Teaching Reading In The Content Areas Download Ebook PDF Epub Online

Author : Vicki Urquhart
Dana Frazee
Publisher : ASCD
Release : 2012
Page : 240
Category : Education
ISBN 13 : 1416614214
Description :


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.


Author : Rachel Billmeyer
Mary Lee Barton
Publisher : ASCD
Release : 1998-01-01
Page : 172
Category : Education
ISBN 13 : 1893476057
Description :



Author : Carolyn Chapman
Rita King
Publisher : Corwin Press
Release : 2009-07-30
Page : 176
Category : Education
ISBN 13 : 1452273642
Description :


Use writing as a tool for helping students master content! This updated edition of a best-selling book offers explicit strategies for differentiating writing instruction to help students learn content and develop as writers. The authors address how to create a climate for writing, use flexible groupings, differentiate instruction, and assess student writing. Offering new strategies and activities for effective writing instruction, this second edition: Covers informational text writing and critical thinking skills Includes guidance for working with English language learners Discusses current research about writing and learning Offers expanded coverage of assessment methods and tools


Author : Vicki Urquhart
Monette McIver
Publisher : ASCD
Release : 2005
Page : 169
Category : Education
ISBN 13 : 1416601716
Description :


Offers strategies and practical tools to integrate writing assignments into math, science, art, and social studies.


Author : Carole Cox
Publisher : SAGE
Release : 2011-01-12
Page : 352
Category : Education
ISBN 13 : 1452237611
Description :


Grounded in theory and best-practices research, this practical text provides teachers with 40 strategies for using fiction and non-fiction trade books to teach in five key content areas: language arts and reading, social studies, mathematics, science, and the arts. Each strategy provides everything a teacher needs to get started: a classroom example that models the strategy, a research-based rationale, relevant content standards, suggested books, reader-response questions and prompts, assessment ideas, examples of how to adapt the strategy for different grade levels (K–2, 3–5, and 6–8), and ideas for differentiating instruction for English language learners and struggling students. Throughout the book, student work samples and classroom vignettes bring the content to life.


Author : Carolyn Chapman
Rita King
Publisher : Corwin Press
Release : 2009-07-01
Page : 216
Category : Education
ISBN 13 : 1452273634
Description :


Increase understanding of content by strengthening every learner’s reading skills! Featuring new strategies, updated research, expanded coverage of key topics, plus new material on English language learners, this revised edition offers substantive methods for increasing content learning by helping students become better readers. The authors explain how differentiated instruction, multiple intelligences, scaffolding, and other techniques can support reading comprehension, and help teachers: Create the right reading environment Assess readers effectively Incorporate guided reading, shared reading, the four-block model, language experience, and read-alouds Teach vocabulary using methods such as visuals, context clues, and miscue analysis Improve comprehension before, during, and after reading


Author : Zhihui Fang
Mary Schleppegrell
Publisher :
Release : 2008
Page : 135
Category : Education
ISBN 13 : 9780472032792
Description :


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.


Author : Margot Kinberg
Publisher : Shell Education
Release : 2006-09-22
Page : 164
Category : Education
ISBN 13 : 1425803741
Description :


An AEP Award winner, this teacher-friendly guide integrates a variety of reading skills and strategies into your content-area instruction to improve comprehension of textbook reading and other informational text. This resource provides multiple strategies and ready-to-implement best practices to help students develop their reading, writing, and oral communication skills. Packed with creative teaching methods and techniques, up-to-date research-based theory and practical applications, this book is perfect for new and experienced educators.


Author : Patricia L. Anders
Barbara J. Guzzetti
Publisher : Routledge
Release : 2020-07-25
Page : 320
Category : Education
ISBN 13 : 1000149390
Description :


Like its predecessor, Literacy Instruction in the Content Areas, Second Edition is written for undergraduate, graduate, and in-service teachers who want to integrate literacy processes into their content area instruction. In addition to extensive updating of earlier material, this new edition extends its coverage to include new chapters on adolescents' out-of-school literacy experiences and their in-school preferences, digital resources for content learning, and considerations for the reading specialist. In doing so, however, the authors have tried to maintain the brevity, stylistic clarity, and classroom focus of the earlier volume. Key features of this important new book include: *Teaching Flexibility. Although written with the needs of pre-service teachers in mind, theory and research are treated in sufficient depth to make the book suitable for graduate courses and for teacher study groups. It is also appropriate for secondary reading specialists or literacy coaches responsible for establishing or maintaining a school-wide literacy program. *Changes in New Edition. All chapters have been reorganized and most of the text rewritten. In addition, new chapters not usually included in content area reading texts were added. These cover: 1) adolescents' out-of-school literacy experiences and in-school preferences; 2) digital resources for content learning; and 3) considerations for the reading specialist. *Socio-Cultural Perspective. Like other volumes in the Literacy Teaching Series, the perspective of this one is socio-cultural and constructivist. It recognizes that classroom teaching and learning are closely intertwined with surrounding school and community cultures as well as the culture and language of the subject being studied. Likewise, literacy is not simply a matter of reading and writing but involves using multiple literacies to negotiate and construct meaning. *Practical Orientation. Although supporting theory and research are included in all chapters, instructional strategies with illustrative examples from practicing teachers are included in most chapters. Each chapter concludes with "Application Activities" and "From Our Professional Library" references.


Author : Rachel L. McCormack
Susan Lee Pasquarelli
Publisher : Guilford Press
Release : 2009-12-09
Page : 330
Category : Education
ISBN 13 : 1609180348
Description :


Elementary teachers of reading have one essential goal—to prepare diverse children to be independent, strategic readers in real life. This innovative text helps preservice and inservice teachers achieve this goal by providing knowledge and research-based strategies for teaching phonemic awareness, phonics, fluency, vocabulary, all aspects of comprehension, and writing in response to literature. Special features include sample lessons and photographs of literacy-rich classrooms. Uniquely interactive, the text is complete with pencil-and-paper exercises and reproducibles that facilitate learning, making it ideal for course use. Readers are invited to respond to reflection questions, design lessons, and start constructing a professional teaching portfolio.


Author : Mary Lee Barton
Deborah L. Jordan
Publisher : ASCD
Release : 2001
Page : 132
Category : Language Arts & Disciplines
ISBN 13 : 1893476030
Description :



Author : Maureen McLaughlin
Publisher : Allyn & Bacon
Release : 2010
Page : 403
Category : Education
ISBN 13 :
Description :


With three full chapters on reading comprehension (reflecting the before, during, after reading approach) and a separate chapter that explores multiple literacies, "Content Area Reading: Teaching and Learning in an Age of Multiple Literacies," has a wealth of practical strategies for teaching reading, writing and study skills in the content area classroom. See what's inside: Teaching Ideas icons found throughout chapter margins highlight practical strategies to use across content areas. Teaching Ideas that are specific to fostering student comprehension feature 5 steps of explicit instruction: 1. explain, 2. demonstrate, 3. guide, 4. practice, 5. reflect. After students walk through the strategy, they are able to see applications of the strategy within content-specific classroom examples. Student artifacts, student dialogues, and student writing samples show the real-life application of each Teaching Idea. Every chapter opens with a chapter outline highlighting the key questions addressed within each chapter. Chapter outlines also have a complete list of the Teaching Ideas offered in the chapter. Chapters are supported by feature streams that enhance comprehension by "making connections: " Making Connections to Multiple Literacies notes found in all chapters connect chapter topics to different aspects of multiple literacy (ex. media literacy, critical literacy, mathematics literacy, visual literacy, etc.) Making Connections to Struggling Readers apply chapter topics to issues surrounding struggling readers Making Connections to English Learners are notes that explore issues related to teaching English language learners Making Connections to Writing features link chapter coverage to writing opportunities and give examples of ideas for writing assignments Making Connections to Study Skills are notes that connect chapter topics to teaching different aspects of study skills and strategies Making Connections boxes encourage students to actively engage with the chapter content by posing a question and then asking students to share their responses with a small group Final Thoughts at the end of each chapter provide a chapter summary E-Links annotated weblinks at the end of every chapter give students an opportunity to explore chapter topics in greater depth Accountable Talk provides students with ideas for small group discussions Portfolio/Performance Opportunity at the end of each chapter are ideas for expanding students' professional teaching portfolios The Appendixes are practical, reproducible, idea-filled teaching resources that support a variety of topics addressed throughout the book. Examples featured include blackline masters, Discussion Circle Bookmarks, Double Entry Journal formats, Press Conference Checklist, First-Person Experience Rubric, form poems, and examples from projects such as the Content Area Resource Anthology, Student-Authored Electronic Books, and Transmediations. MyEducationLab icons throughout connect chapter content to video, student artifacts, and lesson planning resources. To get access to MyEducationLab with the book, use the ISBN: 0136101313 To order this book WITH MyEducationLab, use either ISBN: ISBN-13: 9780136101314ISBN-10: 0136101313To order this book WITHOUT MyEducationLab use either ISBN: ISBN-13: 9780205486618ISBN-10: 0205486614


Author : Pérsida Himmele
William Himmele
Publisher : ASCD
Release : 2009-01-01
Page : 197
Category : Education
ISBN 13 : 1416608419
Description :


Provides a framework to help all English Language Learners (ELLs) reach their full potential. Topics include content reading strategies that help ELLs overcome the challenges of academic reading.


Author : Harold L. Herber
Publisher : Prentice Hall
Release : 1978
Page : 316
Category : Language Arts & Disciplines
ISBN 13 : 9780138941703
Description :


Examines the philosophy underlying reading instruction in content areas and offers specific plans for developing reading and reasoning skills in significant subjects


Author : Judy S. Richardson
Raymond F. Morgan
Publisher : Cengage Learning
Release : 2012-08-01
Page : 504
Category : Education
ISBN 13 : 9781111302733
Description :


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.


Author : Harold L. Herber
Publisher : Prentice Hall
Release : 1978
Page : 316
Category : Language Arts & Disciplines
ISBN 13 :
Description :


Examines the philosophy underlying reading instruction in content areas and offers specific plans for developing reading and reasoning skills in significant subjects


Author : Lasisi Ajayi
Tamara Collins-Parks
Publisher : Cambridge Scholars Publishing
Release : 2016-04-26
Page : 325
Category : Education
ISBN 13 : 144389298X
Description :


This book is written primarily for pre-service and in-service teachers of Literacy/English Language Arts, school administrators, literacy graduate education students, and literacy education researchers, and addresses the myriad of questions regarding the implementation of the Common Core State Standards. Classroom teachers and pre-service teachers are currently confronting questions such as how they can teach the Common Core State Standards to make sure they are fully addressing them; how they can have the time to teach students to have deeper understandings of the skills and concepts addressed in the Standards; what they can do to meet the learning needs of diverse students such as English language learners and students with learning disabilities; whether teachers of content areas are required to add reading instruction to their teaching responsibilities; whether the Standards tell teachers what to teach; and whether the document tells teachers how to implement the Standards in the classroom, among others. This book is designed to answer these questions and many others. Each chapter contains instructional practices, examples, vignettes, and illustrations that connect the Common Core State Standards to classroom practices, and thereby provide pre-service and in-service teachers with meaningful, relevant, and practical teaching strategies to prepare culturally, academically, and linguistically diverse students in California and other states of the nation for both career and college. In this regard, readers of this book will find that the authors have provided a pathway to better understand the Common Core State Standards, and will be able to use what they learn in the pages of this book to provide more effective instruction for their students across the disciplines to read, analyse, and critique complex texts and apply knowledge to solve practical, real-life problems.


Author : Roberta L. Sejnost
Sharon Thiese
Publisher : Corwin Press
Release : 2006-08-04
Page : 280
Category : Education
ISBN 13 : 1452209367
Description :


This invaluable guide offers step-by-step, research-based strategies that will help you increase your students' reading comprehension, strengthen writing skills, and build vocabulary across content areas.


Author : Sue Beers
Association for Supervision and Curriculum Development
Publisher :
Release : 2005
Page : 410
Category : Content area reading
ISBN 13 : 9781416600480
Description :



Author : National Research Council
Division of Behavioral and Social Sciences and Education
Publisher : National Academies Press
Release : 2010-07-25
Page : 234
Category : Education
ISBN 13 : 0309128056
Description :


Teachers make a difference. The success of any plan for improving educational outcomes depends on the teachers who carry it out and thus on the abilities of those attracted to the field and their preparation. Yet there are many questions about how teachers are being prepared and how they ought to be prepared. Yet, teacher preparation is often treated as an afterthought in discussions of improving the public education system. Preparing Teachers addresses the issue of teacher preparation with specific attention to reading, mathematics, and science. The book evaluates the characteristics of the candidates who enter teacher preparation programs, the sorts of instruction and experiences teacher candidates receive in preparation programs, and the extent that the required instruction and experiences are consistent with converging scientific evidence. Preparing Teachers also identifies a need for a data collection model to provide valid and reliable information about the content knowledge, pedagogical competence, and effectiveness of graduates from the various kinds of teacher preparation programs. Federal and state policy makers need reliable, outcomes-based information to make sound decisions, and teacher educators need to know how best to contribute to the development of effective teachers. Clearer understanding of the content and character of effective teacher preparation is critical to improving it and to ensuring that the same critiques and questions are not being repeated 10 years from now.