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Teaching through text : reading and writing in the content areas

Author: Michael C McKenna; Richard David Robinson
Publisher: Boston : Allyn and Bacon, ©2009.
Edition/Format:   Print book : English : 1st edView all editions and formats

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Additional Physical Format: Online version:
McKenna, Michael C.
Teaching through text.
Boston : Allyn and Bacon, ©2009
Material Type: Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Michael C McKenna; Richard David Robinson
ISBN: 9780132074728 0132074729
OCLC Number: 191927031
Description: ix, 250 pages : illustrations ; 28 cm
Contents: Preface ixSECTION 1TEACHING AND LEARNING THROUGH TEXT 11The Importance of Literacy in Content Areas 3Objectives 4The Meaning of Literacy 4Four Aspects of Literacy 5The Implications of Content Literacy 7Teacher Resistance to Content Literacy 9Seeing Yourself as a Teacher 10Summary 12Getting Involved 132Literacy Processes 14Objectives 15Reading and Writing as LanguageProcesses 15The Reading Process 16The Writing Process 21Making Sense Out of Content 23Summary 23Getting Involved 243Getting to Know Your Students, Your Materials, and Your Teaching 26Objectives 27Three Dimensions of Classroom Assessment 27What Is Reading Ability? 27Levels of Reading Ability 31Reading Ability and Readability 32Judging the Match Between Students and Materials 32Judging the Context of Instruction 36Three Struggling Readers 39Summary 40Getting Involved 424Teaching for Diversity 44Objectives 45Dimensions of Diversity 46Meeting the Challenge of Diversity 50Summary 55Getting Involved 555Building Prior Knowledge 59Objectives 61Judging Whether Prior Knowledge Is Adequate 61Ways to Add and Activate Background Knowledge 65Summary 76Getting Involved 776Introducing TechnicalVocabulary 78Objectives 80The Nature of Words 80The Myth That Words Teach Themselves 81Formal Definitions 82Feature Analysis 82Graphic Organizers 83Additional Methods 95Summary 97Getting Involved 97SECTION 2PREREADING STRATEGIES 57SECTION 3STRATEGIES FOR GUIDED READING 997Making Reading Purposeful 101Objectives 102Who Should Set Purposes for Reading? 102Ways of Setting Purposes 103Varying and Combining Techniques 115Summary 115Getting Involved 1168Reading Guides 117Objectives 118Advantages of a Written Guide 118When Should Reading Guides Be Used? 119Types of Guides 120Constructing a Reading Guide 127Computerizing Reading Guides and Units 128Using Reading Guides 128Summary 130Getting Involved 1319Providing Time to Read: When, Where, and How? 132Objectives 133Reading Assignments as Homework 133Structuring Units to Allow Reading in Class 134Major Lesson Formats 136Summary 145Getting Involved 146SECTION 4POSTREADING STRATEGIES 14711Reinforcing and ExtendingContent Knowledge 168Objectives 169Drilling versus Extending 169Using Literacy to Reinforce and Extend 170Reinforcing through Direct Instruction 186Summary 187Getting Involved 18710Effective Questioning 149Objectives 150The Purposes of Discussion 150Planning a Discussion 153Conducting a Discussion 154Alternatives to Teacher-Led Discussions 160Discussion and Recitation: A Second Look 164Discussion and Writing 164Summary 166Getting Involved 167SECTION 5MORE WAYS TO FACILITATE LEARNING THROUGH TEXT 18912Study Skills: Encouraging Independence in Content Literacy 191Objectives 192Responsibility for Teaching Study Skills 192Note Taking 194Review and Homework 195Test Taking 197Strategies for Independent Reading 201Summary 203Getting Involved 20413Student Attitudes: Encouraging Content Literacy 205Objectives 206Factors That Affect Motivation 206Assessing Reading Interests 209Promoting Content Literacy in Your Classroom 211Summary 220Getting Involved 220References 223Name Index 241Subject Index 245
Responsibility: Michael C. McKenna, Richard D. Robinson.
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