Victoria R. Gillis
George Boggs, University of Georgia
Donna E. Alvermann, University of Georgia
©2017 |Pearson | Available
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For courses in content area reading (middle and secondary)
How to teach content using a variety of discipline-appropriate literacy practices and strategies A focus on learning content through discipline-appropriate literacy practices, a strong emphasis on writing, and a current look at the use of media in teaching are hallmarks of the new edition of this widely popular text. Throughout, middle and secondary school teachers get a readable presentation of discipline-appropriate literacy practices and examples and adaptions of selected strategies. The book is set up to ensure comprehension: the chapters link to the Learning Cycle presented in the beginning of the book, graphic organizers help readers navigate chapter content, and questions, summaries, vignettes, and examples make the concepts clear. This edition features three full chapters focusing on writing instruction, integrates culture and diversity throughout, and expands or reemphasizes important topics, such as developing life-long readers and learners beyond the printed text, close and critical reading in discipline-appropriate ways, evidence-based writing, and multimodal texts
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Extend learning beyond the classroom
Pearson eText is an easy-to-use digital textbook that students can purchase on their own or you can assign for your course. It lets students read, highlight, and take notes all in one place. The mobile app lets students learn on the go, offline or online. Creating a course allows you to schedule readings, view reading analytics, and share your own notes with students, motivating them to keep reading, and keep learning. Learn more about Pearson eText.
Benefits of creating a Pearson eText course
Extend learning beyond the classroom
Pearson eText is an easy-to-use digital textbook that students can purchase on their own or you can assign for your course. It lets students read, highlight, and take notes all in one place. The mobile app lets students learn on the go, offline or online. Creating a course allows you to schedule readings, view reading analytics, and share your own notes with students, motivating them to keep reading, and keep learning. Learn more about Pearson eText.
Benefits of creating a Pearson eText course
I. Brief Table of Contents
1. Content Literacy and the Reading Process
2. Creating Effective Learning Environments
3. Planning for Content Literacy
4. Assessment of Students and Textbooks
5. Preparing to Read
6. Reading to Learn
7. Increasing Vocabulary and Conceptual Growth
8. Reflecting on Reading and Learning
9. Teaching Writing
10. Writing to Learn
11. Writing to Inquire
12. Developing Lifetime Readers: Literature in Content Area Classes
II. Detailed Table of Contents
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
Summar
Suggested Readings
2. Creating Effective Learning Environments
Affective Characteristics
Linking Content Literacy with Students' Lives
Adaptive Instruction
Providing Choices
Language as a Vehicle for Teaching and Learning Content
Seeing Language as a Social Practice
Dealing with Gendered Language in the Classroom and the Text
Diversity in Language and Learning
Second-Language Acquisition and Learning
Struggling or Reluctant Readers
Gifted and Talented Learners
Teaching and Learning in Culturally Diverse Classrooms
Todays Globalizing Influences
Supporting Literacy among Adolescent English Learners
Summary
Suggested Readings
3. Planning for Content Literacy
Instructional Decision Making
Essential Questions and Content Objectives
Language and Disciplinary 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
Reading and Writing Workshops
Beyond the Daily Plan
Unit Planning
Schoolwide Programs
Interdisciplinary Teaching
Thematic Teaching
Summary
Suggested Readings
4. Assessment of Students and Textbooks
Assessing Students
Tests and Testing: A Consumer Advisory
Types of Assessment
Purposes of Assessment: Learning about Students
Assessment for Learning: Cognitive Domain
Assessment for Learning: Affective Domain
Assessment of Learning: Grades and Grading
Assessment as Learning: Portfolio Assessment
Assessing Textbooks
Readability Formulas
Consumer Judgments (or Dont Judge a Book by Its Cover)
Summary
Suggested Readings
5. Preparing to Read
The Role of Prior Knowledge
Hurdles to New Learning
The Teachers Task
Assessing and Building Prior Knowledge
The List-Group-Label Strategy
Graphic Organizers
Reading, Viewing, and Listening
Writing
Activating Prior Knowledge with Prereading Strategies
Anticipation Guides
Problem-Solving Activities
K-W-L
Summary
Suggested Readings
6. Reading to Learn
Constructing Meaning with Text
Disciplinary Differences in Constructing Meaning
Discipline-Specific Literacy Practices
Helping Students Comprehend
Teaching Students to Be Strategic
Making Text Comprehensible
The Role of Fluency in Comprehension
Close Reading
Questions and Questioning
When to Ask: The Right Time and the Right Place
What to Ask: The Relation between Questions and Answers
How to Ask: Questioning Strategies
Text Structure and Complexity
Common Text Structures
Teaching about Text Structures
Text Complexity
Comprehending Online Texts
Summary
Suggested Readings
7. 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:
Preactive/Interactive Phase
Developing Students Independence: Interactive Phase
Using Context Clues
Using Familiar Word Parts
Using Dictionaries
Vocabulary Self-Collection
Intensive Approaches for Struggling Readers and English Learners
Reinforcing Vocabulary: Reflective Phase
Literal-Level Activities
Interpretive-Level Activities
Application-Level Activities
Summary
Suggested Readings
8. Reflecting on Reading and Learning
Engaging Students through Discussion
Small-Group Discussions
Peer-Led Literature/Learning Circles
Cooperative/Collaborative Learning
Cross-Age Tutoring
Guiding Student Reflection
Reaction Guides
Reading, Viewing, Listening, or Acting for Different
Purposes
Discussion Webs
Intra-Act Procedure
General Discussion Techniques
Promoting Critical Literacy
Teaching Literacy for Critical Awareness
Incorporating Critical Media Literacy into the Curriculum
Summary
Suggested Readings
9. Teaching Writing
Writing Activities for Content Areas
Authentic Writing
Simulations
Writing Assignments
Writing as a Process
Reviewing and Summarizing
Understanding Writing as a Part of Development
From Pointing to Writing
Reading Is Writing Is Analysis
Responding to Student Writing
Peer Responses
Teacher Conferences
Formal Evaluation
Summary
Suggested Readings
10. Writing to Learn
Note-Making Strategies
Strategies That Foster Discipline-Appropriate Thinking
Structured Note Making
Learning Logs and Journals
Think Writes
Response Heuristic
Creative Writing to Learn
Cinquains
Biopoems
Found Poems
Raft Assignments
Other Creative Writing Activities
Summary
Suggested Readings
11. Writing to Inquire
Understanding Writing in Context
Academic Literacies
Disciplinary Literacies
21st-Century Literacies
Preparing for Student Inquiry
Collecting and Organizing Information
Research or Three-Search?
I-Charts
Writing a Report
Outlining
Paraphrasing
Revising
Alternatives to the Traditional Research Report
Multigenre Reports
Information Literacy and Library Skills
Website Evaluation
Hypermedia
Collaborative Internet Projects
Summary
Suggested Readings
12. Developing Lifetime Readers: Literature in Content Area Classes
Reading among Adolescents
Whos Reading What?
Reading in the Digital Age
Reading Practices in the Content Areas
Benefits of Moving beyond the Textbook
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 Texts
Advantages of Using Multicultural Literature
Resistance to Multicultural Literature
Choosing and Using Multicultural Literature
Summary
Suggested 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/At a Glance
References
Name Index
Subject Index
TestGen Computerized Test Bank for Content Area Reading and Literacy: Succeeding in Today's Diverse Classrooms, 8th Edition
Gillis, Boggs & Alvermann
©2017
Important: To use the test banks below, you must download the TestGen software from the TestGen website. If you need help getting started, read the tutorials on the TestGen site.
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Gillis, Boggs & Alvermann
©2017 | Pearson
| Format | Electronic Book | |
| ISBN-13: | 9780137411610 | |
| Online purchase price | $39.96 | Students, buy or rent this eText |
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Gillis, Boggs & Alvermann
©2017 | Pearson | 368 pp
Victoria R. Gillis graduated from North Georgia College with a BS degree in Biology and from Emory University with an MAT in Secondary Science Education. She taught middle and high school science courses including life science, chemistry, physics, and physical science in Georgia, Florida, and South Carolina for 20 years. In the early 1970s, she encountered the ideas and concepts in what was known as content area reading and tried them in her classroom. Her success in using principles of active learning drawn from content area reading led her to return to graduate school to complete a PhD at the University of Georgia in 1994. Victoria taught graduate and undergraduate disciplinary literacy courses at Clemson University for 20 years and served as a volunteer in the Reading and Writing for Critical Thinking project in Eastern Europe and Central America at the turn of the century. She is currently Wyoming Excellence in Education Literacy Chair in the College of Education at the University of Wyoming.
George L. Boggs graduated from King College with a B.A. in English/Literature and Religion before beginning his career as a teacher and coach in the Pacific Northwest. He taught middle school language arts, Latin, Spanish, and technology before returning to graduate school for a MA in Classics from Durham University in Great Britain. Graduate study in a different educational system in an entirely new field helped clarify a lifelong interest in disciplinary literacies. Returning to high school teaching in Georgia, he sought opportunities to help students make sense of the specialized ways of thinking that define school content areas, first, but also workplace and other domains that matter to children. This work culminated in doctoral research at the University of Georgia completed in 2012. His role as literacy researcher and teacher educator has positioned him at Florida State University to develop opportunities for teachers to understand the role of literacy in their subject area goals.
Donna Alvermann is the University of Georgia Appointed Distinguished Research Professor of Language and Literacy Education. She also holds an endowed chair position: The Omer Clyde and Elizabeth Parr Aderhold Professor in Education. Formerly a classroom teacher in Texas and New York, her research focuses on young peoples digital literacies and use of popular media. Author of numerous articles, she has several books to her credit: Adolescents and Literacies in a Digital World; Reconceptualizing the Literacies in Adolescents' Lives (3rd ed.); Adolescents' Online Literacies: Connecting Classrooms, Digital Media, and Popular Culture; and Bring It to Class: Unpacking Pop Culture in Literacy Learning. Most recently, she helped in designing an interactive website to learn how a community of researchers and researched objects can push boundaries associated with creating and disseminating "original" work and remixes online using a Creative Commons license.
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