Content area literacy : interactive teaching for active learning /
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| Author / Creator: | Manzo, Anthony V. |
|---|---|
| Edition: | 3rd ed. |
| Imprint: | New York : Wiley, c2001. |
| Description: | vi, 457 p. : ill. ; 23 cm. |
| Language: | English |
| Subject: | |
| Format: | Print Book |
| URL for this record: | http://pi.lib.uchicago.edu/1001/cat/bib/4404566 |
Table of Contents:
- Section I. Foundations of Content Area Literacy
- Chapter 1. Why and What Teachers Should Know about Content Literacy
- Introduction to content area literacy, with a look at a simple teaching method
- The Listen-Read-Discuss
- For improving reading and learning in any subject material
- Chapter 2. Concepts and Terminology to Help You Get Started
- A closer look at the cognitive processes involved in reading comprehension, and a method
- The Oral Reading Strategy
- For teaching active reading-thinking strategies
- Chapter 3. Elements and Frameworks for Interactive Instruction in Content Area Reading and Writing
- Elements of the interactive classroom, and an instructional frameworks for reading- and writing-based instruction
- Section II. Reading and Learning from Text
- Chapter 4. Methods for Prereading Schema Activation
- Methods for medeling questioning strategies for prereading schema activation, and approaches to reading before reading
- Chapter 5. Methods for Guiding Silent Reading
- Techniques for actively monitoring comprehension, four types of reading guides, and a look at what's in store for built-in hypertext reading guides
- Chapter 6. Methods for Postreading Schema Building
- Teacher-directed and peer group formats for postreading recitation and discussion to consolidate learning
- Chapter 7. Methods for Vocabulary and Concept Development
- Methods for alerting students to new words before they read, and for acquiring new vocabulary during and after reading
- Section III. Higher-Order Literacy and Assessment in the Disciplines
- Chapter 8. Critical-Constructive Reading, Writing, Thinking, and Telecomputing
- Guiding reading and thinking "beyond the lines" with methods that transform as well as inform
- Chapter 9. Interactive Assessment for Active Self-Monitoring
- Evaluation of student reading and writing, estimating the difficulty of text materials, and matching students and materials
- Chapter 10. Reading, Learning, and Remembering: Study Methods and MindTools
- Methods for building efficient independent reading-study-thinking habits
- Section IV. Issues in Literacy Applications, Leadership, and Futures
- Chapter 11. Discipline-Specific Applications of the Content Area Literacy Technology
- Literacy considerations and methods especially suited to reading-based instruction in each subject area
- Chapter 12. Literacy Support for Special-Needs Students in the Content Classroom
- Principles and methods for meeting the needs of all students within and outside the content classroom
- Chapter 13. Literacy Leadership and Content Area Programming
- Traditional and pioneering program designs and leadership roles in the schoolwide literacy program
- Chapter 14. Multiple Literacies in the Twenty-first Century: Interdisciplinarity, Entrepreneurism, and Other Mooga-Mooga
- Trends that are redefining literacy, and implications for instruction
- Appendix A. Model Professional Portfolio Recorder and Planner
- Appendix B. School Reforms and Reformers
- Appendix C. Core Functioning Inventory
- References
- Index