Teaching Content Reading and Writing

ISBN-10: 0470084049
ISBN-13: 9780470084045
Edition: 5th 2008 (Revised)
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Description: With the passage of the "No Child Left Behind" act, and increasing pressures on teachers to produce results, true literacy is no longer optional. This book provides educators with the classroom tested theories and practices needed to rise to the  More...

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Book details

List price: $192.95
Edition: 5th
Copyright year: 2008
Publisher: John Wiley & Sons, Incorporated
Publication date: 3/30/2007
Binding: Hardcover
Pages: 494
Size: 7.50" wide x 9.50" long x 1.00" tall
Weight: 2.2

With the passage of the "No Child Left Behind" act, and increasing pressures on teachers to produce results, true literacy is no longer optional. This book provides educators with the classroom tested theories and practices needed to rise to the demand of today's schools. They'll find discussions on issues that they face today in the classroom with respect to assessment and instruction. The sample lesson plans in each chapter will then help them to develop plans using specific instructional strategies.

Literacy in Middle and Secondary Schools
Adolescent Literacy
Discourses
Tracking and Detracking
The Kids Can Read
Adolescents and Literacies in New Times
The Millennials
Linguistic Diversity
Responding to Students' Learning and Literacy Needs
Middle and Secondary Literacy Instruction in Perspective
The 1930s
The 1940s
The 1950s
The 1960s
The 1970s
The 1980s
The 1990s
2000 and Beyond
The Role of Middle/Secondary Schools and Teachers in Adolescent Literacy
Plan of This Book
What This Chapter Means to You
Literacy and Language Processes: Thinking, Reading, and Writing in First and Second Languages
Theory and Practice
Cognitive Theory
Cognition
Cognitive Processing, Concept Formation, and Learning
Intertextuality
The Relationship Between Thinking and Reading
The Reading Process
Information Available in Text
Monitoring the Reading Process
The Relationships Among Thinking, Reading, and Writing
The Writing Process
Monitoring the Writing Process
Second-Language Acquisition and Literacy
Krashen's Second-Language Acquisition Theory
Cummins's Cognitive and Language Context Theory
Implications for Learning and Teaching
What This Chapter Means to You
Evaluating Instructional Materials
Text and Textbook Issues
Comparing Trade Text and Textbook Text
Resolving the Issues
Traditional Instruments for Evaluation of Classroom Texts
Readability of Text
Two Readability Formulas
Reader-Text Interactions
Alternative Approaches for Evaluating Classroom Texts
The Readability Checklist
The Friendly Text Evaluation Scale
The Carter G. Woodson Book Award Checklist
Summary of Alternative Approaches for Evaluating Text
Making the Text Evaluation and Selection Process Successful
Evaluation of Electronic and Software Texts
Evaluating Internet Texts
Evaluating Software
Some Final Words About Evaluation of Instructional Texts
What This Chapter Means to You
Comprehension Instruction in Content Areas
The Comprehension Process and Comprehension Instruction
Centerpiece Lesson Plan
The Comprehension Process
Guided Comprehension
The Directed Reading-Thinking Activity (DR-TA)
Critical Literacy and Guided Comprehension
The Group Mapping Activity (GMA)
Comprehension Levels, Teacher Questions, and Comprehension Instruction
Levels of Comprehension
Teacher Questions
Teacher Questions and Guided Comprehension
The Directed Reading Activity (DRA)
ReQuest
Some Concluding Thoughts on Comprehension
What This Chapter Means to You
Vocabulary Learning in Content Areas
Centerpiece Lesson Plan
Effective Content Vocabulary Instruction
Purposes for Content Vocabulary Instruction
Confounding the Purposes for Content Vocabulary Instruction
Content Vocabulary Instruction: Removing Barriers to Comprehension
Prereading Instruction: Direct Vocabulary Teaching
Prereading Instructions: Developing a Functional System for Learning New Words (CSSR-Context, Structure, Sound, Reference)
Content Vocabulary Instruction: Long-Term Acquistion and Development
Postreading Instruction: The Vocabulary Self-Collection Strategy (VSS)
Postreading Instruction: Follow-Up Activities That Extend VSS
Benefits of Using VSS
What This Chapter Means to You
Teaching Bilingual/Bicultural Students in Multilingual/ Multicultural Settings
Bilingual/Bicultural and Non-English-Speaking Students
Bilingual Students and Programs
Appropriate Placement in Programs for Bilingual Students
Academic Success and Bilingual/Bicultural Students
Centerpiece Lesson Plan
Implications for Instruction
Instruction for Bilingual/Bicultural Students
Making the Curriculum Accessible for Bilingual Learners
Sheltered Instruction (SI)
Assessment
Other Issues
Some Final Words about Teaching Bilingual/Bicultural Learners in Multilingual/Multicultural Classrooms
What This Chapter Means to You
Reading Across the Curriculum
Centerpiece Lesson Plan
Content Reading Needs of Middle School and Secondary Students
Engaging Student Interest
Learning From Text
Guiding Students Before, During, and After Reading (Into, Through, and Beyond)
Think, Predict, Read, Connect (TPRC), GMA, and VSS
WebQuests
K-W-L Plus
Predict-Locate-Add-Note (PLAN)
Three-Level Reading Guides
Anticipation Guides
Guiding Students Before and During Reading (Into and Through)
The Prereading Plan (PREP)
Questioning the Author (QTA)
Guiding Students During and After Reading (Through and Beyond)
Reading Response Groups
Read, Encode, Annotate, Ponder (REAP) and iREAP
Issues Related to Technology Use in Classrooms
Study Skills and Content Area Reading
Survey, Question, Read, Recite, Review (SQ3R)
Survey, Question, Predict, Read, Respond, Summarize (SQP2RS)
Underlining and Notetaking
Concluding Thoughts About Reading Across the Curriculum
What This Chapter Means to You
Writing Across the Curriculum
Centerpiece Lesson Plan
Writing in Subject Area Classrooms
Traditional Writing Instruction
New Viewpoints About Writing
Writing Process
Instruction That Guides Students Before, During, and After Writing
Writing Workshop
Writing Workshop Applied in Content Classrooms
Instruction That Guides Students Before and During Writing
Role/Audience/Format/Topic (RAFT)
Learning Logs and Double Entry Journals
Instruction That Guides Students Before Writing
Beginning Researchers
Web Sites and E-mail
Writing from Maps
Journals
Quick Writes
A Few Final Words About Writing Across the Curriculum
What This Chapter Means to You
Assessment of Student Progress in Subject Area Reading and Writing
Overview of Evaluation and Assessment
Assessment Concepts and Terms
Assessment Today and in the Future
Standards and Assessment
Literacy Assessment in Content Areas
Principles of Assessment
Formal Assessment
Testing Instruments
Test Scores
Interpretation of Tests
Informal and Authentic Assessment of Subject Area Reading and Writing
Traditional Informal Assessment
Performance Assessment
Observation as an Assessment Tool
The Developmental Inventory
Interviews and Student Self-Reports
Portfolio Assessment
A Final Word About Assessment
What This Chapter Means to You
Diversity in the Classroom: Meeting the Needs of All Students
Centerpiece Lesson Plan
The Difference Model as a Means for Viewing Diversity
The Defect and Disruption Models
The Deficit Model
The Difference Model
At-Risk Students, The Difference Model, and Diversity
Marginalized Learners
Instruction for Marginalized Students
Classrooms for High and Low Achievers
Instruction in Subject Area Classes for Marginalized Readers and Writers
ReQuest
Question-Answer Relationships (QAR)
ReQAR
The Vocabulary Self-Collection Strategy (VSS)
Gradual Release Writing Instruction
The Cone of Experience
Final Words About Marginalized Learners
Students with Special Needs
Giftedness, Gender, and Other Differences
Gifted Students
Gender Differences
Other Differences
Creating Learning Classrooms for Preadolescent and Adolescent Students
Expectations
Consistency
Short Memory
The Difference Model Revisited
What This Chapter Means to You
Content Learning, Collaboration, and Literacy
Current Approaches to Content Learning
Centerpeice Lesson Plan
Cooperative Learning and Collaborative Learning
Characteristics of Cooperative/Collaborative Learning
Collaborative Learning, Language, and Literacy
Concept-Oriented Reading Instruction (CORI)
Collaborative Learning Activities to Promote Literacy and Content Learning
Project-Based Learning
Internet Inquiry
The Group Reading Activity (GRA)
Group Investigation
Other Cooperative/Collaborative Learning Activities
Jigsaw Grouping
Creative Thinking-Reading Activities (CT-RAs)
Ask Something
Ambiguity, Risk, and Collaborative Learning
Procedures for Implementing, Guiding, and Evaluating Collaborative Group Work
Prerequisites to Grouping for Collaborative Learning
Introducing Collaborative Learning Groups
Establishing Roles for Individuals in Collaborative Learning Groups
Guiding Collaborative Learning Groups
Project Managements
Evaluating and Grading Cooperative/Collaborative Group Work
Some Final Words on Content Learning, Collaboration, and Literacy
What This Chapter Means to You
Developing Lifelong Readers and Writers
Opening Doors
Teachers Who Open Doors
Opening Doors to Lifelong Literacy
Finding Out About Readers and Writers
Questionnaires
Talking to and Observing Students
Becoming Familiar with Good Books for Preadolescent and Adolescent Readers
Classroom Climates for Literacy
Reading with Students Sustained Silent Reading (SSR)
Reading to Students
Writing with Students
Writing to Students
Using Literature in Content Classes
Resources for Developing Lifelong Readers and Writers
Resources for Independent Reading-Finding Good Books
Resources for Independent Writing-Getting Good Ideas
Some Concluding Thoughts About Developing Lifelong Readers and Writers
What This Chapter Means to You
Index

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