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 Editionis organized around five themes: *Content Area Reading: An Overview; *The Teacher and the Text; *The Students; *The Instructional Program; and *School Culture and Environment in Middle and High School Classrooms. Pedagogical features:Each chapter includes a graphic organizer, a chapter overview, aThink Before Reading Activity, one or moreThink While Reading Activities, and aThink 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; and *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.
Table of Contents
Contents:
Part I:Content Area Reading: An Overview.T.W. Bean, H. Harper,Content Area Reading: The Current State of the
Art.
Part II:The Teacher and the Text.C.M. Fairbanks, N.L. Roser, D.L. Schallert,The Role of Textbooks and Tradebooks
in Content Area Reading. B.B. Armbruster,Matching Readers and Texts: The Continuing Quest.
Part III:The Students.K. McArthur, T. Penland, F. Spencer, P. Anders,Why Content Area Literacy?: Focus on Students.
T. Gunning,Engaging Students Who Are Struggling Toward Success as Content Area Readers. B.A. Shearer, M.R. Ruddell,Engaging
Students' Interest and Participation in Learning. L.M. Sutherland, S. Botzakis, E.B. Moje, D.E. Alvermann,Bringing
Youth Culture Into Content Learning and Literacy. G.E. Garc�a, M.V. Montavon,Making Content-Area
Instruction Comprehensible for English Language Learners.
Part IV:The Instructional Program.G. Ivey,The Content Area Teacher's Instructional Role: Moving Students Toward
Strategic Independent Reading. L. Mikulecky,Literacy Demands for Employment: How Jobs Have Changed and What Teachers
Can Do. B. Moss,Facts That Matter: Teaching Students to Read Informational Text. C. Santa, L. Havens, S. Harrison,Teaching
Secondary Science Through Reading, Writing, Studying, and Problem Solving. F.R. Curcio, A.F. Artzt,Reading, Writing,
and Mathematics: A Problem-Solving Connection. E.M. Schell,Empowering Readings in Social Studies. C. Jago,Understanding
Literature: Reading in the English/Language Arts Classroom. C. Cox,The Arts and Literacy Across the Curriculum.
W.G. Brozo,Authentic Contexts for Developing Language Tools in Vocational Education. L. Gentile, V. McMillan,Reading
and Writing in Sports and Physical and Health Education. D.L. Grisham, T.D. Wolsey,Literacy and Technology Integration
in the English/Language Arts Classroom. N. Farnan, L. Fearn,Writing to Learn in the Content Areas. M.F. Graves,
W.H. Slater,Vocabulary Instruction in the Content Areas. D.M. Ogle,Study Techniques That Ensure Content Area Reading
Success. R. Hoffman,Using Concept Mapping as an Effective Strategy in Content Area Instruction. J.F. Almasi,Using
Questioning Strategies to Promote Students' Active Discussion and Comprehension of Content Area Material. L. Kucan,Multigenre
Reading/Writing in the Content Areas. J. O'Flahavan, R. Tierney,Moving Beyond Reading and Writing in the Content
Areas of Discipline-Based Inquiry. R. Pritchard, S. O'Hara,Assessment in the Content Areas: Solving the Assessment
Puzzle. Part V:School Culture and Environment.N. Frey, D. Fisher,Strategies for Engagement and Motivation in Middle
and High School Classrooms. M. Mraz, R.T. Vacca, J.L. Vacca,Creating Response-Centered Learning Environments: Using
Authentic Texts to Extend and Enrich the Curriculum. J. Barton, K.D. Wood,Lesson Planning for Best Practices in
the Content Areas.