Content Area Reading:Literacy and Learning Across the Curriculum: United States Edition - Richard Vacca - 9780205532155 - Allyn & Bacon - Pearson Schweiz AG - Der Fachverlag fuer Bildungsmedien - 978-0-2055-3215-5

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Content Area Reading:Literacy and Learning Across the Curriculum: United States Edition

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Titel:   Content Area Reading:Literacy and Learning Across the Curriculum: United States Edition
Reihe:   Allyn & Bacon
Autor:   Richard T. Vacca / Jo Anne L. Vacca
Verlag:   Pearson
Einband:   Hardcover
Auflage:   9
Sprache:   Englisch
Seiten:   512
Erschienen:   April 2007
ISBN13:   9780205532155
ISBN10:   0-20553-215-2
Status:   Der Titel ist leider nicht mehr lieferbar. Sorry, This title is no longer available. Malheureusement ce titre est épuisé.
 

Content Area Reading:Literacy and Learning Across the Curriculum: United States Edition

Description

Content Area Reading remains the market-leading text in content literacy and maintains the authors' original objective-to offer an ambitious, coherent, and workable exploration of content literacy.

 

The Ninth Edition comes at a perfect time when there is an increased focus on adolescent literacy. With the point of view that students learn with texts, not necessarily from them, respected authors Rich and Jo Anne Vacca have written this book to be an active learning tool, complete with real-world examples and research-based practices. Thoroughly updated and revised to incorporate topics that touch on contemporary issues such as content standards, assessment, diversity, struggling readers, the No Child Left Behind Legislation, Reading First, and Reading Next, the book continues to provide a framework that focuses on the ability to use reading, writing, speaking, and listening processes to learn subject matter across the curriculum. Accessible and comprehensible, this text takes students through the entire reading process using simple, jargon-free terminology. The methodology presented develops a foundation that can be applied across disciplines, meeting the needs of all students.


Features

  • Emphasizes constructivism and alternative learning environments.
  • Unique opening-chapter pedagogy: the “Organizing Principle” captures the major themes of each chapter, “Graphic Organizer” helps students visualize the relationships between important concepts, and the “Frames of Mind” questions act as a frame of reference, enabling students to interact with the ideas in the chapter.
  • Provides classroom examples from elementary, middle, and secondary schools in areas such as math, science, social studies, health, music, and art disciplines.
  • End-of-chapter activities engage students in thinking about what they have read (“Minds On”) and applying information and new ideas (“Hands On”).
  • Many activities encourage group interaction and collaborative learning.
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New to this Edition

  • New organization of chapters simplifies the structure of the book, making it more user-friendly.
  • An updated and revised Chapter 3, “Linguistic and Cultural Diversity,” guides readers in thinking about this critical topic from the start, making diversity the center of discussion.
  • An updated and revised Chapter 2, “Struggling Readers and Writers,” helps teachers design reading and writing remediation lessons around well-established reality and research-based components.
  • Expanded coverage of Standards, Content and Pedagogical Knowledge, and Assessment in Chapters 1 and 4 reflects current emphasis on formal, informal, and standardized measurement.
  • Pedagogy in every chapter highlights current topics-some are new and other have been expanded and revised:

    o        Revised! “What About Content Standards and Assessment” boxes continue the discussion in Chapters 1 and 2, helping students understand how these important issues affect instructional practices and strategies.

             o        New! “Evidence-Based Best Practices” boxes offer research-supported strategies and instructional guidelines, enhancing the practice of successful content literacy instruction.

             o        New! "Classroom Artifacts" figures provide authentic examples and models of instructional procedures and guide materials used by teachers to guide reading and learning with text.

             o        New! "Literacy Coach" boxes spotlight the role of the literacy coach in relation to struggling readers, English language learners, and assessment.

             o        Revised! “eResources Extra” at the end of every chapter provide substantive notations that will direct students to the book's website to refer to professional resources and activities as well as to the Themes of the Times link to obtain current articles from The New York Times.

             o        New! MyLabSchool connections to specific video clips and case studies offer content area teachers a glimpse into the classroom. Specific questions about the video clips will encourage students to think critically about the clip they have seen and respond.

  • Marginal Annotations in every chapter have been updated:

            o        “Response Journal” prompts students to reflect thoughtfully on what they have read.

            o        “eResources” annotations provide students with additional online references.

            o        New Supplement for Students! Reading Guides to aid them in understanding and studying each chapter.

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Table of Contents

Contents

Preface

Chapter 1        Reading Matters

Organizing Principle

Chapter Overview

Frame of Mind

Content Knowledge and Teacher Quality

Content Knowledge vs. Pedagogical Knowledge

Balancing Content and Pedagogical Knowledge in Content Area Classrooms

Teaching and Learning with Texts

Beyond Assigning and Telling

Content Literacy and Learning

Reading to Learn

Reading as a Meaning-Making Process

Reading as a Strategic Process

Text Comprehension in Content Areas

Developing Research-Based Comprehension Strategies

Prior Knowledge and Comprehension: A Closer Look

Reader Response

Levels of Comprehension

Questions and Questioning

The Literacy Coach's Role and Responsibilities

Looking Back, Looking Forward

Minds On

Hands On

eResources extra

 

Part Two:       Learners and Texts 

 

Chapter 2        From Struggling Readers to Striving Readers

Organizing Principle

Chapter Overview

Frame of Mind

The Consequences of Struggling with Texts

box 2.1 / what about English Language Learners?

Low Achievement

Learned Helplessness

Scaffolding Instruction

BOX 2.2 / The Literacy Coach and Struggling Readers

A Crisis in Adolescent Literacy

The Push for Striving Readers in Middle and High Schools

BOX 2.3 / Fifteen Elements of Effective Adolescent Literacy Programs

Explicit Instruction in the Use of Strategies

Metacognition and Learning

Strategy Instruction

box 2.4 / what about Content Standards and Assessment?

Strategic Reading

Using Think-Alouds to Model Comprehension Strategies

Using Reciprocal Teaching to Model Comprehension Strategies

Using Question-Answer Relationships (QARs) to Model Comprehension Strategies

box 2.5 / Research-Based Best Practices

Questioning the Author (QtA)

box 2.6 / Research-Based Best Practices

Directed Reading-Thinking Activity (DR-TA)

box 2.7 / Research-Based Best Practices

Looking Back, Looking Forward

Minds On

Hands On

eResources extra

 

Chapter 3        Culturally and Linguistically Diverse Learners

Organizing Principle

Chapter Overview

Frame of Mind

Culturally Responsive Instruction in Today's Schools

box 3.1 / what about Content Standards and Assessment?

From Monocultural to Multicultural Classrooms

BOX 3.2 / ABC's of Cultural Understanding and Communication

Ways of Knowing

Funds of Knowledge

Characteristics of Culturally Responsive Instruction

BOX 3.3 / Drawing on Students' Funds of Knowledge in Science and Mathematics

BOX 3.4 / Drawing on Students' Funds of Knowledge in the Arts

Linguistic Differences in Today's Schools

Dialect Use in the Classroom

English Learners

BOX 3.5 / In the Spotlight: The Literacy Coach

Sheltered Instruction for English Learners

The SIOP Model

BOX 3.6 / The Sheltered Instructional Observation Protocol (SIOP)

Looking Back, Looking Forward

Minds On

Hands On

eResources extra

 

Chapter 4        Assessing Students and Texts

Organizing Principle

Chapter Overview

Frame of Mind

High-Stakes Testing and Authentic Approaches to Assessment

High-Stakes Testing: Some Issues and Concerns

Federal Legislation

State Standards and Accountability

BOX 4.1 / State Assessment Numbers at a Glance

BOX 4.2 / The Literacy Coach and Assessment

Standardized Testing: What Teachers Need to Know

Authentic Assessment: The Teacher's Role

Adapting Portfolios to Content Area Classes

box 4.3 / Best Practices

Checklists and Interviews

Rubrics and Self-Assessments

Assessing Text Difficulty

Content Area Reading Inventories

Readability

FLIP Strategy

Looking Back, Looking Forward

Minds On

Hands On

eResources extra

 

Chapter 5        Developing Vocabulary Knowledge and Concepts

Organizing Principle

Chapter Overview

Frame of Mind

Experiences, Concepts, and Words

What are Concepts?

Concept Relationships: An Example

Using Graphic Organizers to Make Connections among Key Concepts

box 5.2 / Best Practices

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 Word Maps

Reinforcing and Extending Vocabulary Knowledge and Concepts

Semantic Feature Analysis (SFA)

Categorization Activities

Concept Circles

Context- and Definition-Related Activities

Magic Squares

Vocabulary-Building Strategies

Context-Related Activities

Modified Cloze Passages

OPIN

Looking Back, Looking Forward

Minds On

Hands On

eResources extra

 

Chapter 6        Activating Prior Knowledge and Interest

Organizing Principle

Chapter Overview

Frame of Mind

Self-Efficacy and Motivation

Arousing Curiosity

Creating Story Impressions

Establishing Problematic Perspectives

box 6.1 / what about Content Standards and Assessment?

box 6.2 / Best Practices

Guided Imagery

Making Predictions

Anticipation Guides

Adapting Anticipation Guides in Content Areas

Imagine, Elaborate, Predict, and Confirm (IEPC)

Question Generation

Active Comprehension

ReQuest

box 6.3 / Best Practices

Expectation Outlines

Your Own Questions

Looking Back, Looking Forward

Minds On

Hands On

eResources extra

 

Chapter 7        Guiding Reader-Text Interactions

Organizing Principle

Chapter Overview

Frame of Mind

Instructional Strategies

The KWL Strategy

box 7.1 / what about Content Standards and Assessment?

Discussion Webs

Guided Reading Procedure (GRP)

Intra-Act

Discussion-Based Learning

Scaffolding Student Talk

Purposes and Types of Discussions

Creating an Environment for Discussion

Looking Back, Looking Forward

Minds On

Hands On

eResources extra

 

Chapter 8        Writing to Learn

Organizing Principle

Chapter Overview

Frame of Mind

Integrating Reading and Writing

Reading and Writing as Composing Processes

Reading and Writing as Exploration, Motivation, and Clarification

Exploratory Writing Activities

Unsent Letters

Biopoems

Dialogues

Admit Slips and Exit Slips

Journal Writing

Response Journals

Double-Entry Journals (DEJs)

Learning Logs

Essay Writing

RAFT Writing Assignments

Use Discourse Forms in RAFT Assignments

Guiding the Writing Process

box 8.1 / what about Content Standards and Assessment?

The Discovery Stage: Motivating, Generating, Planning, and Organizing

BOX 8.2 / Best Practices

Drafting

Revising

Looking Back, Looking Forward

Minds On

Hands On

eResources extra

 

Chapter 9        Working Smart: Study Strategies and Guides

Organizing Principle

Chapter Overview

Frame of Mind

Searching for and Using Text Structure

External Text Structure

box 9.1 / what about Content Standards and Assessment?

Internal Text Structure

Signal Words in Text Structure

Graphic Organizers

box 9.2 / Evidence-Based Best Practice

Using Graphic Organizers to Reflect Text Patterns

Using Questions with Graphic Organizers

Semantic (Cognitive) Mapping

Writing Summaries

Using GRASP to Write a Summary

box 9.3 / Evidence-Based Best Practice

Polishing a Summary

Making Notes, Taking Notes

Text Annotations

A Note-Taking Procedure

Study Guides

Three-Level Guides

Study Guides Based on Text Patterns

Classroom Examples

Selective Reading Guides

Looking Back, Looking Forward

Minds On

Hands On

eResources extra

 

Chapter 10      Bringing Students and Texts Together

Organizing Principle

Chapter Overview

Frame of Mind

Sociocultural Context for Literacy and Learning

The Reader-Text-Activity Dynamic

Collaborative Learning Dynamic

The Engaged Learning Dynamic

Designing and Planning Text-Centered Lessons

Lesson Plan Formats

BOX 10.1 / Lesson Plan for Vietnam and the Presidential Jigsaw

B-D-A Instructional Framework

Some More Examples of B-D-A-Centered Lessons

Designing and Planning Units of Study

Components of a Well-Designed Unit

An Inquiry/Research Emphasis in Units of Study

box 10.2 / Evidence-Based Best Practices

A Multiple Text Emphasis in Units of Study

Designing and Planning Collaborative Interactions

Cooperative Learning Groups

Small-Group Processes Underlying Cooperative Learning

Looking Back, Looking Forward

Minds On

Hands On

eResources extra

 

Chapter 11      Learning with Trade Books

Organizing Principle

Chapter Overview

Frame of Mind

box 11.1 / what about Content Standards and Assessment?

Textbook Use in Today's Classrooms

Reasons Teachers Use Textbooks

Problems with Using Textbooks

Rationale for Using Trade Books

Learning through Literature

Learning with Nonfiction Books

box 11.2 / Evidence-Based Best Practice

Learning with Picture Books

Learning with Fiction Books

Learning with Multicultural Books

box 11.3 / Evidence-Based Best Practice

Books for Struggling Readers

Using Trade Books in the Classroom

Creating Classroom Libraries and Text Sets

Self-Selected Reading

Teacher Read-Alouds

Literature Study in Content Areas

box 11.4 / Evidence-Based Best Practice

Promoting Response to Literature

Writing As a Response to Literature

Process Drama as a Heuristic Response

Readers Theatre

Idea Circles

Looking Back, Looking Forward

Minds On

Hands On

eResources extra

 

Chapter 12      Learning with Electronic Texts

Organizing Principle

Chapter Overview

Frame of Mind

box 12.1 / what about Content Standards and Assessment?

New Literacies in Today's Changing Classrooms

Rationale for Electronic Texts

Electronic Texts in the Classroom

Learning with the Internet

The Internet as a Motivational Resource

The Internet as an Information Resource

The Internet as a Communication Resource

Strategies for Online Learning

Internet Workshops

Internet Inquiries

Internet Projects

WebQuests

Looking Back, Looking Forward

Minds On

Hands On

eResources extra

 

Appendix A: Affixes with Invariant Meanings

Appendix B:  Commonly Used Prefixes with Varying Meanings

Appendix C: Graphic Organizers with Text Frames

Bibliography

Name Index

Subject Index

 

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