Level Comprehension Guides
Constructing Three-level Comprehension Guides
A Three-level Comprehension Guide Example
Looking Back Looking Forward
eResources
Chapter 8 Developing Vocabulary and Concepts
Chapter Overview and Learning Outcomes
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
Defining Words in the Context of Their Use
Vocabulary Self-Collection Strategy
Concept of Definition (CD) Word Maps
Reinforcing and Extending Vocabulary Knowledge and Concepts
Semantic Feature Analysis (SFA)
Categorization Activities
Concept Circles
Vocabulary Triangles
Magic Squares
Vocabulary-Building Strategies
Using Context to Approximate Meaning
Typographic Clues
Syntactic and Semantic Clues
Logographic Cues
Context-Related Activities
Modified Cloze Passages
OPIN
Word Structure
Using the Dictionary as a Strategic Resource
Looking Back Looking Forward
Possible Answers to OPIN Exercises
Answers to Cloze Passage
eResources
Chapter 9 Writing Across the Curriculum Written in collaboration with Erin Donovan, Ph.D.
Chapter Overview and Learning Outcomes
Write to Read, Read to Write
Reading and Writing as Composing Processes
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
Response Journals
Character Journals
Sketchbooks in Art
Math Journals
Double-Entry Journals (DEJs)
Learning Logs
Writing in Disciplines
RAFT Writing
Research Questions
Research-Based Writing
Guiding the Writing Process
Discovery: Getting it Out
Drafting: Getting it Down
Revising: Getting it Right
Product: Allowing Flexibility
Publishing: Going Public
Looking Back Looking Forward
eResources
Chapter 10 Studying Text Written in collaboration with Erin Donovan, Ph.D.
Chapter Overview and Learning Outcomes
The Importance of Text Structure
External Text Structure
Internal Text Structure
Description
Sequence
Comparison and Contrast
Cause and Effect
Problem and Solution
Signal Words in Text Structure
Graphic Organizers
The New Outline of Brevity
Using Graphic Organizers to Reflect Text Patterns
Comparison and Contrast Matrix
Problem and Solution Outline
Network Tree
Series of Events Chain
Using Questions with Graphic Organizers
Problem and Solution
Cause and Effect
Comparison and Contrast
Semantic (Cognitive) Mapping
Writing Summaries
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
Reading Logs
Annotations
T-Notes
Cornell Notes
Study Guides
Text Pattern Guides
Selective Reading Guides
Texted Reading Guides
Looking Back Looking Forward
eResources
Chapter 11 Learning with Multiple Texts Written in collaboration with Jean Vintinner, Ph.D.
Chapter Overview and Learning Outcomes
Why Use Trade Books and Multiple Texts?
Learning with Trade Books and Articles
Nonfiction Books
Nonfiction Articles
Picture Books
Fiction Books
Books for Reluctant Readers
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
Whole-Group/Single-Book Model
Small-Groups/Multiple-Books Model
Individual Inquiry Model
Reader Response Strategies
Writing as a Reader Response
Reflective Writing
Post-It Notes
Expository Texts as Models for Writing
Process Drama as a Heuristic
Improvisational Drama
Pantomime
Tableau
Reader’s Theater
Idea Circles
Getting Started with Idea Circles
Using Technology to Respond to Literature
Blogging and Threaded Discussions
File Sharing
Looking Back Looking Forward
eResources
Appendix A Affixes with Invariant Meanings
Appendix B Commonly Used Prefixes with Varying Meanings
Appendix C Graphic Organizers with Text Frames
References
Name Index
Richard and Jo Anne Vacca are Professors Emeriti in the School of Teaching, Learning and Curriculum Studies in the College of Education, Health and Human Services at Kent State University. They have published numerous books, chapters and articles. They met as undergraduate English majors at SUNY Albany and have been partners ever since. Jo Anne taught language arts in middle schools in New York and Illinois and received her doctorate from Boston University. Rich taught high school English and earned his doctorate at Syracuse University. He is a past president of the International Reading Association. The Vaccas live in Vero Beach, Florida, where they keep active professionally, golf, volunteer and walk their toy poodles, Tiger, Gigi and Joely. They especially enjoy visiting and traveling with their daughter, Courtney, son-in-law, Gary and grandsons, Simon, Max and Joe.
Maryann Mraz is a Professor in the Reading and Elementary Education Department at the University of North Carolina at Charlotte (UNCC). She earned her PhD from Kent State University and her BA and MEd from John Carroll University, where she was awarded the Distinguished Alumni Educator Award in 2014. Maryann has served as a board member of the Association of Literacy Educators and Researchers (ALER) and as the Doctoral Program Director for Curriculum and Instruction at UNCC. She is the author of more than 70 books, articles, chapters and instructional materials on literacy education. Maryann teaches bachelors, masters and doctoral courses in literacy education and provides professional development programs to teachers and literacy coaches.
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