Full Description
A welcome addition to the content area reading market, this much-needed text helps teachers find ways to show elementary school children the classroom value of what they learn outside of school. Using a social constructionist framework, this prestigious author team includes strategies that the National Reading Panel deemed useful in promoting comprehension, becoming the first and only text that calls attention to evidence-based research and its implications for instruction. Innovative in its 3 R's framework-Remembering-Reflecting-Reconsidering-it will help readers make connections and improve comprehension.
Contents
Preface. FeaturesLiteracy for Pre-K Through Grade 6. II. KNOWLEDGE BASE. 2. Teaching Comprehension. 3. Using Textbooks and Trade Books for Content Area Instruction. 4. Developing Vocabulary for Content Area Learning. 5. Mediating Expository Text Structures. 6. Teaching Media and Visual Literacy in the Content Areas. III. LEARNER DIFFICULTIES. 7. Diversity in Content, Language, and Children. 8. Readers and Writers Who Struggle with Content Area Learning. IV. INSTRUCTIONAL DECISIONS. 9. Organizing for Content Literacy Instruction. 10. Assessing Learners and Texts in the Content Areas. 11. Integrating Literacy Instruction in the Content Areas. 12. Supporting Student Questioning or Inquiry. V. A TEACHING TOOLBOX: STEP-BY-STEP STRATEGIES FOR CONTENT TEACHING AND LEARNING. Appendix A. Leveled Books. Appendix B. Informational Texts and Children's Literature for Teaching Content. Appendix C. Correlation matrix of English Language Arts Standards and Reading Professionals Standards with Chapter Content. References. Author Index. Subject Index.
