Literacy & learning in the content areas / Sharon Kane.

Format:

Book

Author/Creator:

Kane, Sharon, author.

Language:

English

Subjects (All):

Content area reading.

Interdisciplinary approach in education.

Literature--Study and teaching (Secondary).

Literature.

Teenagers--Books and reading.

Teenagers.

Physical Description:

1 online resource (404 pages) : illustrations

Edition:

Third edition.

Place of Publication:

London, [England] ; New York, New York : Routledge, 2017.

Summary:

The 3rd Edition of Literacy & Learning in the Content Areas helps readers build the knowledge, motivation, tools, and confidence they need as they integrate literacy into their middle and high school content area classrooms. Its unique approach to teaching content area literacy actively engages preservice and practicing teachers in reading and writing and the very activities that they will use to teach literacy to their own studentsin middle and high school classrooms . Rather than passively learning about strategies for incorporating content area literacy activities, readers get hands-on experience in such techniques as mapping/webbing, anticipation guides, booktalks, class websites, and journal writing and reflection. Readers also learn how to integrate children's and young adult literature, primary sources, biographies, essays, poetry, and online content, communities, and websites into their classrooms. Each chapter offers concrete teaching examples and practical suggestions to help make literacy relevant to students' content area learning. Author Sharon Kane demonstrates how relevant reading, writing, speaking, listening, and visual learning activities can improve learning in content area subjects and at the same time help readers meet national content knowledge standards and benchmarks.

Contents:

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

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

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

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

"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

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

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

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

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

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.

Notes:

Includes bibliographical references and indexes.

Description based on print version record.

ISBN:

1-351-81266-1

1-351-81267-X

OCLC:

993766872