Literature Based Teaching in the Content AreasLiterature Based Teaching in the Content Areas



The purpose of Literature-Based Teaching in the Content Areas is to describe
literature- based strategies for teaching K through 8 content areas: language arts
and reading, social studies, mathematics, science, and the arts. Each strategy ...

Author: Carole Cox

Publisher: SAGE

ISBN: 9781412974936

Category:

Page: 333

View: 665

Literature-Based Teaching in the Content Areas: 40 Strategies for K-8 Classrooms is a collection of 40 literature-based strategies to teach Key Stages 1-4 content areas: language arts and reading, social studies, mathematics, science, and the arts. Grounded in theory and research on best practices in each field, the strategies are classroom-tested and classroom-ready, with in-depth descriptions of practical activities. Each strategy describes in detail how to use one or more key books for each of the levels, Key Stage 1-2, Key Stage 3, and Key Stage 4, and also includes extensive book lists for creating classroom text sets. Ideas are also provided to differentiate instruction for English learners and struggling students. The book is full of teaching tools: specific questions and prompts for discussion and writing, graphic organizers and student writing frames, mini-lessons on skills and writing conventions, technology resources, and assessment ideas for each strategy. A teacher can dip into the book and choose a content area, strategy, and books to put to use immediately in the classroom.

Teaching Reading in the Content AreasTeaching Reading in the Content Areas



Based on interactive elements that apply to every reading situation, the authors explain instructional strategies that work best in the subject areas and how to optimize those classrooms for reading, writing, and discussion.

Author: Vicki Urquhart

Publisher: ASCD

ISBN: 9781416614210

Category:

Page: 240

View: 316

History teachers aren't expected to teach science, math teachers aren't expected to teach social studies; so why are all teachers responsible for teaching reading? The answer is simple. An emphasis on reading and literacy skills in the content areas has an exponential effect on learning in every discipline. This completely revised third edition of the best-selling Teaching Reading in the Content Areas seeks to help educators understand how to teach reading in their respective disciplines, choose the best reading strategies from the vast array available, and positively impact student learning. Throughout, it draws from new research on the impact of new technologies, the population boom of English language learners, and the influence of the Common Core State Standards. Given the complexities of the reading process, teachers deserve--and this book provides--clear, research-based answers to overarching questions about teaching reading in the content areas: * What specific skills do students need to read effectively in each content area? * Which reading strategies are most appropriate to help students become more effective readers and independent learners? * What type of learning environment promotes effective reading and learning? By focusing on the differences in how content-area experts read and reason, teachers can be better prepared to help their students understand that the ways they read in biology are different from the ways they read in English, history, or mathematics. To read successfully in different content areas, students must develop discipline-specific skills and strategies along with knowledge of that discipline. With that in mind, this book also includes 40 strategies designed to help students in every grade level and across the content areas develop their vocabularies, comprehend informational and narrative texts, and engage in meaningful discussions of what they read.

Content Area Reading and LearningContent Area Reading and Learning



This text addresses instructional issues and provides a wealth of classroom strategies to help all middle and secondary teachers effectively enable their students to develop both content concepts and strategies for continued learning.

Author: Diane Lapp

Publisher: Taylor & Francis

ISBN: 9781135605599

Category:

Page: 480

View: 509

How can teachers make content-area learning more accessible to their students? This text addresses instructional issues and provides a wealth of classroom strategies to help all middle and secondary teachers effectively enable their students to develop both content concepts and strategies for continued learning. The goal is to help teachers model, through excellent instruction, the importance of lifelong content-area learning. This working textbook provides students maximum interaction with the information, strategies, and examples presented in each chapter. Content Area Reading and Learning: Instructional Strategies, Third Edition is organized around five themes: Content Area Reading: An Overview The Teacher and the Text The Students The Instructional Program School Culture and Environment in Middle and High School Classrooms Pedagogical features: Each chapter includes a graphic organizer, a chapter overview, a Think Before Reading Activity, one or more Think While Reading Activities, and a Think After Reading Activity. The activities present questions and scenarios designed to integrate students’ previous knowledge and experience with their new learnings about issues related to content area reading, literacy, and learning, and to serve as catalysts for thinking and discussions. New in the Third Edition The latest information on literacy strategies in every content area Research-based strategies for teaching students to read informational texts Up-to-date information for differentiating instruction for English-speaking and non-English speaking students An examination of youth culture and the role it plays in student learning A look at authentic learning in contexts related to the world of work Ways of using technology and media literacy to support content learning Suggestions for using writing in every content area to enhance student learning Ideas for using multiple texts for learning content A focus on the assessment-instruction connection Strategies for engaging and motivating students Content Area Reading and Learning: Instructional Strategies, Third Edition, is intended as a primary text for courses on middle and high school content area literacy and learning.

Using Literature to Enhance Content Area InstructionUsing Literature to Enhance Content Area Instruction



Shows educators how to teach both content and literacy concepts simultaneously and includes sample lesson plans, variations, and assessment ideas for each grade level.

Author: Rebecca Olness

Publisher: International Reading Assn

ISBN: 0872076008

Category:

Page: 208

View: 847

Shows educators how to teach both content and literacy concepts simultaneously and includes sample lesson plans, variations, and assessment ideas for each grade level.

Literacy and Learning in the Content AreasLiteracy and Learning in the Content Areas



The Fourth Edition of Literacy and Learning in the Content Areas: Enhancing Knowledge in the Disciplines provides readers with the knowledge, motivation, tools, and confidence for integrating literacy in their disciplinary classrooms.

Author: Sharon Kane

Publisher: Routledge

ISBN: 9781351206891

Category:

Page: 422

View: 582

The Fourth Edition of Literacy and Learning in the Content Areas: Enhancing Knowledge in the Disciplines provides readers with the knowledge, motivation, tools, and confidence for integrating literacy in their disciplinary classrooms. Offering an original, literature-based approach to teaching disciplinary literacy, the new edition shares important ways in which teachers of courses in the disciplines can enhance student learning of subject matter and skills while also fostering their growth in the many facets of literacy. Throughout each chapter, Kane provides engaging and creative strategies and activities to make literacy come alive in discipline-specific courses and to encourage students to explore and learn in the classroom. Embedded in each chapter are examples, resources, and strategies to help readers actively engage with and implement literacy practices. These features include Teaching in Action examples by subject area; Activating Prior Knowledge activities to stimulate critical thinking to prepare readers to learn complex theoretical and conceptual material about teaching, learning, and literacy; and end-of-chapter Application Activities to apply field experiences to classroom use. New to the Fourth Edition Every chapter of this new edition is updated to reflect the current approaches, standards, and benchmarks for discipline-specific literacy. Enhanced Companion Website with BookTalks to introduce relevant books in many genres and subjects, encouraging readers to explore the books for themselves and providing a model for BookTalks in their own classrooms. Expanded practical instructional strategies for teaching literacy in math, science, and social studies. Updated to include newly published titles in children’s literature, young adult literature, and nonfiction.

Reading in Secondary Content AreasReading in Secondary Content Areas



This book presents a linguistic approach to teaching reading in different subjects; an approach that focuses on language itself.

Author: Zhihui Fang

Publisher:

ISBN: 0472032798

Category:

Page: 135

View: 336

What does it mean to teach reading in the context of the middle and high school classroom? Don’t students already know how to read by the time they get to secondary school? And how can a busy teacher take time away from the packed curriculum of science, history, mathematics, or language arts to teach reading? This book presents a linguistic approach to teaching reading in different subjects; an approach that focuses on language itself. Central to this approach is a view that knowledge is constructed in and through language and that language changes with changes in knowledge. As students move from elementary to secondary schools, they encounter specialized knowledge and engage in new contexts of learning in all subjects. This means that the language of secondary school learning is quite different from the language of the elementary years. While in the elementary years the subject matter of reading materials is often close to students’ everyday life experiences, the curriculum of secondary school deals with knowledge that is removed from students’ personal lives and everyday contexts. The language that constructs this more specialized knowledge thus tends to be more abstract, technical, information-laden, and hierarchically organized than the more familiar and “friendly” language that students typically encounter during the elementary years. Students need to develop specialized literacies (literacy relevant to each content area) as well as a critical literacy they can use across subject areas to engage with, reflect on, and assess specialized and advanced knowledge. This functional language analysis approach is shown using actual secondary social studies, science, and math textbooks and using a literary text.

Literature Based Reading ActivitiesLiterature Based Reading Activities



This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book.

Author: Ruth Helen Yopp

Publisher: Pearson Higher Ed

ISBN: 9780133358889

Category:

Page: 176

View: 789

This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. Literature-Based Reading Activities: Engaging Students with Literary and Informational Text is the ideal resource for pre-service and in-service teachers looking for practical help and exciting classroom activities for ensuring all students have successful interactions with literature. Brief and inexpensive, it is widely appreciated for its numerous activities, unique discussions of the theoretical and research bases supporting all of the activities, and the variety of grade levels and genres covered. The activities are useful with a wide range of texts, and the guidelines show readers how to be effective decision makers as they plan literature instruction for the culturally, linguistically, and academically diverse K–8 students in today’s classrooms. This new edition includes: Updated information about sharing literature in the context of today’s classrooms. New activities for supporting students’ interactions with literature. Numerous new examples of children’s literature, many of them recent award winners. Updated discussions of research on recent studies and major reports. A new feature, Take Five! (or Take Ten!). Ideas and suggestions for using literature in the content areas. 11 new activities for expanding teachers’ repertoires for engaging students with literature, Increased attention to using technology to support students’ interactions with and responses to literature, More than 80 new examples of exceptional literature, A list of websites of recommended literature, including positive, authentic examples of literature for diverse populations.

Secondary School Literacy InstructionSecondary School Literacy Instruction



Chapter 10, “Literature-Based and Thematic Approaches To Content Area
Teaching,” has many new suggestions of young adult literature to use for various
purposes in content classes. It includes new material on specific young adult
literature ...

Author: Betty Roe

Publisher: Cengage Learning

ISBN: 9781285500010

Category:

Page: 480

View: 334

Well known for its detailed and practical explanations of reading, writing, and study strategies, SECONDARY SCHOOL LITERACY INSTRUCTION is required reading for all non-literacy teaching majors. Its motivational pedagogy especially appeals to pre-service teachers, who quickly realize that the text will help them improve their students' progress. Two hallmark chapters on content area teaching have brought this text wide acclaim for its unique application of literacy and study skills in all secondary subject areas. The text also is recognized for its proven pedagogy, including Meeting the Challenge, which puts ideas into classroom practice, and Focus on English Language Learners and Focus on Struggling Readers, which highlight important applications for these special needs learners in easy-to-locate sections in each chapter. Available with InfoTrac Student Collections http://gocengage.com/infotrac. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.

Writing in the Content AreasWriting in the Content Areas



This book will help teachers - get what they want from a writing task - frame their assignments more precisely - correct student papers more quickly and efficiently The new second edition offers activities and strategies which involve ...

Author: Amy Benjamin

Publisher: Eye On Education

ISBN: 9781596670020

Category:

Page: 169

View: 371

Do you spend entirely too much time correcting your students' papers? Do your students' essays and term papers take side trips to nowhere? Is their writing riddled with mechanical errors? Do their lab reports and essays lack specificity and clarity? Writing in the Content Areas, Second Edition is for middle and high school content area teachers who assign essays, term papers, lab reports, and other writing tasks to students. This book provides strategies and tips to help teachers of social studies, science, art, etc. improve the quality of students' writing and apply national and state curriculum standards in your classroom. The strategies in this book can be integrated easily into every teacher's daily plans. They will help your students improve their abilities to - reflect before writing - organize and classify - provide detail without padding - use technical terminology correctly - avoid unnecessary words - spell correctly - take useful notes while they read and during your lectures. This book will help teachers - get what they want from a writing task - frame their assignments more precisely - correct student papers more quickly and efficiently The new second edition offers activities and strategies which involve technology (word processing, presentation programming, the Internet, and e-communications), differentiated instruction, and brain-based learning.

Teaching Communication and Reading Skills in the Content AreasTeaching Communication and Reading Skills in the Content Areas



Intended for elementary school teachers who want to incorporate language skill-building activities into their subject area instruction, this booklet provides practical teaching strategies based on research about how children learn to read ...

Author: Dorothy Grant Hennings

Publisher: Phi Delta Kappa International Incorporated

ISBN: UOM:39076000595657

Category:

Page: 89

View: 199

Intended for elementary school teachers who want to incorporate language skill-building activities into their subject area instruction, this booklet provides practical teaching strategies based on research about how children learn to read and communicate. The three major sections of the booklet deal with (1) teaching comprehension and study skills across the curriculum, (2) vocabulary development in the content areas, and (3) writing instruction across the curriculum, specifically in science and social studies. Each section offers instructional models synthesized from research and a number of specific instructional strategies. (FL)

Developing Content Area LiteracyDeveloping Content Area Literacy



Forty evidenced-based strategies for integrating literacy instruction into the content areas Providing unique content on assessment, differentiated instruction, technology, and reflective practice, Developing Content Area Literacy, Second ...

Author: Patricia A. Antonacci

Publisher: SAGE Publications

ISBN: 9781483347653

Category:

Page: 352

View: 360

Forty evidenced-based strategies for integrating literacy instruction into the content areas Providing unique content on assessment, differentiated instruction, technology, and reflective practice, Developing Content Area Literacy, Second Edition is designed to help busy middle school and secondary teachers meet the challenge of addressing the literacy learning needs of all students, including English language learners. Each of the 40 evidence-based strategies is organized around eight essential areas of literacy instruction: academic vocabulary, reading fluency, narrative text, informational text, media and digital literacies, informational writing, critical thinking, and independent learning. Each topic has five strategies from which to choose, giving teachers ample variety to meet the diverse needs of the classroom.

What Content Area Teachers Should Know about Adolescent LiteracyWhat Content Area Teachers Should Know about Adolescent Literacy



It also discusses 4 other areas that are fundamental in helping adolescents achieve advanced levels of literacy: assessment, writing, motivation, and the needs of diverse learners. Illus.

Author: Kris Anstrom

Publisher: DIANE Publishing

ISBN: 9781437914917

Category:

Page: 61

View: 661

Addresses middle and high school classroom teachers¿, administrators¿, and parents¿ need for info. about how to build adolescents¿ reading and writing skills. It provides more general info. for content-area teachers so that they will gain a deeper understanding of the underlying skills their students will need and the kind of instruction needed to develop these skills. The report describes 5 key components that are critical to the development of reading proficiency: decoding/phonemic awareness and phonics, morphology, vocab., fluency, and text comprehension. It also discusses 4 other areas that are fundamental in helping adolescents achieve advanced levels of literacy: assessment, writing, motivation, and the needs of diverse learners. Illus.

Re Imagining Content Area Literacy Instruction Re Imagining Content Area Literacy Instruction



(Re)Imagining Content-Area Literacy Instruction Roni Jo Draper, Editor Paul
Broomhead, ... Critical Encounters in High School English: Teaching Literary
Theory to Adolescents, Second Edition DEBORAH APPLEMAN Children,
Language, ...

Author: Roni Jo Draper

Publisher: Teachers College Press

ISBN: 9780807771334

Category:

Page: 193

View: 627

Today’s teachers need to prepare students for a world that places increasingly higher literacy demands on its citizens. In this timely book, the authors explore content-area literacy and instruction in English, music, science, mathematics, social studies, visual arts, technology, and theatre. Each of the chapters has been written by teacher educators who are experts in their discipline. Their key recommendations reflect the aims and instructional frameworks unique to content-area learning. This resource focuses on how literacy specialists and content-area educators can combine their talents to teach all readers and writers in the middle and secondary school classroom. The text features vignettes from classroom practice with visuals to demonstrate, for example, how we read a painting or hear the discourse of a song. Additional contributors: Marta Adair, Diane L. Asay, Sharon R. Gray, Sirpa Grierson, Scott Hendrickson, Steven L. Shumway, Geoffrey A. Wright Roni Jo Draperis an associate professor in the Department of Teacher Education in the David O. McKay School of Education.Paul Broomheadis associate professor and coordinator of the Music Education Division in the School of Music.Amy Petersen Jensenis an associate professor in the College of Fine Arts and Communications.Jeffery D. Nokesis an assistant professor in the History Department.Daniel Siebertis an associate professor in the Department of Mathematics Education. All editors are at Brigham Young University, Utah. “This is a must-read for educators engaged in professional development efforts aimed at improving students’ learning across the content areas. The editors and chapter authors are to be applauded for taking up the call to place content-area literacy squarely in the disciplines.” —From the Foreword byThomas W. Bean, University of Nevada, Las Vegas “A great tool for developing disciplinary literacy.” —Douglas Fisher, San Diego State University “Draper and her colleagues successfully convey the complex and subject-specific nature of effective content area literacy instruction. This book reminds us in refreshing ways that there is more to effective reading than decoding and prior knowledge.” —George G. Hruby, Executive Director, Collaborative Center for Literacy Development, University of Kentucky “From its grounding in inquiry and collaboration, to its contemporary views of literacy and text, this book is an important response to recent calls to redress century-old recommendations for teaching reading. It is exciting to recommend(Re)ImaginingContent-Area Literacy Instructionfor any course or in-service project with a focus on content-area literacy instruction.” —Kathleen Hinchman, Syracuse University, School of Education

Strategic Teaching and LearningStrategic Teaching and Learning



This collection of essays focuses on the "strategic teaching" model of cognitive instruction, a model which makes clear the complex thinking process that teaching is, highlights the importance of the teaching/learning connection, and aims ...

Author: Beau Fly Jones

Publisher: Assn for Supervision & Curriculum

ISBN: UOM:39015019668550

Category:

Page: 167

View: 975

This collection of essays focuses on the "strategic teaching" model of cognitive instruction, a model which makes clear the complex thinking process that teaching is, highlights the importance of the teaching/learning connection, and aims at enabling all types of students to become successful learners. The papers consider the varied levels at which content can be learned and emphasize the choice of appropriate strategies for effective cognitive instruction. The book's first part contains three papers, written by the editors (Beau Fly Jones, Annemarie Sullivan Palincsar, Donna Sederburg Ogle, and Eileen Glynn Carr), respectively entitled "Learning and Thinking,""Strategic Thinking: A Cognitive Focus," and "Planning for Strategic Teaching: An Example." These papers provide generic planning guides that may be used to sequence curriculum and instruction in various content areas for each phase of instruction. Part II contains four papers: (1) "Strategic Teaching in Science" (Charles W. Anderson); (2) "Strategic Teaching in Social Studies" (Donna Alvermann); (3) "Strategic Teaching in Mathematics" (Mary Montgomery Lindquist); and (4) "Strategic Teaching in Literature" (Richard Beach). Each chapter in Part II contains guidelines for planning that are adaptations of the generic guides offered in Part I. (CB)

Integrating the Arts Across the Content AreasIntegrating the Arts Across the Content Areas



Bring the arts back into the classroom with arts-based activities and strategies to use in language arts, mathematics, science, and social studies instruction.

Author: Donovan, Lisa

Publisher: Shell Education

ISBN: 9781618139054

Category:

Page: 226

View: 522

Bring the arts back into the classroom with arts-based activities and strategies to use in language arts, mathematics, science, and social studies instruction. Developed in conjunction with Lesley University, this resource helps teachers to gain a better understanding of why and how to use the arts to reach and engage students. Developed to help motivate disengaged students, this professional resource provides activities, concrete examples, and stories from teachers already implementing art-based curriculum. The strategies are presented in categories that include: dramatic movement, storytelling, poetry, music/rhythm, and visual arts. This resource supports College and Career Readiness Standards.

Reading to Learn in the Content AreasReading to Learn in the Content Areas



The text explores how the increased availability of computers, instructional software, social media, and Internet resources--as well as the rise of electronic literacy in general--have affected the ways children learn and create meaning ...

Author: Judy S. Richardson

Publisher: Cengage Learning

ISBN: 9781111302733

Category:

Page: 504

View: 464

With READING TO LEARN IN THE CONTENT AREAS, Eighth Edition, future educators discover how they can teach students to use reading, discussion, and writing as vehicles for learning in any discipline. The text explores how the increased availability of computers, instructional software, social media, and Internet resources--as well as the rise of electronic literacy in general--have affected the ways children learn and create meaning from their world. The authors unique lesson framework for instruction, PAR (Preparation/Assistance/Reflection), extends throughout the book. The text's reader-friendly presentation, balanced approach, strong research base, and inclusion of real-life examples from a variety of subject areas and grade levels have helped make it one of the most popular and effective books on the market. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.

Differentiated Instructional Strategies for Reading in the Content AreasDifferentiated Instructional Strategies for Reading in the Content Areas



Featuring new strategies, current research, and differentiated teaching models, this updated edition offers substantive methods for increasing students' content learning by helping them become better readers.

Author: Carolyn Chapman

Publisher: Corwin Press

ISBN: 9781412972291

Category:

Page: 203

View: 308

Featuring new strategies, current research, and differentiated teaching models, this updated edition offers substantive methods for increasing students' content learning by helping them become better readers.

Literature based Instruction with English Language Learners K 12Literature based Instruction with English Language Learners K 12



This book takes a literature-based approach to how children learn language and how it is taught in today's diverse K-12 classrooms.

Author: Nancy L. Hadaway

Publisher: Prentice Hall

ISBN: UOM:39015053778927

Category:

Page: 294

View: 925

This book takes a literature-based approach to how children learn language and how it is taught in today's diverse K-12 classrooms. The material is based on the belief that literature offers the most effective instructional approach for English language learners. The book offers meaningful reading, writing, speaking, and listening activities, as well as new understandings about the forms and functions of written language. This is the first book that offers instructors guidance in expanding the range of materials they use for teaching ESL by going beyond the standard texts to include books of all kinds - children's literature, trade books, magazines, and other media. "Voices from the Classroom: Scenarios from K-12 classrooms with English language learners" are provided throughout the chapters, offering practical stories from teachers' points of view.K-12 Educators with diverse student populations.