Teaching Through Text: Reading And Writing In The Content Areas,9780205443284

Teaching Through Text: Reading And Writing In The Content Areas

by ;
Edition: 4th
ISBN13: 9780205443284
ISBN10: 0205443281
Format: Paperback
Pub. Date: 2009-01-01
Publisher(s): Allyn & Bacon
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List Price: $132.09

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Summary

Rave Reviews for the Fourth Edition of Teaching Through Text: ";The major strengths of this text are its elegant conceptual frame (first the global lesson planning frameworks and then the before-during-after reading strategies) and its conscious use of connections to technology."; Sharon Walpole, University of Delaware ";Due to the extra care the authors took to make Teaching Through Text a ls"real-life examplers" of a reader-friendly textbook, the text itself becomes a more accessible, and therefore more rewarding text from which to learn about content area literacy instruction."; Laura Jones, Nazareth College of Rochester ";It is an easy text to read and use. Summaries are brief and provide a nice closure to the chapters. Content information is easily located and dissected for class discussion and presentation."; Isaac Willis Larison, Xavier University About the Fourth Edition: Bringing all the research up-to-date, this Fourth Edition of Teaching Through Text provides a broad range of techniques to enhance studentsrs" literacy development and learning across the curriculum. Authored by two of the most respected literacy researchers, this text focuses on describing, illustrating, and applying both teacher-directed and student-centered strategies for content area literacy in middle and secondary grades. Whatrs"s New on the Fourth Edition? bull; bull;Additional instructional techniques are presented, aligned with the Report of the National Reading Panel bull;The treatment of diversity is more prominent and has been expanded to include the topic of culturally responsive teaching bull;A detailed section on content area read-alouds has been added bull;New, research-based ideas for motivating students to read are presented bull;The topic of reciprocal teaching has been given major status Other Allyn & Bacon Titles by Michael McKenna and Richard Robinson: Issues and Trends in Literacy Education: 3/e copy; 2004 ISBN: 0205361102 Readings in Reading Instruction: Its History, Theory, and Development: 1/e copy; 2005 ISBN: 0205410588 by Richard Robinson

Table of Contents

Preface vii
Section One Teaching and Learning through Text
1(64)
The Importance of Literacy in Content Areas
2(18)
Objectives
3(1)
The Meaning of Literacy
4(1)
Four Aspects of Literacy
5(5)
The Implications of Content Literacy
10(3)
Teacher Resistance to Content Literacy
13(1)
Seeing Yourself as a Teacher
14(4)
Summary
18(1)
Getting Involved
19(1)
Literacy Processes
20(18)
Objectives
21(1)
Reading and Writing as Language Processes
21(2)
The Reading Process
23(8)
The Writing Process
31(3)
Making Sense Out of Content
34(1)
Summary
35(1)
Getting Involved
36(2)
Getting to Know Your Students, Your Materials, and Your Teaching
38(27)
Objectives
39(1)
Three Dimensions of Classroom Assessment
40(1)
What Is Reading Ability?
40(5)
Levels of Reading Ability
45(1)
Reading Ability and Readability
46(2)
Judging the Match Between Students and Materials
48(7)
Judging the Context of Instruction
55(3)
Three Struggling Readers
58(2)
Summary
60(4)
Getting Involved
64(1)
Section Two Prereading Strategies
65(80)
Teaching for Diversity
66(18)
Objectives
67(1)
Dimensions of Diversity
68(7)
Meeting the Challenge of Diversity
75(8)
Summary
83(1)
Getting Involved
83(1)
Building Prior Knowledge
84(28)
Objectives
85(2)
Judging Whether Prior Knowledge Is Adequate
87(7)
Ways to Add and Activate Background Knowledge
94(16)
Summary
110(1)
Getting Involved
111(1)
Introducing Technical Vocabulary
112(33)
Objectives
113(2)
The Nature of Words
115(1)
The Myth That Words Teach Themselves
116(2)
Formal Definitions
118(1)
Feature Analysis
119(2)
Graphic Organizers
121(18)
Additional Methods
139(3)
Summary
142(1)
Getting Involved
143(2)
Section Three Strategies for Guided Reading
145(72)
Making Reading Purposeful
146(24)
Objectives
147(1)
Who Should Set Purposes for Reading?
148(1)
Ways of Setting Purposes
149(18)
Varying and Combining Techniques
167(1)
Summary
167(2)
Getting Involved
169(1)
Reading Guides
170(22)
Objectives
171(1)
Advantages of a Written Guide
172(1)
When Should Reading Guides Be Used?
173(1)
Types of Guides
174
Constructing a Reading Guide
165(22)
Using Reading Guides
187(3)
Summary
190(1)
Getting Involved
191(1)
Providing Time to Read: When, Where, and How?
192(25)
Objectives
193(1)
Reading Assignments as Homework
194(1)
Structuring Units to Allow Reading in Class
195(4)
Major Lesson Formats
199(14)
Summary
213(2)
Getting Involved
215(2)
Section Four Postreading Strategies
217(66)
Effective Questioning
218(32)
Objectives
219(1)
The Purposes of Discussion
220(5)
Planning a Discussion
225(1)
Conducting a Discussion
226(10)
Alternatives to Teacher-Led Discussions
236(7)
Discussion and Recitation: A Second Look
243(1)
Discussion and Writing
244(3)
Summary
247(2)
Getting Involved
249(1)
Reinforcing and Extending Content Knowledge
250(33)
Objectives
251(1)
Drilling versus Extending
252(1)
Using Literacy to Reinforce and Extend
253(25)
Reinforcing through Direct Instruction
278(2)
Summary
280(1)
Getting Involved
281(2)
Section Five More Ways to Facilitate Learning through Text
283(49)
Study Skills: Encouraging Independence in Content Literacy
284(22)
Objectives
285(1)
Responsibility for Teaching Study Skills
286(2)
Note Taking
288(3)
Review and Homework
291(3)
Test Taking
294(5)
Strategies for Independent Reading
299(4)
Summary
303(1)
Getting Involved
304(2)
Student Attitudes: Encouraging Content Literacy
306(26)
Objectives
307(1)
Factors That Affect Motivation
308(4)
Assessing Reading Interests
312(3)
Promoting Content Literacy in Your Classroom
315(15)
Summary
330(1)
Getting Involved
331(1)
References 332(12)
Name Index 344(3)
Subject Index 347

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