Content Area Reading and Writing: Fostering Literacies in Middle and High School Cultures (2nd Edition)

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9780132298544: Content Area Reading and Writing: Fostering Literacies in Middle and High School Cultures (2nd Edition)

Through this strategy-driven, theory-based book, content-area teachers gain a thorough understanding of the fundamental role that reading and writing play in content-area learning. Unique to this book is the attention paid to helping teachers understand how the high school cultures students belong to affect their view of literacy and learning. This book presents a diagnostic perspective on teaching—encourages future teachers to examine students' performance/work on an individual basis—helps teachers see how each student's culture, background, personality, and prior knowledge inform his or her learning and suggests "best practice" for that particular learner. The author offers step-by-step approaches to gauge student literacy, build vocabulary, and implement instruction that improves comprehension, encourages critical reading, supports writing for learning, and facilitates collaboration for literacy development. Content includes research-based review of writing and numerous writing strategies; research-based overview of motivation for literacy in the content areas; and features a full range of plans to get beginning teachers off to a "good start" by showing how to create a cohesive methodology that aligns state standards with integrated strategy instruction and authentic assessment. For future middle and high school educators.

 

 

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From the Back Cover:

This theory-based, strategy-driven approach to teaching content area and secondary reading keeps an eye on the cultural issues affecting secondary students while emphasizing reflective practice to promote the most effective teaching. Chapters on assessment, motivation, struggling readers, aligning standards with strategies and assessment, and a constant focus on diversity set this text apart. Frequent opportunities for readers to apply the concepts they are learning help to make this a truly informative text.

SPECIAL FEATURES INCLUDE:
  • Step-by-Step features, which precisely explain a strategy's implementation.
  • Plenty of simple and effective strategies for assessing and addressing students` reading capabilities.
  • A strong focus on standards that shows beginning teachers how to integrate literacy goals with content standards.
  • An abundance of student work samples to fully illustrate chapter concepts, strategies, and effective teaching.
  • A Companion Wesite, available at www.prenhall.com/unrau, containing self-assessments, web links, and classroom video footage to round out content comprehension.

About the Author:

Norman Unrau is a Professor at California State University, Los Angeles, in the Division of Curriculum and Instruction, where he teaches a course to beginning teachers that addresses literacy and learning in content classrooms.  He also serves as Coordinator of the MA in Education with a focus on middle and high school curriculum and instruction and facilitates MA candidates' pursuit of certification by the National Board for Professional Teaching Standards.  He served as editor of the Journal of Adolescent and Adult Literacy, a publication of the International Reading Association for educators interested in the development of students' reading and writing.  For several years he served as a University Coach to develop literacy and learning in a large urban middle school in the Los Angeles Unified School District.

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Book Description Pearson, 2007. Book Condition: New. Brand New, Unread Copy in Perfect Condition. A+ Customer Service! Summary: Part 1 Knowing Your Students and Their Literacies Chapter 1 Engaging Cultures and Literacies for Learning Double-Entry Journal: Before Reading Beginning Teachers Remember Their High School Cultures and Literacies How Do Cultures Shape Minds? What Is Culture? How Cultures Shape Minds School Cultures Shaping Students Minds School Cultures Beginning Teachers Discovering School Cultures Links Between Cultures and Literature What Is Literacy? Is There an Adolescent Literacy Crisis Groups Struggling with School Literacy Is There a Crisis of Engagement with Learning at the Core of Middle and High School Cultures? Disconnects Between Students, Their Teachers, and the Curriculum Can We Generalize Cultures and Literacies as Resources for Engagement Addressing Teachers Nightmares Content Literacy: A Reationale and a Story New Literacies Lessons from Beating the Odds Classrooms Meeting the Challenges of Literacy and Learning Double-Entry Journal: After Reading Chapter 2 Motivation to Read Content-Area Texts Double-Entry Journal: Before Reading Motivation to Read Ms. Hawthornes Challenge Changes in Motivation to Read Through the School Years Toward a Unifying Vision of Motivation to Read: Self-Determination Theory The Focus of Motivation Student Factors Contributing to a Students Motivation to Read Student Identity Self-Expectations and Self-Efficacy Goals and Task Values Textual Connections Teacher Factors Contributing to Students Motivation to Read Teacher Engagement Achievement-Related Instruction Autonomy Support Summary Double-Entry Journal: After Reading Chapter 3 Inside the Meaning Construction Zone: Readers Reading Double-Entry Journal: Before Reading How Students Construct and Negotiate Meaning Myths of the Good Reader First Good Reader Myth: They Can Read at 1,000 Words a Minute or More with Improved Comprehension Second Good Reader Myth: They Dont Subvocalize Third Good Reader Myth: They Read Only the Key Words Fourth Good Reader Myth: They Recognize Words as Wholes Fifth Good Reader Myth: They Read Groups of Words as a Unit of Thought Sixth Good Reader Myth: They Never Look Back Characteristics of Good Readers The Benefits of a Reading Process Model How Personal Theories of Reading Affect Reading Processes and Outcomes A Peek into the Readers Construction Zone An Overview of the Reading Model The Sensory System Cognitive Processes and Outcomes Metacognitive Processes Text and Classroom Content Implications of the Model for Teaching Double-Entry Journal: After Reading Chapter 4 Assessing Readers and Their Texts Double-Entry Journal: Before Reading Diagnostic Teaching Content Teachers Diagnostic Decision Making About Reading Step 1. Students Identity, History, Goals, Values, and Interests Step 2. Expected Level of Reading Step 3. Assessment of Students Reading Ability Step. 4. Class Literacy Profile Step 5. Teaching Strategies and Resources Step 6. Diagnostic Teaching Step 7. Instructional Monitoring, Modification, and Recommendations Assessment Rules for Diagnostic Teaching Formal Assessment Norm-Referenced Tests Criterion-Referenced Tests Assessing the Assessment Instruments Reading Processes That Cannot Be Adequately Assessed Informal Assessment Group Reading Inventory (GRI) Step-by-Step: Group Reading Inventory Miscue Analysis Running Records Curriculum-Based Measurement (CBM) Informal Assessments for a Closer Look at Comprehension Processes R. Bookseller Inventory # ABE_book_new_0132298546

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Book Description Pearson Education (US), United States, 2007. Paperback. Book Condition: New. 2nd Revised edition. 251 x 203 mm. Language: English . Brand New Book. Through this strategy-driven, theory-based text, content-area teachers gain a thorough understanding of the fundamental role that reading and writing play in content-area learning. Unique to this text is the attention paid to helping teachers understand how the high school cultures students belong to affect their view of literacy and learning. The author effectively guides readers to ways they can identify and address school cultures and make literacy in content learning, relevant to students. The author offers step-by-step approaches to gauge student literacy, build vocabulary, and implement instruction that improves comprehension, encourages critical reading, supports writing for learning, and facilitates collaboration for literacy development. Bookseller Inventory # AAS9780132298544

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Book Description Pearson Education (US), United States, 2007. Paperback. Book Condition: New. 2nd Revised edition. 251 x 203 mm. Language: English . Brand New Book. Through this strategy-driven, theory-based text, content-area teachers gain a thorough understanding of the fundamental role that reading and writing play in content-area learning. Unique to this text is the attention paid to helping teachers understand how the high school cultures students belong to affect their view of literacy and learning. The author effectively guides readers to ways they can identify and address school cultures and make literacy in content learning, relevant to students. The author offers step-by-step approaches to gauge student literacy, build vocabulary, and implement instruction that improves comprehension, encourages critical reading, supports writing for learning, and facilitates collaboration for literacy development. Bookseller Inventory # AAS9780132298544

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