Cargando…
Literacy and Learning in the Content Areas.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Scottsdale :
Taylor and Francis,
2010.
|
| Edición: | 3rd ed. |
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- 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; Websites; Application Activities; 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 LearningClassroom 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; Conclusion; Websites; Application Activities; Chapter 3 The Role of Texts in Content Area Learning; Textbooks; Textbook Limitations.
- Suggestions for Using Textbooks CreativelyProvide 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 SourcesLetters; 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; Conclusion; Websites; Application Activities; Chapter 4 The Role of Knowledge in Comprehension; Prior Knowledge; The Role of Prior Knowledge; Schema Theory; Assimilation; Accommodation.