The Resource Content reading and literacy : succeeding in today's diverse classrooms, Donna E. Alvermann, Stephen F. Phelps, Victoria G. Ridgeway

Content reading and literacy : succeeding in today's diverse classrooms, Donna E. Alvermann, Stephen F. Phelps, Victoria G. Ridgeway

Label
Content reading and literacy : succeeding in today's diverse classrooms
Title
Content reading and literacy
Title remainder
succeeding in today's diverse classrooms
Statement of responsibility
Donna E. Alvermann, Stephen F. Phelps, Victoria G. Ridgeway
Title variation
Content area reading and literacy
Creator
Contributor
Subject
Language
eng
Summary
"Content Area Reading and Literacy addresses the needs of students from diverse language and cultural backgrounds. Trusted authorities in adolescent literacy Donna Alvermann, Stephen Phelps, and Victoria Ridgeway provide classroom- and research-based teaching and learning strategies in all core areas, from English to math to science, and the social sciences, and highlight current trends in technology and multimedia."--BOOK JACKET
Cataloging source
DLC
Dewey number
428.4071/2
Illustrations
illustrations
Index
index present
LC call number
LB1050.455
LC item number
.A47 2007
Literary form
non fiction
Nature of contents
bibliography
Content reading and literacy : succeeding in today's diverse classrooms, Donna E. Alvermann, Stephen F. Phelps, Victoria G. Ridgeway
Label
Content reading and literacy : succeeding in today's diverse classrooms, Donna E. Alvermann, Stephen F. Phelps, Victoria G. Ridgeway
Publication
Copyright
Related Contributor
Related Location
Related Agents
Related Authorities
Related Subjects
Bibliography note
Includes bibliographical references and indexes
Carrier category
volume
Carrier category code
nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
1. Content Literacy and the Reading Process -- Assumptions Underlying Content Teaching -- Subject Matter -- Role of the Textbook -- Active and Independent Readers -- Fluent Readers -- Fluency with Information Technology -- What It Means to Be Literate -- Literate Thinking -- Content Literacy -- The New Literacy Studies --The Reading Process -- A Cognitive View -- A Social Constructionist Perspective -- The Role of Motivation -- Summary -- Suggested Readings -- 2. Language, Diversity, and Culture -- Language as a Vehicle for Teaching and Learning Content -- Seeing Language as Social Practice -- Dealing with Gendered Language in the Classroom and the Text -- Diversity in Language and Learning -- Second-Language Acquisition and Learning -- Dialect Differences -- Struggling or Reluctant Readers -- Gifted Learners -- Teaching and Learning in Culturally Diverse Classrooms -- Today's Youth Culture -- CREDE's Standards for Effective Pedagogy and Learning -- Integrating Language, Culture, and Content -- Culturally Responsive Professional Growth -- Appreciating Diversity -- Involving Parents and Community -- Linking School and Home -- Summary -- Suggested Readings -- 3. Creating a Favorable Learning Environment -- Affective Characteristics -- Linking Content Literacy with Student's Lives -- Adaptive Instruction -- Providing Choices -- Forms of Grouping -- Ability Grouping -- Cooperative Learning -- Cross-Age Tutoring -- Discussion Groups -- Reading and Writing Workshops -- Creating Community with Technology and Multimedia -- Technology -- Multimedia -- Assistive Technology -- Conflict Resolution -- What the Research Says -- Strategies for Managing Conflict -- Summary -- Suggested Readings -- 4. Planning for Content Literacy -- Instructional Decision Making -- Content Objectives -- Language and Literacy Objectives -- Learning Materials -- Student Capabilities and Needs -- Evaluation and Assessment -- Planning and Educational Technology -- Teaching Resources on the Web -- Planning Student Involvement with the Internet -- Structured Frameworks for Content Literacy Lessons -- Direct Instruction -- The Instructional Framework -- Reciprocal Teaching -- Beyond the Daily Plan -- School-Wide Programs -- Interdisciplinary Teaching -- Thematic Teaching -- Unit Planning -- Summary -- Suggested Readings -- 5. Assessment of Students and Textbooks -- Assessing Students -- Tests and Testing: A Consumer Advisory -- Types of Assessment -- Learning about Students -- Grades and Grading -- Portfolio Assessment -- Assessing Textbooks -- Readability Formulas -- Consumer Judgments -- Summary -- Suggested Readings -- 6. Preparing to Read -- The Role of Prior Knowledge -- Barriers to New Learning -- The Teacher's Task -- Assessing and Building Prior Knowledge -- The List-Group-Label Strategy -- Graphic Organizers -- Reading and Listening -- Writing -- Activating Prior Knowledge with Prereading Strategies Anticipation Guides -- Problem-Solving Activities -- Problem-Based Learning -- Designing WebQuests -- K-W-L -- Summary -- Suggested Readings -- 7. Reading to Learn -- Constructing Meaning with Text -- Helping Students Comprehend -- Teaching Students to be Strategic -- Making Text Comprehensible -- The Role of Fluency in Comprehension -- Questions and Questioning -- When to Ask -- What to Ask -- How to Ask -- Comprehension Guides -- Three-Level Guides -- Selective Reading Guides -- Interactive Reading Guides -- Sensing and Responding to Text Structure -- Common Text Structures -- Teaching about Text Structures -- Summary -- Suggested Readings -- 8. Increasing Vocabulary and Conceptual Growth -- Learning Words and Concepts -- How Students Learn Vocabulary -- Word-Learning Tasks -- Levels of Word Knowledge -- Readers' Resources for Learning New Words -- Teaching Vocabulary -- Criteria for Selecting Vocabulary -- Guidelines for Vocabulary Instruction -- Strategies for Introducing and Teaching Vocabulary -- Developing Students' Independence -- Using Context Clues -- Using Familiar Word Parts -- Using Dictionaries -- Vocabulary Self-Collection -- Intensive Approaches for Struggling Readers and English Language Learners -- Reinforcing Vocabulary -- Matching Activities, Puzzles, and Games -- Categorizing Activities -- Analogies -- Concept Circles -- Summary -- Suggested Readings -- 9. Reflecting on Reading -- Engaging Students through Discussion -- Small-Group Discussions -- Peer-Led Literature Circles -- Guiding Student Reflection -- Reaction Guides -- Reading for Different Purposes -- Discussion Webs -- Intra-Act Procedure -- Promoting Critical Literacy -- Teaching Literacy for Critical Awareness -- Incorporating Critical Media Literacy into the Curriculum -- Summary -- Suggested Readings -- 10. Writing across the Curriculum -- What Content Teachers Need to Know about Writing -- Writing and Reading -- The Writing Process -- Social Construction of Writing -- Writing and the Computer -- Writing Activities for Content Areas -- Writing Assignments -- Learning Logs and Journals -- Other Informal Writing ctivities -- Reviewing and Summarizing -- Guiding Student Writing -- Writing to Inquire -- Preparing for Student Inquiry -- Collecting and Organizing Information -- Writing a Report -- Alternatives to the Traditional Research Report -- Responding to Student Writing -- Peer Responses -- Teacher Conferences -- Formal Evaluation -- Summary -- Suggested Readings -- 11. Studying and Study Strategies -- Prerequisites for Effective Studying -- Motivation -- Teachers' Expectations -- Knowledge of the Criterion Task -- Domain Knowledge -- Accessing Information -- Information Literacy and Library Skills -- Web Site Evaluation -- Preparing for Tests -- Objective Tests -- Subjective Tests -- Role of Homework -- Using Study Strategies -- Task Awareness with SQ3R -- Strategy Awareness -- Performance Awareness -- Note-Taking Strategies -- Compare / Contrast Study Matrix -- Internet Search Strategies -- Summary -- Suggested Readings -- 12. Developing Lifetime Readers: Literature in Content Area Classes -- Benefits of Using Literature in Content Areas -- Encouraging Responses to Literature -- Integrating Literature into Content Areas -- Uses of Literature in Content Areas -- Fiction and Nonfiction for Content Areas -- Developing Awareness of Diversity through Literature -- Summary -- Suggested Readings -- 13. Literacy Coaches: A Sign of the Times --Qualifications and Expectations -- Refining the Process -- Contextualizing the Literacy Coach's Experience -- Forging Partnerships with Teachers -- What Literacy Coaches Need to Know about Scientifically -- Based Reading Research -- An Incomplete Knowledge Base -- So What's a Literacy Coach to Do? -- Examples of Effective Literacy Coaching across the United States -- Alabama Reading Initiative -- Boston Public Schools -- Reading Success Network -- Summary -- Suggested Readings
http://library.link/vocab/cover_art
https://secure.syndetics.com/index.aspx?type=xw12&client=selcp&isbn=9780205489381&upc=&oclc=/LC.JPG
Dimensions
24 cm
http://library.link/vocab/discovery_link
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Edition
5th ed.
Extent
xvii, 462 pages
Isbn
9780205489381
Lccn
2006041570
Media category
unmediated
Media MARC source
rdamedia
Media type code
n
Other physical details
illustrations
System control number
ocm63660943

Library Locations

    • Red Wing High SchoolBorrow it
      2451 Eagle Ridge Dr., Red Wing, MN, 55066, US
      44.53539 -92.51600

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