TY  - BOOK
AU  - Kane,Sharon
AU  - Kane,Sharon
TI  - Literacy and Learning in the Content Areas
SN  - 9781351812672
AV  - LB1050.455.K364 2017 
U1  - 372.6 
PY  - 2010///
CY  - London
PB  - Taylor & Francis Group
KW  - Content area reading
KW  - Electronic books
N1  - Cover -- Title -- Copyright -- brief contents -- contents -- preface -- about the author -- Kane resource site -- Introduction -- Hands-On and Minds-On! An Introductory Literacy Experience Based on The Giver -- Pre-Reading and Reading Activities -- Post-Reading Activities -- Activities for Your Students -- Websites -- Application Activities -- Chapter 1  Reading, Literacy, and Teaching in the Content Areas -- Reading -- Approaches to Reading -- Decoding -- Fluency -- Reader Response Theory -- Significance of reader response theory -- Examples of reader responsetheory in the classroom -- Factors influencing reader response -- Literacy -- Defining Literacy (Or Should We Say Literacies?) -- Teaching Literacy as a Content Area Teacher -- Learning Standards and Teaching Literacy -- Types of standards -- Addressing standards -- Preparing to Teach Literacy in the Content Areas -- Conclusion -- Websites -- Application Activities -- Chapter  2 Affective and Social Aspects of Content Area Learning and Literacy -- The Affective Domain -- Interest, Engagement, and Motivation -- Activating interest -- Engagement in reading -- Motivation to read -- Fostering Interested, Engaged, and Motivated Reading and Learning -- Nurturing our passion -- Sharing our passion -- The Social Nature of Learning -- Classroom Practices Involving the and Social Domains -- Activities to Determine Student Interests -- Interest inventories -- Listening questions -- Activities to Foster Motivated Reading and Learning -- Anticipation guides -- Oral reading -- Literary field trips for the content areas -- Learning centers -- Rewards and reinforcements as motivators -- Activities Involving Social Interaction -- Cooperative learning -- Workshops -- Literature circles -- Conclusion -- Websites -- Application Activities -- Chapter  3 The Role of Texts in Content Area Learning -- Textbooks; Textbook Limitations -- Suggestions for Using Textbooks Creatively -- Provide a preview guide -- Use multiple textbooks -- Encourage students to thinkcritically about their textbooks -- Evaluating and Selecting Textbooks -- Performing Your Own Textbook Evaluation -- 1. Use your own judgment -- 2. Apply a readability formula -- 3. Listen to the students -- Textbook Adaptations for Students with Special Educational Needs -- Trade Books -- Picture Books -- Poetry -- Biographies/Autobiographies -- Other Nonfiction -- Evaluating and Selecting Trade Books -- Guidelines for selecting trade books -- Special populations andthe selection of trade books -- Primary Sources -- Letters -- Journals and Diaries -- Using Multiple Genres to Study a Topic -- Example Genre/Text Selection -- 1. Textbook treatments -- 2. Encyclopedia entries -- 3. Letters and speeches -- 4. Biographies and other nonfiction sources -- 5. Historical fiction -- 6. Documentary and secondarysource information -- 7. Internet sites -- 8. Songs -- Intertextual Reading Instruction -- Matching Students and Texts -- Conclusion -- Websites -- Application Activities -- Chapter  4 The Role of Knowledge in Comprehension -- Prior Knowledge -- The Role of Prior Knowledge -- Schema Theory -- Assimilation -- Accommodation -- Procedural and Discipline-Based Knowledge -- Discourse Knowledge -- Genre -- Patterns of Organization -- Sequence -- Cause-effect -- Compare-contrast -- Problem-solution -- Description -- Instructional Techniques for Activating and Increasing Prior Knowledge, Procedural Knowledge, and Discourse Knowledge -- Pre-Reading Strategies to Activate and Build Prior Knowledge -- Brainstorming -- List-group-label -- Graphic organizers -- Anticipation guides -- "What would you do?"Pre-reading thinking activity -- Previews -- Short readings as preparationfor main readings; Prior knowledge and English learners -- Building Discipline-Based and Procedural Knowledge -- Building Discourse Knowledge: Combining and Applying Patterns of Organization -- Students with Significant Comprehension Difficulties -- Caveats About Comprehensive Instruction -- Conclusion -- Websites -- Application Activities -- Chapter  5 Metacognition and Critical Thinking -- Metacognition -- Instructional Strategies for Enhancing Metacognition -- Direct instruction of self-corrective strategies -- Think-alouds -- Embedded questions -- Process checks -- Guest speakers -- The SQ3R study strategy -- Metacognition Overload? -- Helping Students to Think and Read Critically -- Defining Critical Thinking -- Can Critical Thinking Be Taught? -- Strategies for Fostering Critical Thinking and High-Level Comprehension -- Showing how practitioners inthe disciplines use critical thinking -- Discipline-based inquiry -- Creating an inquiry-based classroom -- Dialogical thinking strategy -- The REAP strategy -- Directed reading-thinking activity -- Strategies involving questioning -- Conclusion -- Websites -- Application Activities -- Chapter  6 Vocabulary Development and Language Study -- How Many Words Do We Know? And What Exactly Is a Word? -- The Richness of Words: Denotation, Connotation, Shades of Meaning, and Special Meanings -- Types of Vocabulary Words in Content Area Texts -- Controlled Vocabulary: Good Idea or Bad? -- Promoting Language Study -- Teaching Students to Use Structural Analysis -- Breaking words into meaningful parts -- Teaching Students to Use Context Clues -- Teaching Students to Use Reference Materials -- Exploring and Playing with Language -- Word games -- Alphabet books -- Celebrating the Birth of New Words -- Using Language Exploration Centers -- Highlighting Language Connections in Your Discipline; Exploring Vocabulary Within Literature Circles -- Modeling and Encouraging Voluminous Self- Selected Reading -- Developing Word Consciousness -- Specific Strategies for Teaching Vocabulary in Content Area Lessons -- Direct Teaching of Definitions -- Vocabulary Guides to Accompany Texts -- Word Walls -- Vocabulary Notebooks -- Use of Analogies -- Use of Visuals -- Semantic Feature Analysis -- Vocabulary Think-Alouds -- School and Community-Wide Vocabulary Focus -- Adapting Strategies for Striving Readers and Students with Reading Disabilities -- Language Issues Relating to English Learners -- Conclusion -- Websites -- Application Activities -- Chapter  7 Writing in the Content Areas -- Writing Processes -- Writing Stages -- Planning -- Drafting and revising -- Editing -- Publishing -- 6 + 1 Trait Writing -- Learning from the Pros: The Writing Processes of Professional Writers -- Where Do Writers Get Their Topics and Ideas? -- Do Writers Really Revise Their Drafts? -- Literary Characters Who Write: Models and Motivators -- Teaching Writing in the Disciplines -- Kinds of Academic Writing -- Ways of Using Writing in Content Area Classes -- Writing in preparation for reading -- Writing to imitate a writer's style or structure -- Freewriting and respondingto prompts in journals -- Writing book reviews -- Writing to reflect on thinking processes -- The RAFT strategy -- Quick writes -- Summary writing -- Guided writing -- Writing letters in the content areas -- Writing research papers -- Creative writing for deep understanding -- Document-based questions and essays -- Writing for Critical Thinking and Social Action -- Writing on Demand -- Adaptations for Students with Writing Disabilities -- Helping English Learners Write in Content Areas -- Conclusion -- Websites -- Application Activities -- Chapter  8 Speaking and Listening: Vital Components of Literacy; Speaking -- Whole Class Discussion -- What should classroomdiscussions look and sound like? -- When are whole class discussions appropriate? -- What is the teacher's role? -- How can a teacher facilitate discussionsthat encourage high-level thinking? -- How can you maintain controlwithout overcontrolling? -- How should the seating be arranged? -- What are realistic expectations forteachers new to class discussions? -- Small Group Discussions -- Alternative Discussion Formats -- Inside-outside circle -- Modified Socratic seminar -- Think-pair-share -- Discussion webs -- Formal and Semiformal Speaking Occasions -- Public speaking -- Storytelling -- Dramatic Performances -- Readers theatre -- Courtroom dramas -- Dramatic performances and English learners -- Reading Aloud -- Listening -- Students' Listening -- Guest speakers and recordings -- Interviews -- Strategies for improving students' listening skills -- Teachers Listening to Students -- Collaborative Speaking and Listening Projects -- Jigsaw -- Survival! -- Social Action and Critical Literacy Projects -- Speaking and Listening with English Learners -- Conclusion -- Websites -- Application Activities -- Chapter  9 Multiliteracies: Visual, Media, and Digital -- Visual Literacy -- Visual Texts for Content Area Learning -- Visual trade book series -- Wordless picture books -- Cartoons and comics -- Graphic novels -- Magazines -- Readers and Writers Learning and Responding Through Art and Photography -- Reading, Using, and Creating Graphs and Charts -- Media  Literacy -- Literacy and Film -- Ways to use films for learning -- Guidelines for using film -- Film resources -- Teleliteracy -- Watching television as a content area teacher -- Watching television in thecontent area classroom -- Students creating television -- Digital Literacy -- Technology and Learning -- Voices of concern; Voices of enthusiasm
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