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Preface Chapter 1: Content Literacy and the Reading Process Assumptions Underlying Content Teaching Subject Matter Role of the Textbook Active and Independent Readers Fluent Readers Fluency with Information Technology What It Means To Be Literate Literate Thinking Content Literacy Disciplinary Literacy The New Literacy Studies The Reading Process A Cognitive View A Social Constructionist Perspective The Role of Motivation Summary Suggested Readings Chapter 2: Language, Diversity, and Culture Language as a Vehicle for Teaching and Learning Content Seeing Language as Social Practice Dealing with Gendered Language in the Classroom and the Text Diversity in Language and Learning Second-Language Acquisition and Learning Dialect Differences Struggling or Reluctant Readers Gifted and Talented Learners Teaching and Learning in Culturally Diverse Classrooms Today’s Globalizing Influences Supporting Literacy among Adolescent ELLs Integrating Language, Culture, and Content Culturally Responsive Professional Growth Appreciating Diversity Involving Parents and Community Linking School and Home Summary Suggested Readings Chapter 3: Creating a Favorable Learning Environment Affective Characteristics Linking Content Literacy with Students’ Lives Adaptive Instruction Providing Choices Forms of Grouping Ability Grouping Cooperative/Collaborative Learning Cross-Age Tutoring Discussion Groups Reading and Writing Workshops Creating Community with Technology and Multimedia Technology Multimedia Assistive Technology Conflict Resolution What the Research Says Strategies for Managing Conflict Summary Suggested Readings Chapter 4: Planning for Content Literacy Instructional Decision Making Essential Questions and Content Objectives Language and Literacy Objectives Learning Materials Student Capabilities and Needs Evaluation and Assessment Planning and Educational Technology Teaching Resources on the Web Planning Student Involvement with the Internet Planning for New Literacies Structured Frameworks for Content Literacy Lessons The Learning Cycle Reciprocal Teaching Beyond the Daily Plan Unit Planning Interdisciplinary Teaching Thematic Teaching Summary Suggested Readings Chapter 5: Assessment of Students and Textbooks Assessing Students Tests and Testing: A Consumer Advisory Types of Assessment Purposes of Assessment Assessment for Learning Assessment of Learning Assessment as Learning Assessing Textbooks Readability Formulas Consumer Judgments (or Don’t Judge a Book by Its Cover) Summary Suggested Readings Chapter 6: Preparing to Read The Role of Prior Knowledge Hurdles to New Learning The Teacher’s Task Assessing and Building Prior Knowledge The List-Group-Label Strategy Graphic Organizers Reading and Listening Writing Activating Prior Knowledge with Prereading Strategies Anticipation Guides Problem-Solving Activities K-W-L Summary Suggested Readings Chapter 7: Reading to Learn Constructing Meaning with Text Disciplinary Differences in Constructing Meaning Discipline-Specific Literacy Strategies Helping Students Comprehend Teaching Students to Be Strategic Making Text Comprehensible The Role of Fluency in Comprehension Questions and Questioning When to Ask: The Right Time and the Right Place What to Ask: The Relation between Questions How to Ask: Questioning Strategies Comprehension Guides Three-Level Guides Selective Reading Guides Interactive Reading Guides Sensing and Responding to Text Structure Common Text Structures Teaching about Text Structures Comprehending Online Texts Summary Suggested Readings Chapter 8: Increasing Vocabulary and Conceptual Growth Learning Words and Concepts How Students Learn Vocabulary Word-Learning Tasks Levels of Word Knowledge Types of Vocabulary Discipline-Specific Vocabulary Characteristics Readers’ Resources for Learning New Words Teaching Vocabulary: Preactive Phase Criteria for Selecting Vocabulary Guidelines for Vocabulary Instruction Strategies for Introducing and Teaching Vocabulary Developing Students’ Independence: Interactive Phase Using Context Clues Using Familiar Word Parts Using Dictionaries Vocabulary Self-Collection Intensive Approaches for Struggling Readers Reinforcing Vocabulary: Reflective Phase Literal Level: Matching Activities, Puzzles, and Games Interpretive Level: Categorizing Activities Analogies Concept Circles Application Level: Using Vocabulary in writing Summary Suggested Readings Chapter 9: Reflecting on Reading Engaging Students through Discussion Small-Group Discussions Peer-Led Literature/Learning Circles Guiding Student Reflection Reaction Guides Reading for Different Purposes Discussion Webs 292 Intra-Act Procedure General Discussion Techniques Promoting Critical Literacy Teaching Literacy for Critical Awareness Incorporating Critical Media Literacy into the Curriculum Summary Suggested Readings Chapter 10: Writing across the Curriculum What Content Teachers Need to Know about Writing Writing and Reading The Writing Process Social Construction of Writing Writing and the Computer Writing Activities for Content Areas Writing Assignments Learning Logs and Journals Other Informal Writing Activities Reviewing and Summarizing Guiding Student Writing Writing to Inquire Preparing for Student Inquiry Collecting and Organizing Information Writing a Report Alternatives to the Traditional Research Report Responding to Student Writing Peer Responses Teacher Conferences Formal Evaluation Summary Suggesting Readings Chapter 11: Studying and Study Strategies Prerequisites for Effective Studying Motivation Teachers’ Expectations Knowledge of the Criterion Task Domain Knowledge Accessing Information Information Literacy and Library Skills Website Evaluation Preparing for Tests Objective Tests Subjective Tests Role of Homework Using Study Strategies Task Awareness with SQ3R Strategy Awareness Performance Awareness Note-Making Strategies Compare/Contrast Study Matrix Internet Search Strategies Summary Suggesting Readings Chapter 12: Developing Lifetime Readers: Literature in Content Area Classes Reading among Adolescents Who’s Reading What? Reading in the Digital Age Using Literature in the Content Areas Benefits of Using Literature Encouraging Responses to Literature Integrating Literature into Content Areas Uses of Literature in Content Areas Fiction and Nonfiction for Content Areas Developing Awareness of Diversity through Literature Advantages of Using Multicultural Literature Resistance to Multicultural Literature Choosing and Using Multicultural Literature Summary Suggesting Readings Appendix A Word Lover’s Booklist Appendix B Read-Aloud Books for Content Areas Appendix C Trade Books for Science, Math, and Social Studies Appendix D Culturally Conscious Trade Books Appendix E Standards for the Content Areas—Web Ready/ References Name Index Subject Index Table of Contents
and Answers
and English Language Learners
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