Content area reading : integration with the language arts

목차 (Table of Contents)

• CONTENTS
• Preface = xiv
• Part One : Characteristics of Content Area Learning and Teaching
• Chapter One : Learning and Teaching in the Content Areas = 2
• Learning and Teaching = 2
• Language and Learning = 3
• Knowledge and Teaching = 4
• Learning in a Literate Society = 5
• Learning While Learning To Read = 6
• Reading for "Learning the New" = 7
• Factors that Affect Content Area Learning = 8
• Content Area Textbooks = 8
• Scope and Sequence = 8
• Expository Text = 9
• Text Factors = 10
• Organizational Features = 12
• Text Hunts = 12
• Text Patterns = 16
• New Terminology = 16
• Concept Overload = 21
• "Seductive Detail" = 24
• Outdated, Biased, or Bland Text = 24
• The Teacher's Role in Content Area Instruction = 27
• Text-Friendly Teachers = 27
• Avoiding a Textbook-driven Curriculum = 28
• A Good Teacher's Influence = 29
• Chapter Two : Characteristics of Effective Content Area Teaching = 30
• Principles of Content Area Teaching = 31
• Sound Theory and Ethical Principles = 32
• All Students Can Learn = 35
• Subject Matter and Pedagogy : Knowledge, Interest, Skill = 36
• Ongoing Learning and Professional Growth = 36
• Themed Reading = 37
• Aspects of Effective Content Area Teaching = 38
• Authoritative Teaching = 38
• Teaching Practices that Promote Learning = 39
• Teaching that CARES for ME = 39
• Teaching for Transfer = 42
• The Habit of Reflection = 42
• Content Area Reading = 44
• Reading with Understanding = 44
• Responding with Understanding = 44
• Questioning in Content Area Teaching = 46
• Question Categories = 48
• Questions that Teach = 50
• Questions to Teach Students That They Know = 51
• Planning for Good Teaching = 51
• Teaching vs. "Covering the Material" = 51
• Planning to Teach = 52
• Microlevel Planning : Concept Statements = 52
• Macrolevel Planning : The Annual Overview = 57
• Using Direct Instruction Wisely = 58
• Unplanned Instruction = 59
• Cross-Grade Collaboration = 60
• Teachers As Decision-Makers = 61
• Looking Ahead = 62
• Case Study 1 = 63
• Part Two : Before, During, and After : Strategies for Content Area Learning and Teaching
• Chapter Three : Building a Shared Knowledge Base While Introducing New Topics = 66
• Guiding Students As They Set Out to Learn = 67
• Introducing Topics Through Explanation = 67
• Surveying the Text = 74
• Confronting Concept Overload = 80
• Teaching Vocabulary in Lively Ways = 82
• Rousing Students' Curiosity and Attention = 91
• Creative Anticipatory Thinking = 94
• Introducing Topics With Wide Reading = 99
• Establishing a Foundation of Understanding = 103
• Strategic Teachers - How Do They Do It? = 103
• Strategic Teachers, Part One : "I'm a bookworm on a budget" = 105
• Chapter Four : Establishing a Strong Structure of Understanding as Content Area Topics Are Topics Are Studied = 111
• Learners Collect and Use Knowledge = 112
• Collecting Knowledge Through Lively Listening = 112
• Building on Experiences = 121
• Learning Through Practice = 122
• Building Knowledge Through Interactive Study = 123
• Collaborating to Learn Terminology = 128
• Learning from Multiple Readings = 129
• Teachers Foster Learning By Reading Aloud = 132
• A Part of Learning to Read = 132
• A Part of Learning = 133
• An Impetus to Read More = 135
• The Importance of Teacher Knowledge = 136
• Learners Organize Knowledge and Make Connections = 137
• Organizing Concepts Graphically = 137
• Knowledge Building Through Guides and Graphics = 141
• Knowledge Building Through Student-Developed Connections = 147
• Developing Understanding = 149
• Learners Flourish With Cooperative Learning = 149
• Group Formation = 152
• Cooperative Group Assignments = 154
• Using Established Groups = 156
• Incorporating Interest Groups = 156
• Productive Effort = 156
• Multifaceted, Multipurpose Assessment = 157
• Moving Forward = 158
• Strategic Teachers, Part Two : "Efficient use of time is a priority" = 159
• Case Study 2 = 162
• Chapter Five : Extending and Enhancing Understanding = 163
• Using Knowledge Analytically, Creatively, and Thoughtfully = 164
• Demonstrating Understanding Through Analytical Thinking = 165
• Enhancing Understanding Through Creative Thinking = 173
• Augmenting Understanding Through Evaluative Thinking = 177
• Extending Knowledge Through Research = 180
• Doable Research Assignments = 181
• Eliminating Plagiarism = 181
• Giving Credit Where Due = 183
• The Classroom Research Center = 184
• Searching For Answer = 187
• Teacher Responsibilities in Research = 190
• Cooperative Learning Groups and Dyads = 191
• Using Chart-Based Strategies = 192
• Peer Editing For Research Reports = 193
• Guiding Research : SAIL = 195
• Guiding Research : Structured Research Process = 199
• Adapting the Structured Research Process = 205
• Sharing Knowledge = 205
• Examining Alternative Views As Follow-Up = 206
• Preparing and Presenting Collections = 207
• Presenting Findings Through Literary Forms = 208
• Presenting Findings in a Professional Style = 208
• Helping Others Through Research = 209
• Looking Ahead = 210
• Strategic Teachers, Part Three : "All my students are talented" = 211
• Part Three : Building Strengths, Meeting Needs, and Making Connections
• Chapter Six : Building Reading Ability While Learning = 218
• Good Content Area Teaching Builds Reading Ability = 218
• Principles of Effective Content Area Teaching : A Brief Review = 220
• Entering Into Learning : A Parable = 220
• Everyone Has a Right to Learn = 221
• On Not Sorting Students = 222
• Reading : A Brief Survey = 222
• Reading Is a Skill = 223
• Reading Is a Process = 223
• Reading Is Constructing Meaning = 224
• An Analysis Across the Grades = 225
• Trends in the Study of Reading = 226
• The Characteristics of Capable Readers = 226
• Metacognition = 227
• Supporting Students = 228
• Student Factors that Affect Learning = 228
• Alterable Variables = 228
• Teacher Support Through Scaffolding = 229
• Matthew Effects in Learning = 231
• Enriching Classrooms With Content Area Language = 231
• Twelve Reading Strategies for Content Area Learning = 233
• Reading : A Language-Based Process = 234
• Reading About Familiar, Interesting Topics = 236
• Listening, Speaking, and Conceptual Vocabularies = 238
• Writing and Reading = 238
• Today With Support, Tomorrow Independently = 239
• Reading Develops Through Use = 243
• A Summary = 246
• Glossary of Reading-Related Terminology = 247
• Reading Ability and Readability = 247
• Strategic Teachers, Part Four : "We're serious about learning" = 261
• Chapter Seven : Meeting Needs and Celebrating Strengths : Diversity in the Content Area Classroom = 266
• Diversity Is a Fact = 267
• Attempts to Avoid Diversity = 267
• Inclusion Is Mandate : IDEA = 268
• Grouping To Exclude Is Harmful = 269
• Diversity Is a Fact To Be Valued = 273
• Strengths and Needs = 273
• Celebrating Strengths = 274
• Many Ways of Being Bright = 275
• Inner Strength and Care For Others = 276
• Adeptness in Language Use = 277
• Intelligence and Talent in a Variety of Forms = 279
• Meeting Needs = 280
• Maslow's Theory of a Hierarchy of Needs = 280
• Safety and Comfort = 280
• Belongingness = 282
• Belonging By Having a Name and a Personality = 283
• Belonging By Being Part of a Classroom Community = 285
• Belonging Through Being Understood = 287
• Belonging Through Being Able to Understand = 289
• Belonging By Being Respected = 290
• Celebrating Diversity Through Literature = 292
• Informed Choices = 293
• Choosing Wisely and Widely = 293
• Using Multicultural Literature Across the Grades = 295
• Accepting the Challenges and Opportunities of Diversity = 297
• Doable Tasks = 297
• Worthwhile Opportunities = 298
• Important Challenges = 299
• Students Differ. So What? = 299
• Strategic Teachers, Part Five : "I had to make a lot of decisions." = 300
• Chapter Eight : Assessment for Learning and Teaching : Attention, Investigation, Documentation, and Evaluation = 309
• AIDE : Assessment in the Service of Learning = 310
• Attention : Looking With Care = 311
• Observations of Students = 311
• Cautions About Observations = 315
• Encouraging Students To Observe Their Own Learning = 316
• Investigation : Gathering Data = 316
• Stregths and Needs = 316
• Classroom Methods To Investigate Students' Progress = 318
• Alternative Models of Assessment = 322
• Collecting Information Across Settings and Times = 326
• Encouraging Students To Gather Data = 326
• Documentation : Keeping and Analyzing a Record of Learning = 326
• Integrating Documentation and Instruction = 327
• Collecting Materials Thoughtfully = 329
• Encouraging Students To Document and Analyze Their Learning = 332
• Evaluation : Weighing Evidence and Making Decisions = 332
• Formative vs. Summative Evaluation = 333
• The Role of Testing in Evaluation = 333
• Encouraging Students To Make Decisions = 334
• Guidelines for Informed Classroom Assessment = 335
• Glossary of Assessment-Related Terminology = 336
• Types of Tests = 336
• Types of Test Scores = 338
• Strategic Teachers, Part Six : "It's exciting to think about teaching" = 340
• Case Study 3 = 345
• Chapter Nine : Communication and Collaboration : Linking School and Home = 346
• School-Home Relationships = 346
• The Impertance of Links Between School and Home = 347
• Respecting Students' Families = 348
• Communication : Sharing Information in Helpful Ways = 350
• Permanent School Records = 350
• Report Cards = 350
• Group Meetings = 351
• Conferences = 352
• Responding to, and Sending, Messages = 353
• Complicating Factors in School-Home Communication = 358
• Communication to Help Students Away From the Classroom = 358
• Additional Opportunities to Communicate = 360
• Collaboration : When School and Home Work Together = 366
• Complicating Factors in School-Home Collaboration = 366
• Opportunities for Doable Collaboration = 367
• Practical, Ongoing, Purposeful, Interesting Opportunities = 368
• When Family Members Come to School = 369
• When Family Members Help Without Leaving Home = 370
• Teaching Strategies That Encourage Collaboration = 372
• Reaching Out : School To Home = 372
• Looking Ahead = 374
• Strategic Teachers, Part Seven : "I know more ways to teach this..." = 375
• Part Four : Extending Content Area Learning
• Chapter Ten : Integration of Listening, Speaking, Reading, and Writing in Content Area Study = 384
• Oracy : Speaking and Listening in Content Area Learning = 385
• Engaging Students Actively As Listeners = 386
• Linking Listening and Speaking = 388
• Communication Apprehension = 389
• Engaging Students Actively As Speakers = 389
• Responding To What Students Say = 393
• Allowing Adequate Wait Time = 393
• Linking Oral and Written Language Modes = 395
• Literacy : Writing and Reading in Content Area Learning = 399
• Writing Apprehension = 399
• Engaging Students Actively As Writers = 401
• Journal Writing and Correspondence = 401
• Responding To Journals = 408
• Prompted Writing = 410
• Responding To Students' Writing = 411
• Providing Support For Writing = 413
• What About the Mechanics? = 413
• Language Development in Talking and Writing = 414
• Revising As Part of hte Writing Process = 415
• Integrating Mechanics of Writing With Content Area Learning = 415
• Language-Rich, Language-Respectful Classrooms = 417
• Strategic Teachers, Part Eight : "Everyone writes!" = 419
• Chapter Eleven : Integration of the Arts With Content Area Learning = 424
• The Arts in Content Area Learning : Decision-Making = 425
• Factors in Decision-Making = 425
• Serious, Joyous Engagement in the Arts = 427
• Guest Artists = 428
• Choosing From a Wealth of Possibilites = 429
• Visual Arts : "To Create a Piece of the Future" = 430
• Engaging in Art That Enhances Learning = 430
• Creating Artwork That Demonstrates Learning = 433
• Books To Delight the Eye = 435
• Music : "The Ordering of Sound in Ways That Please the Ear" = 437
• Making Music = 437
• Musical Accompaniments to Learning = 438
• Words and Music = 439
• Drama and Dance = 440
• Enhancing Understanding Through Creative Drama = 441
• Enhancing Learning Through Dance and Creative Movement = 443
• Stories of Drama and Dance = 444
• Oral and Written Literature : To Surprise and Delight = 445
• Do Not Dissuade Students From Reading = 445
• Experiencing Literature Without Reading = 448
• Taking a Stand = 450
• Engaging in Grand Conversation = 451
• Delighting in Sounds and Stories = 459
• Tales "told newly, told memorably, told again" = 460
• The World of Books = 463
• Why Trade Books? = 464
• Folklore and Poetry = 465
• Award-Winning Books = 470
• Discovery and Expression = 471
• Strategic Teachers, Part Nine : "There are so many stories." = 472
• Case Study 4 = 477
• Chapter Twelve : Planning For the Present and Future = 479
• Influential Experience = 480
• Each Teacher Can Make a Difference = 480
• All Teacher Do Make a Difference = 481
• Optimal Experience = 482
• Flow = 482
• Peak Learning Experiences = 483
• Influential Teachers = 483
• Planning Embedded in Teaching = 484
• Planning Formats = 484
• Many Factors To Consider = 488
• Planning About Organization = 488
• Collaborative Planning = 496
• Planning As Problem-Solving = 507
• Planning For Professional Growth = 517
• Planning For the Present and Future = 521
• Strategy Glossary = 523
• Solutions = 537
• References = 540
• Subject Index = 564
• Author Index = 573