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Literacy and Learning in the Content Areas: Enhancing Knowledge in the Disciplines 4th edition [Kõva köide]

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  • Formaat: Hardback, 440 pages, kõrgus x laius: 280x210 mm, kaal: 970 g, 7 Tables, black and white; 15 Line drawings, black and white; 2 Halftones, black and white
  • Ilmumisaeg: 26-Sep-2018
  • Kirjastus: Routledge
  • ISBN-10: 0815383037
  • ISBN-13: 9780815383031
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Literacy and Learning in the Content Areas: Enhancing Knowledge in the Disciplines 4th editionSuurem pilt
  • Formaat: Hardback, 440 pages, kõrgus x laius: 280x210 mm, kaal: 970 g, 7 Tables, black and white; 15 Line drawings, black and white; 2 Halftones, black and white
  • Ilmumisaeg: 26-Sep-2018
  • Kirjastus: Routledge
  • ISBN-10: 0815383037
  • ISBN-13: 9780815383031
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780815383031.html
Märksõnad:
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 childrens literature, young adult literature, and nonfiction.

Arvustused

"Kane expertly balances theory and practice in this guide to literacy across the content areas. Speaking directly to a novice audience, this interactive journey prepares active readers with a robust teacher's toolbox of literacy strategies ready for the first year in the classroom."

Kjersti VanSlyke-Briggs, SUNY Oneonta, USA

"Going into its fourth edition, it keeps getting better. Filled with useful no-nonsense instructional practices and up-to-date references, the book is a treasure trove for generations of teachers."

Enrique A. Puig, University of Central Florida, USA

"Every semester my students tell me how much they enjoy reading our course textbook. They find it engaging and practical because Kane supports their learning with classroom-tested literacy strategies and useful suggestions they can easily and effectively apply. The thoughtful, reflective nature of the text asks students to consider the hows of teaching and to question the whys, all with the intent to make their own classroom instruction better and to understand the importance of how literacy is the cornerstone for all content areas."

Theresa Duncko, Youngstown State University, USA

Preface xi
Acknowledgments xv
About the Author xvii
Introduction
1(1)
Hands-on and minds-on! An introductory literacy experience based on the giver
2(1)
Pre-Reading and Reading Activities
3(2)
Post-Reading Activities
5(5)
Activities For Your Students
10(2)
Application Activities
12(1)
1 Reading, Literacy, and Teaching in the Disciplines
13(22)
Reading
13(1)
Decoding
14(1)
Fluency
15(1)
Reader Response Theory
16(4)
Literacy
20(1)
Denning Literacy (Or Should We Say Literacies?)
20(1)
Disciplinary Literacy
21(3)
Learning Standards and Teaching Literacy
24(6)
Preparing to Teach Literacy in the Disciplines
30(1)
Conclusion
31(2)
Application Activities
33(2)
2 Affective and Social Aspects of Learning and Literacy in the Disciplines
35(36)
The Affective Doaaain
35(1)
Interest, Engagement, and Motivation
35(5)
Fostering Interested, Engaged, and Motivated Reading and Learning
40(4)
The Social Nature Of Learning
44(1)
Classroom Practices Involving The Affective And Social Domains
45(1)
Activities to Determine Student Interests
45(2)
Activities to Foster Motivated Reading and Learning
47(10)
Activities Involving Social Interaction
57(8)
Conclusion
65(3)
Application Activities
68(3)
3 The Role of Texts in Content Area Learning
71(38)
Textbooks
72(1)
Textbook Limitations and Recent Developments
72(1)
Suggestions for Using Textbooks Creatively
73(2)
Evaluating and Selecting Textbooks
75(1)
Performing Your Own Textbook Evaluation
75(3)
Textbook Adaptations for Students With Special Educational Needs
78(1)
Trade Books
78(2)
Picture Books
80(3)
Poetry
83(3)
Biographies/Autobiographies
86(2)
Other Nonfiction
88(2)
Evaluating and Selecting Trade Books
90(3)
Primary Sources
93(2)
Letters
95(1)
Journals and Diaries
96(1)
Using Multiple Genres To Study A Topic
97(1)
Example Genre/Text Selection
97(2)
Intertextual Reading Instruction
99(2)
Matching Students And Texts
101(2)
Conclusion
103(5)
Application Activities
108(1)
4 The Role of Knowledge in Comprehension
109(42)
Prior Knowledge
109(1)
The Role of Prior Knowledge
110(3)
Procedural And Discipline-Based Knowledge
113(2)
Discourse Knowledge
115(1)
Genre
116(2)
Patterns of Organization
118(10)
Instructional Strategies For Activating And Increasing Prior, Procedural, And Discourse Knowledge
128(1)
Pre-Reading Strategies to Activate and Build Prior Knowledge
129(7)
Building Discipline-Based and Procedural Knowledge
136(3)
Building Discourse Knowledge: Combining and Applying Patterns of Organization
139(3)
Students With Significant Comprehension Difficulties
142(1)
Caveats About Comprehension Instruction
142(2)
Conclusion
144(4)
Application Activities
148(3)
5 Close Reading, Metacognition, and Critical Thinking
151(30)
Close Reading
151(2)
Metacognition
153(1)
Instructional Strategies for Enhancing Metacognition
154(4)
Metacognition Overload?
158(1)
Helping Students To Think And Read Critically
159(1)
Defining Critical Thinking
159(1)
Can Critical Thinking Be Taught?
160(1)
Environments and Frameworks for Fostering Critical Thinking and High-Level Comprehension
161(14)
Conclusion
175(4)
Application Activities
179(2)
6 Vocabulary Development and Language Study
181(44)
How many words do we know? And what exactly is a word?
182(1)
The Richness Of Words: Denotation, Connotation, Shades Of Meaning, And Special Meanings
183(2)
Types Of Vocabulary Words In Disciplinary Texts
185(2)
Controlled Vocabulary: Good Idea Or Bad?
187(1)
Promoting Language Study
187(1)
Teaching Students to Use Structural Analysis
187(4)
Teaching Students to Use Context Clues
191(2)
Teaching Students to Use Reference Materials
193(1)
Exploring and Playing With Language
194(5)
Celebrating the Birth of New Words
199(2)
Using Language Exploration Centers
201(1)
Modeling and Encouraging Voluminous Teacher-Recommended and Self-Selected Reading
202(1)
Developing Word Consciousness
202(1)
Specific Strategies For Teaching Vocabulary In Content Area Lessons
203(1)
Direct Teaching of Definitions
203(1)
Vocabulary Guides to Accompany Texts
203(5)
Word Walls
208(2)
Vocabulary Notebooks
210(1)
Use of Analogies
210(1)
Use of Visuals
211(1)
Semantic Feature Analysis
212(1)
Vocabulary Read-Alouds and Think-Alouds
213(1)
Vocabulary "Warm-Ups"
213(1)
Use of Alphabet Charts
214(1)
School- and Community-Wide Vocabulary Focus
214(1)
Adapting Strategies for Striving Readers and Students With Reading Disabilities
215(1)
Language Issues Relating To English Learners
215(5)
Conclusion
220(4)
Application Activities
224(1)
7 Writing in the Disciplines
225(40)
Writing Processes
226(1)
Recursive Writing Stages
226(2)
Learning From The Pros: The Writing Processes Of Professional Writers
228(1)
Where Do Writers Get Their Topics and Ideas?
229(1)
Do Writers Really Revise Their Drafts?
229(2)
Mentor Texts
231(3)
Literary Characters Who Write: Models And Motivators
234(2)
Teaching Writing In The Disciplines
236(1)
Kinds of Academic Writing
237(1)
Ways of Using Writing in Discipline-Specific Classes
237(17)
Writing for Critical Thinking and Social Action
254(1)
Writing on Demand
255(1)
Adaptations for Students With Writing Disabilities and Difficulties
256(1)
Helping English Learners And Nonstandard English Speakers To Write In The Disciplines
257(3)
Conclusion
260(4)
Application Activities
264(1)
8 Speaking and Listening: Vital Components of Literacy
265(40)
Beginning The Conversation On Conversation: Opening Day
265(1)
Speaking
266(1)
Whole Class Discussion
267(7)
Small Group Discussions
274(2)
Alternative Discussion Formats
276(4)
Formal and Semiformal Speaking Occasions
280(5)
Dramatic Performances
285(3)
Reading Aloud
288(1)
Listening
289(1)
Students' Listening
290(3)
Teachers Listening to Students
293(1)
Collaborative Speaking And Listening Projects
294(1)
Jigsaw
294(1)
Survival!
295(2)
Social Action and Critical Literacy Projects
297(1)
Speaking And Listening With English Learners
297(2)
Conclusion
299(3)
Application Activities
302(3)
9 Multiliteracies: Visual, Media, and Digital
305(38)
Visual Literacy
306(1)
Visual Texts for Content Area Learning
306(5)
Readers and Writers Learning and Responding Through Art and Photography
311(2)
Reading, Using, and Creating Graphs and Charts
313(2)
Media Literacy
315(1)
Ways to Use Films and Television for Learning
315(2)
Guidelines for Using Film, TV, or Internet Clips
317(2)
Students Creating Content-Related Video Productions
319(1)
Digital Literacy
319(3)
Technology and Learning
322(1)
Digital Literacies for Disciplinary Learning
323(12)
Multimedia Learning Stations and Maker Spaces
335(1)
Digital Literacy and Students With Special Needs
336(1)
Conclusion
337(4)
Application Activities
341(2)
10 Assessment of Literacy in the Disciplines
343(26)
Assessing Assessment
343(4)
Standardized Assessments And High-Stakes Testing
347(2)
Authentic Assessment
349(2)
Classroom-Based Assessments
351(1)
Observation and Listening
351(1)
Anecdotal Records
352(1)
Informal Interviews and Conferencing
353(2)
Content Area Reading Inventories
355(1)
Portfolios
355(2)
Using Rubrics
357(2)
Student-Led Conferences
359(1)
How Is Technology Changing Assessment?
360(1)
Assessment of Students With Special Needs in Discipline-Specific Courses
361(1)
How Should English Learners Be Assessed in the Disciplines?
362(1)
Assessing One's Teaching And Literacy Growth
363(1)
Ongoing Assessment
363(1)
Teacher Portfolios
364(1)
Outside Assessments of Teaching
365(1)
Conclusion
366(1)
Application Activity
367(2)
11 Content Area Literacy: Envisioning Your Future
369(9)
Visions Of What Schools Could Be
371(3)
My Vision Of An Ideal School
374(1)
Enacting The Vision
375(1)
Working With Literacy Coaches
376(1)
New Teachers Teaching Differently And Making A Difference
377(1)
Conclusion 378(5)
Application Activities 383(2)
Resource Appendix 385(24)
Index 409
Sharon Kane is a professor in the School of Education at the State University of New York at Oswego, USA.