Developing readers and writers in the content areas, K-12:
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Allyn & Bacon
2011
|
| Ausgabe: | 6. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XIX, 292 S. Ill. |
| ISBN: | 9780137056378 0137056370 |
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| 300 | |a XIX, 292 S. |b Ill. | ||
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Datensatz im Suchindex
| _version_ | 1804143246114291712 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
PREFACE XV ACKNOWLEDGMENTS XIX
*
CHAPTER 1
CHAPTER 2
CONTENT AREA READING AND WRITING 1 COMPELLING REASONSSUPPORT CONTENT
AREA LITERACY INSTRUCTION 2 READING AND WRITING ARE TOOLSFOR LEARNING 2
LITERACY REQUIREMENTS CONTINUALLY INCREASE 3 CONTENT AREA
TEACHERSCANTEACHCONTENT AREA READING AND WRITING BEST 4 THINKING
UNDERLIES READING,WRITING, AND LEARNING 6
CONNECT 7 PREVIEW AND PREDICT 7 ORGANIZE 8 GENERALIZE 8
IMAGE 8 MONITOR AND FIX UP 9 EVALUATE 9 APPLY 10 THINKING ISCOMPLEX 10
ACADEMIC IDENTITIES DRIVE CONTENT AREA LITERACY
AND LEARNING 12 ACADEMIC IDENTITIES 12 SOCIALLYSITUATED IDENTITIES 12
IMPLICATIONS OF SOCIALLYSITUATED IDENTITIES 13
ADDITIONAL READINGS 16 * ONLINE RESOURCES 17 * REFERENCES 18
SETTING THE STAGE 21
PRACTICESARE A BASICINGREDIENT OF LITERACY INSTRUCTION 21 PROVIDE
ACCESSTO READING AND WRITING THAT STUDENTS CAN AND WANT TO ACCOMPLISH 22
PROVIDE SCAFFOLDSFOR CHALLENGING PASSAGES 23
V
IMAGE 2
..*
VI CONTENTS
PROVIDE EXPLICIT INSTRUCTION IN READING AND WRITING STRATEGIES 23
FACILITATE COLLABORATIVE LITERACY EFFORTS 24 ASSESSLITERACYTO INFORM
TEACHING
AND LEARNING 24 LITERACY INSTRUCTION OCCURSIN CYCLES 26 PLANNING 26
INTRODUCING 27
GUIDING 27 CULMINATING 27 CYCLESOF LITERACY INSTRUCTION ARE COMPLEX 27
SETTINGS INFLUENCE LITERACYTEACHING AND LEARNING 29 VISION 29
AUTHENTICITY 29 ACTIVE PARTICIPATION 30 ACADEMIC CHALLENGE AND SUPPORT
31
SOCIALSUPPORT 31 ADDITIONAL READINGS 33 * ONLINE RESOURCES REFERENCES 34
34 *
CHAPTER 3 INSTRUCTIONAL UNITS 36
SELECTING A TOPIC BEGINSUNIT PLANNING 37 FRAMING A TOPIC STRUCTURES UNIT
PLANNING 38 STUDENT-FRIENDLY OBJECTIVES 38
CENTRAL QUESTIONS 40 CULMINATING ACTIVITIES 42 FRAMING UNITS COHERENTLY
43 WORKING WITHIN A FRAME FOCUSESUNIT PLANNING 43
ASSESSMENT 43 LAUNCH 46 COLLECTING RESOURCES 49 PLANNING GENERAL
INSTRUCTION 50
SCHEDULING UNIT EVENTS 50 ADDITIONAL READINGS 59 * ONLINE RESOURCES 60 *
REFERENCES 60
IMAGE 3
CHAPTER 4 READING MATERIALS AND EXHIBITING RESPONSES 62
STUDENTS DESERVE DIVERSE READING MATERIALS DURING INSTRUCTIONAL UNITS 62
DEPTH OF INFORMATION 63 DISTINCTIVE POINTS OF VIEW 63
MATERIALS THAT FIT READING COMPETENCIES 63 OPPORTUNITIES FOR A RANGEOF
THINKING 64 DIVERSEREADING MATERIALS ARE AVAILABLE FOR INSTRUCTIONAL
UNITS 65
REFERENCEMATERIALS 65 PERIODICALS 66 DIGITAL RESOURCES 66 TRADE BOOKS 69
MULTICULTURAL LITERATURE 72 TEXTBOOKS 73 EXHIBITSTAKE MANY FORMS 75
VISUAL DISPLAYS 75 CONCRETE DISPLAYS 76 DRAMATIZATIONS 76 WRITING 79
DISCUSSION 82 ADDITIONAL READINGS 85 * ONLINE RESOURCES 86 * CHILDREN S
AND YOUNG ADULTS TRADE BOOKS NOTED IN CHAPTER 4 87 * REFERENCES 88
CHAPTER 5 COMPREHENSION 90
PLAN LEVELSOF COMPREHENSION SUPPORT 91 READER-TEXT MATCHES 91 STUDY
GUIDES 93 PROVIDE SCAFFOLDSFOR CHALLENGING PASSAGES 94
PLANNING COMPREHENSION SCAFFOLDS 95 IMPLEMENTING COMPREHENSION SCAFFOLDS
97 CLOSINGWORDS ABOUT COMPREHENSION SCAFFOLDS 99 TEACHREADING
COMPREHENSION STRATEGIES 100
GRAPHIE ORGANIZING 101 PREDICTING 102
CONTENTS VII
IMAGE 4
VIII CONTENTS
SUMMARIZING 104
IMAGING 105
ASKING AND ANSWERING QUESTIONS 105
COMPREHENSION STRATEGY INSTRUCTION 106
DISCIPLINARY LITERACIES 109
COMPREHENSION IN ENGLISH/LANGUAGE ARTS CLASSROOMS 109
COMPREHENSION IN ENGLISH LANGUAGE DEVELOPMENT CLASSROOMS 110
COMPREHENSION IN MATHEMATICS CLASSROOMS 112
COMPREHENSION IN SCIENCE CLASSROOMS 113
COMPREHENSION IN SOCIAL STUDIES CLASSROOMS 115
COMPREHENSION IN ACTIVITY CLASSROOMS 117
ADDITIONAL READINGS 118 * ONLINE RESOUREES 119 * REFERENEES 119 *
APPENDIX: GRAPHIE ORGANIZERS 120
CHAPTER 6 MEANING VOCABULARY 123
VOCABULARY DEVELOPMENT IS COMPLEX 123 CONCEPTS AND LABELS FOR CONCEPTS
124
DEPTH OF WORD KNOWLEDGE 124
RELATED WORDS 125
SYMBOLS 126
PROMOTE RICH AND MEANINGFUL EXPERIENCES WITH LANGUAGE 126
TEACH SETS OF WORDS DIRECTLY 128
SELECTING SETS OF WORDS 128
REPRESENTING WORD MEANINGS PRODUCTIVELY 129
PROMOTE WORD CONSCIOUSNESS 133
MODEL WORD WONDER 134
PREDICT WORD RELATIONSHIPS 134
HAVE STUDENTS SELECT THE WORDS TO BE LEARNED 135
HELP STUDENTS DEVELOP SELF-ASSESSMENT STRATEGIES 136
IMAGE 5
MAINTAIN WORD BOOKS 136
PLAYWITH WORDS 138 TEACHWORD LEARNING STRATEGIES 139 CONTEXT 140
MORPHEMES 141
EXTERNAL RESOURCES 144 DISCIPLINARY LITERACIES 145 VOCABULARY IN
ENGLISHLLANGUAGEARTS CLASSROOMS 145 VOCABULARY IN ENGLISH LANGUAGE
DEVELOPMENT
CLASSROOMS 146 VOCABULARY IN MATHEMATICS CLASSROOMS 148 VOCABULARY IN
SCIENCECLASSROOMS 149 VOCABULARY IN SOCIALSTUDIESCLASSROOMS 150
VOCABULARY IN ACTIVITY CLASSROOMS 152
ADDITIONAL READINGS 154 * ONLINE RESOURCES 155 * REFERENCES 155
CHAPTER 7 WRITING 157
VARY INFORMAL WRITING 157 CAPTURELDEAS 158 QUICK WRITES 158 CONTENT
JOURNALS 160 PROVIDE SCAFFOLDSFOR CHALLENGING TASKS 162
PLANNING WRITING SCAFFOLDS 162 IMPLEMENTING WRITING SCAFFOLDS 170
TEACHWRITING STRATEGIES 171 BEFORE WRITING 172
DURING WRITING 172 AFTER WRITING 174 DISCIPLINARY LITERACIES 177 WRITING
IN ENGLISHILANGUAGEARTS CLASSROOMS 177
WRITING IN ENGLISH LANGUAGE DEVELOPMENT CLASSROOMS 179 WRITING IN
MATHEMATICS CLASSROOMS 180 WRITING IN SCIENCECLASSROOMS 181
CONTENTS IX
IMAGE 6
X CONTENTS
WRITING IN SOCIALSTUDIESCLASSROOMS 183
WRITING IN ACTIVITY CLASSROOMS 185 ADDITIONAL READINGS 187 * ONLINE
RESOURCES 187 * REFERENCES 188
CHAPTER 8 STUDYING 189
STUDYING ISCOMPLEX 189 CONTROL 190 MOTIVATION 190 STUDYING INCLUDES
LEARNING STRATEGIES 192
DEFINING LEARNING EXPECTATIONS 192 QUESTIONING 192 ORGANIZING
INFORMATION GRAPHIEALLY 193 WRITING 193
CREATING MNEMONIC DEVIEES 194 MENTAL LEARNING 195 RECIPROCALTEACHING 195
COLLABORATIVE STRATEGIE READING 196 STUDYING INCLUDESTAKING TESTS 196
TESTTAKING STRATEGIES 196 QUESTION-ANSWER RELATIONSHIPS 198
TESTTALKS 198 STUDYING INCLUDES MANAGING RESOURCES 198 IMPORTANT
PRINCIPLESOF INSTRUCTION APPLY TO STUDYING 199
ISOLATED AND INTEGRATED INSTRUCTION 200 DIRECT EXPLICIT INSTRUCTION 201
SCAFFOLDED INSTRUCTION 203 DISCIPLINARY LITERAEIES 206
STUDYING IN ENGLISHILANGUAGEARTS CLASSROOMS 206 STUDYING IN ENGLISH
LANGUAGE DEVELOPMENT CLASSROOMS 207 STUDYING IN MATHEMATICS CLASSROOMS
209 STUDYING IN SCIENCECLASSROOMS 211 STUDYING IN
SOCIALSTUDIESCLASSROOMS 212
IMAGE 7
STUDYING IN ACTIVITY CLASSROOMS 214
ADDITIONAL READINGS 216 * ONLINE RESOURCES 217 * REFERENCES 217
CHAPTER 9 INQUIRY THROUGH DIGITAL LITERACIES 218
INQUIRY ISA SPECIALFEATURE OF INSTRUCTION 219 ASK ENGAGING
RESEARCHABLEQUESTIONS 220 WH POSTERQUESTIONS 221 SELF-ASSESSING
QUESTIONS 222
LOCATESOURCESAND INFORMATION WITHIN SOURCES 222 KEYWORDS 222 ONLINE
RESOURCES 223 CRITICAL THINKING 224
INTERVIEWS 224 SYNTHESIZEINFORMATION 225 PRODUCING NOTES 225
CATEGORIZING INFORMATION 226
CITING INFORMATION 227 MAINTAINING AND CLARIFYING THE FOCUSOF RESEARCH
227 REPRESENTWHAT ISBEING LEARNED 228
MULTIMEDIA REPRESENTATIONS 229 MULTIGENRE REPRESENTATIONS 229 WRITING
230 SPEAKING 231 TEACHINDEPENDENT INQUIRY 232
AVOIDING PLAGIARISM 232 ASSESSMENT 233 JOURNAL WRITING 233 ADDITIONAL
READINGS 234 * ONLINE RESOURCES 235 *
REFERENCES 235
CHAPTER 10 RESPONSIVE INSTRUCTION 237
LEARNERSDESERVEFAIR OPPORTUNITIES FOR SUCCESS 238 BEGIN WITH A CLIMATE
OF RESPECT 238 USESTUDENTS BACKGROUNDSASACADEMIC SCAFFOLDS 240
CONTENTS XI
IMAGE 8
XII CONTENTS
MAKE THE MOST OF YOUR INSTRUCTIONAL GOALS 241
UTILIZE SUPPORTIVE PEOPLE 242 PROVIDE STRUCTURED FREEDOM 245
SAMEMATERIALISAME TASK 245 DIFFERENT MATERIALSLSAMETASK 246
SAMEMATERIALIDIFFERENT TASKS 247 DIFFERENT MATERIALSIDIFFERENT TASKS 248
ADDITIONAL READINGS 249 * ONJINE RESOURCES 250 * REFERENCES 251
CHAPTER 11 READING PROFICIENCY 252
NAEPEXPECTATIONSARE STARTING POINTS FOR DESCRIBING READING PROFICIENCY
252 NAEPEXPECTATIONS 253 NAEPEXPECTATIONS PRESENTREADERSMANY
CHALLENGES 259 TEXT 259 ACTIVITY 261 READER 263
SOCIOCULTURAL SETTING 263 STUDENTS DESERVEINSTRUCTION THAT GOESBEYOND
NAEP EXPECTATIONS 265 ADDITIONAL READINGS 267 * ONJINE RESOURCES 267 *
REFERENCES 267
CHAPTER 12 READING POLICY 269
HIGH-STAKESTESTING PRESENTSREADING EXPECTATIONSAS NEVER BEFORE 270 STATE
POLICIES 270 NATIONAL POLICY 271 THE OPPORTUNITY-AND THE CHALLENGE-OF
HIGH-STAKESTESTING ISTO ENSURETHAT IT SERVES STUDENTS WEIL 273 WILL
HIGH-STAKESTESTING NARROW THE CURRICULUM? 274 IS HIGH-STAKESTESTING
SUFFICIENT TO CLOSE
ACHIEVEMENT GAPS? 275
IMAGE 9
INDEX 285
WHAT ASPECTS OF HIGH-STAKES TESTING CLEARLY ARE DEPLORABLE? 276
WHAT ASPECTS OF HIGH-STAKES TESTING ARE MOST PROMISING? 279
CONCLUSION 280
ADDITIONAL READINGS 281 * ONLINE RESOURCES 281 * REFERENCES 282
CONTENTS XIII
|
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| spelling | Developing readers and writers in the content areas, K-12 David W. Moore ... [et al.] 6. ed. Boston ; Munich [u.a.] Allyn & Bacon 2011 XIX, 292 S. Ill. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Language arts Correlation with content subjects Content area reading Leseunterricht (DE-588)4035448-9 gnd rswk-swf Fächerübergreifender Unterricht (DE-588)4153520-0 gnd rswk-swf Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd rswk-swf USA (DE-588)4078704-7 gnd rswk-swf Schreib- und Lesefähigkeit (DE-588)4481193-7 s DE-604 USA (DE-588)4078704-7 g Leseunterricht (DE-588)4035448-9 s Fächerübergreifender Unterricht (DE-588)4153520-0 s 1\p DE-604 Moore, David W. Sonstige oth V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020551759&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Developing readers and writers in the content areas, K-12 Language arts Correlation with content subjects Content area reading Leseunterricht (DE-588)4035448-9 gnd Fächerübergreifender Unterricht (DE-588)4153520-0 gnd Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd |
| subject_GND | (DE-588)4035448-9 (DE-588)4153520-0 (DE-588)4481193-7 (DE-588)4078704-7 |
| title | Developing readers and writers in the content areas, K-12 |
| title_auth | Developing readers and writers in the content areas, K-12 |
| title_exact_search | Developing readers and writers in the content areas, K-12 |
| title_full | Developing readers and writers in the content areas, K-12 David W. Moore ... [et al.] |
| title_fullStr | Developing readers and writers in the content areas, K-12 David W. Moore ... [et al.] |
| title_full_unstemmed | Developing readers and writers in the content areas, K-12 David W. Moore ... [et al.] |
| title_short | Developing readers and writers in the content areas, K-12 |
| title_sort | developing readers and writers in the content areas k 12 |
| topic | Language arts Correlation with content subjects Content area reading Leseunterricht (DE-588)4035448-9 gnd Fächerübergreifender Unterricht (DE-588)4153520-0 gnd Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd |
| topic_facet | Language arts Correlation with content subjects Content area reading Leseunterricht Fächerübergreifender Unterricht Schreib- und Lesefähigkeit USA |
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