Content Area Reading
Literacy and Learning Across the Curriculum: International Edition
9th Edition
Published on 2. September 2008
Book
Paperback/Softback
512 pages
978-0-205-63658-7 (ISBN)
Description
Content Area Reading remains the market-leading text in content literacy and maintains the authors' original objective-to offer an ambitious, coherent, and workable exploration of content literacy. The Ninth Edition comes at a perfect time when there is an increased focus on adolescent literacy. With the point of view that students learn with texts, not necessarily from them, respected authors Rich and Jo Anne Vacca have written this book to be an active learning tool, complete with real-world examples and research-based practices. Thoroughly updated and revised to incorporate topics that touch on contemporary issues such as content standards, assessment, diversity, struggling readers, the No Child Left Behind Legislation, Reading First, and Reading Next, the book continues to provide a framework that focuses on the ability to use reading, writing, speaking, and listening processes to learn subject matter across the curriculum. Accessible and comprehensible, this text takes students through the entire reading process using simple, jargon-free terminology. The methodology presented develops a foundation that can be applied across disciplines, meeting the needs of all students.
A Letter to Readers from the Authors
To Our Readers:
We published the first edition of Content Area Reading in 1981. Some of you may be wondering --with good reason-- why did we have to revise the same book nine times? Has education in general and content literacy in particular changed that much in nearly thirty years to warrant nine editions of the same book? While we have remained true to the original intent of the book throughout these years, our answer to these questions is an enthusiastic "Yes!"
We have witnessed dramatic changes over the past three decades in the way we think about literacy, what it means to be literate, and the ways we put literacy to use to learn, enjoy, imagine, explore the world, and interact with others . Some of the revisions that we have made from the eighth to ninth edition alone reflect the rapidly changing landscape of content literacy specifically and education generally:
The renewed and hotly political debate over the role of content knowledge (the "what" of teaching) and pedagogical knowledge ( the "how" of teaching);
the development of highly qualified teachers;
teaching, learning, and assessment in a standards-based curriculum;
the role and responsibility of literacy coaches in today's schools;
the crisis in adolescent literacy across ability levels;
the meaning and importance of culturally responsive instruction and literacy strategies for learners who first language is other than English;
the impact of assessment on instructional practices;
the role of confidence, motivation, and engaged learning in literacy-related instructional practices;
the ability to "work smart" in independent learning contexts;
the meaning and application of "new literacies" in today's classrooms.
Today, one of the hottest topics in education is adolescent literacy. Our book mainly emphasizes how adolescents use literacy to learn across the curriculum; how adolescents will approach reading with enthusiasm and confidence in their ability to make sense out of academic texts. While the focus of our book has always been on instructional strategies, we underscore in this edition the ways that content area teachers can actively engage older students in learning with all kinds of texts, whether printed or digital in nature.
Perhaps somewhere in the heavens there is a Greek god of reading who breathes into human beings an intense interest in the act of reading. Perhaps not. The reality of reading school-related texts for many adolescents is simply this: Many of today's older students, regardless of ability level, would rather have root canal surgery than engage enthusiastically in academic reading tasks. Yet we believe that teachers are in a strategic position to make a difference in the way their students approach reading and learn with texts . The passion to use reading to learn requires more than supernatural or divine inspiration. Enthusiastic readers in today's classrooms are made, not born with a fervor for reading and learning. And this is where the content area teacher will make a decided difference in the literate lives of adolescents.
We wish you the very best,
Richard and Jo Anne Vacca
A Letter to Readers from the Authors
To Our Readers:
We published the first edition of Content Area Reading in 1981. Some of you may be wondering --with good reason-- why did we have to revise the same book nine times? Has education in general and content literacy in particular changed that much in nearly thirty years to warrant nine editions of the same book? While we have remained true to the original intent of the book throughout these years, our answer to these questions is an enthusiastic "Yes!"
We have witnessed dramatic changes over the past three decades in the way we think about literacy, what it means to be literate, and the ways we put literacy to use to learn, enjoy, imagine, explore the world, and interact with others . Some of the revisions that we have made from the eighth to ninth edition alone reflect the rapidly changing landscape of content literacy specifically and education generally:
The renewed and hotly political debate over the role of content knowledge (the "what" of teaching) and pedagogical knowledge ( the "how" of teaching);
the development of highly qualified teachers;
teaching, learning, and assessment in a standards-based curriculum;
the role and responsibility of literacy coaches in today's schools;
the crisis in adolescent literacy across ability levels;
the meaning and importance of culturally responsive instruction and literacy strategies for learners who first language is other than English;
the impact of assessment on instructional practices;
the role of confidence, motivation, and engaged learning in literacy-related instructional practices;
the ability to "work smart" in independent learning contexts;
the meaning and application of "new literacies" in today's classrooms.
Today, one of the hottest topics in education is adolescent literacy. Our book mainly emphasizes how adolescents use literacy to learn across the curriculum; how adolescents will approach reading with enthusiasm and confidence in their ability to make sense out of academic texts. While the focus of our book has always been on instructional strategies, we underscore in this edition the ways that content area teachers can actively engage older students in learning with all kinds of texts, whether printed or digital in nature.
Perhaps somewhere in the heavens there is a Greek god of reading who breathes into human beings an intense interest in the act of reading. Perhaps not. The reality of reading school-related texts for many adolescents is simply this: Many of today's older students, regardless of ability level, would rather have root canal surgery than engage enthusiastically in academic reading tasks. Yet we believe that teachers are in a strategic position to make a difference in the way their students approach reading and learn with texts . The passion to use reading to learn requires more than supernatural or divine inspiration. Enthusiastic readers in today's classrooms are made, not born with a fervor for reading and learning. And this is where the content area teacher will make a decided difference in the literate lives of adolescents.
We wish you the very best,
Richard and Jo Anne Vacca
More details
Edition
9th edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
College/higher education
Dimensions
Height: 233 mm
Width: 191 mm
Thickness: 19 mm
Weight
762 gr
ISBN-13
978-0-205-63658-7 (9780205636587)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
Richard T. Vacca | Jo Anne L. Vacca | Maryann E. Mraz
Content Area Reading
Literacy and Learning Across the Curriculum
Book
02/2010
10th Edition
Pearson
€122.55
Article exhausted; check for reprint
Content
Contents
Preface
Chapter 1 Reading Matters
Organizing Principle
Chapter Overview
Frame of Mind
Content Knowledge and Teacher Quality
Content Knowledge vs. Pedagogical Knowledge
Balancing Content and Pedagogical Knowledge in Content Area Classrooms
Teaching and Learning with Texts
Beyond Assigning and Telling
Content Literacy and Learning
Reading to Learn
Reading as a Meaning-Making Process
Reading as a Strategic Process
Text Comprehension in Content Areas
Developing Research-Based Comprehension Strategies
Prior Knowledge and Comprehension: A Closer Look
Reader Response
Levels of Comprehension
Questions and Questioning
The Literacy Coach's Role and Responsibilities
Looking Back, Looking Forward
Minds On
Hands On
eResources extra
Part Two: Learners and Texts
Chapter 2 From Struggling Readers to Striving Readers
Organizing Principle
Chapter Overview
Frame of Mind
The Consequences of Struggling with Texts
box 2.1 / what about English Language Learners?
Low Achievement
Learned Helplessness
Scaffolding Instruction
BOX 2.2 / The Literacy Coach and Struggling Readers
A Crisis in Adolescent Literacy
The Push for Striving Readers in Middle and High Schools
BOX 2.3 / Fifteen Elements of Effective Adolescent Literacy Programs
Explicit Instruction in the Use of Strategies
Metacognition and Learning
Strategy Instruction
box 2.4 / what about Content Standards and Assessment?
Strategic Reading
Using Think-Alouds to Model Comprehension Strategies
Using Reciprocal Teaching to Model Comprehension Strategies
Using Question-Answer Relationships (QARs) to Model Comprehension Strategies
box 2.5 / Research-Based Best Practices
Questioning the Author (QtA)
box 2.6 / Research-Based Best Practices
Directed Reading-Thinking Activity (DR-TA)
box 2.7 / Research-Based Best Practices
Looking Back, Looking Forward
Minds On
Hands On
eResources extra
Chapter 3 Culturally and Linguistically Diverse Learners
Organizing Principle
Chapter Overview
Frame of Mind
Culturally Responsive Instruction in Today's Schools
box 3.1 / what about Content Standards and Assessment?
From Monocultural to Multicultural Classrooms
BOX 3.2 / ABC's of Cultural Understanding and Communication
Ways of Knowing
Funds of Knowledge
Characteristics of Culturally Responsive Instruction
BOX 3.3 / Drawing on Students' Funds of Knowledge in Science and Mathematics
BOX 3.4 / Drawing on Students' Funds of Knowledge in the Arts
Linguistic Differences in Today's Schools
Dialect Use in the Classroom
English Learners
BOX 3.5 / In the Spotlight: The Literacy Coach
Sheltered Instruction for English Learners
The SIOP Model
BOX 3.6 / The Sheltered Instructional Observation Protocol (SIOP)
Looking Back, Looking Forward
Minds On
Hands On
eResources extra
Chapter 4 Assessing Students and Texts
Organizing Principle
Chapter Overview
Frame of Mind
High-Stakes Testing and Authentic Approaches to Assessment
High-Stakes Testing: Some Issues and Concerns
Federal Legislation
State Standards and Accountability
BOX 4.1 / State Assessment Numbers at a Glance
BOX 4.2 / The Literacy Coach and Assessment
Standardized Testing: What Teachers Need to Know
Authentic Assessment: The Teacher's Role
Adapting Portfolios to Content Area Classes
box 4.3 / Best Practices
Checklists and Interviews
Rubrics and Self-Assessments
Assessing Text Difficulty
Content Area Reading Inventories
Readability
FLIP Strategy
Looking Back, Looking Forward
Minds On
Hands On
eResources extra
Chapter 5 Developing Vocabulary Knowledge and Concepts
Organizing Principle
Chapter Overview
Frame of Mind
Experiences, Concepts, and Words
What are Concepts?
Concept Relationships: An Example
Using Graphic Organizers to Make Connections among Key Concepts
box 5.2 / Best Practices
A Graphic Organizer Walk-Through
Showing Students How to Make Their Own Connections
Activating What Students Know about Words
Word Exploration
Brainstorming
List-Group-Label
Word Sorts
Knowledge Ratings
Defining Words in the Context of Their Use
Vocabulary Self-Collection Strategy
Concept of Definition Word Maps
Reinforcing and Extending Vocabulary Knowledge and Concepts
Semantic Feature Analysis (SFA)
Categorization Activities
Concept Circles
Context- and Definition-Related Activities
Magic Squares
Vocabulary-Building Strategies
Context-Related Activities
Modified Cloze Passages
OPIN
Looking Back, Looking Forward
Minds On
Hands On
eResources extra
Chapter 6 Activating Prior Knowledge and Interest
Organizing Principle
Chapter Overview
Frame of Mind
Self-Efficacy and Motivation
Arousing Curiosity
Creating Story Impressions
Establishing Problematic Perspectives
box 6.1 / what about Content Standards and Assessment?
box 6.2 / Best Practices
Guided Imagery
Making Predictions
Anticipation Guides
Adapting Anticipation Guides in Content Areas
Imagine, Elaborate, Predict, and Confirm (IEPC)
Question Generation
Active Comprehension
ReQuest
box 6.3 / Best Practices
Expectation Outlines
Your Own Questions
Looking Back, Looking Forward
Minds On
Hands On
eResources extra
Chapter 7 Guiding Reader-Text Interactions
Organizing Principle
Chapter Overview
Frame of Mind
Instructional Strategies
The KWL Strategy
box 7.1 / what about Content Standards and Assessment?
Discussion Webs
Guided Reading Procedure (GRP)
Intra-Act
Discussion-Based Learning
Scaffolding Student Talk
Purposes and Types of Discussions
Creating an Environment for Discussion
Looking Back, Looking Forward
Minds On
Hands On
eResources extra
Chapter 8 Writing to Learn
Organizing Principle
Chapter Overview
Frame of Mind
Integrating Reading and Writing
Reading and Writing as Composing Processes
Reading and Writing as Exploration, Motivation, and Clarification
Exploratory Writing Activities
Unsent Letters
Biopoems
Dialogues
Admit Slips and Exit Slips
Journal Writing
Response Journals
Double-Entry Journals (DEJs)
Learning Logs
Essay Writing
RAFT Writing Assignments
Use Discourse Forms in RAFT Assignments
Guiding the Writing Process
box 8.1 / what about Content Standards and Assessment?
The Discovery Stage: Motivating, Generating, Planning, and Organizing
BOX 8.2 / Best Practices
Drafting
Revising
Looking Back, Looking Forward
Minds On
Hands On
eResources extra
Chapter 9 Working Smart: Study Strategies and Guides
Organizing Principle
Chapter Overview
Frame of Mind
Searching for and Using Text Structure
External Text Structure
box 9.1 / what about Content Standards and Assessment?
Internal Text Structure
Signal Words in Text Structure
Graphic Organizers
box 9.2 / Evidence-Based Best Practice
Using Graphic Organizers to Reflect Text Patterns
Using Questions with Graphic Organizers
Semantic (Cognitive) Mapping
Writing Summaries
Using GRASP to Write a Summary
box 9.3 / Evidence-Based Best Practice
Polishing a Summary
Making Notes, Taking Notes
Text Annotations
A Note-Taking Procedure
Study Guides
Three-Level Guides
Study Guides Based on Text Patterns
Classroom Examples
Selective Reading Guides
Looking Back, Looking Forward
Minds On
Hands On
eResources extra
Chapter 10 Bringing Students and Texts Together
Organizing Principle
Chapter Overview
Frame of Mind
Sociocultural Context for Literacy and Learning
The Reader-Text-Activity Dynamic
Collaborative Learning Dynamic
The Engaged Learning Dynamic
Designing and Planning Text-Centered Lessons
Lesson Plan Formats
BOX 10.1 / Lesson Plan for Vietnam and the Presidential Jigsaw
B-D-A Instructional Framework
Some More Examples of B-D-A-Centered Lessons
Designing and Planning Units of Study
Components of a Well-Designed Unit
An Inquiry/Research Emphasis in Units of Study
box 10.2 / Evidence-Based Best Practices
A Multiple Text Emphasis in Units of Study
Designing and Planning Collaborative Interactions
Cooperative Learning Groups
Small-Group Processes Underlying Cooperative Learning
Looking Back, Looking Forward
Minds On
Hands On
eResources extra
Chapter 11 Learning with Trade Books
Organizing Principle
Chapter Overview
Frame of Mind
box 11.1 / what about Content Standards and Assessment?
Textbook Use in Today's Classrooms
Reasons Teachers Use Textbooks
Problems with Using Textbooks
Rationale for Using Trade Books
Learning through Literature
Learning with Nonfiction Books
box 11.2 / Evidence-Based Best Practice
Learning with Picture Books
Learning with Fiction Books
Learning with Multicultural Books
box 11.3 / Evidence-Based Best Practice
Books for Struggling Readers
Using Trade Books in the Classroom
Creating Classroom Libraries and Text Sets
Self-Selected Reading
Teacher Read-Alouds
Literature Study in Content Areas
box 11.4 / Evidence-Based Best Practice
Promoting Response to Literature
Writing As a Response to Literature
Process Drama as a Heuristic Response
Readers Theatre
Idea Circles
Looking Back, Looking Forward
Minds On
Hands On
eResources extra
Chapter 12 Learning with Electronic Texts
Organizing Principle
Chapter Overview
Frame of Mind
box 12.1 / what about Content Standards and Assessment?
New Literacies in Today's Changing Classrooms
Rationale for Electronic Texts
Electronic Texts in the Classroom
Learning with the Internet
The Internet as a Motivational Resource
The Internet as an Information Resource
The Internet as a Communication Resource
Strategies for Online Learning
Internet Workshops
Internet Inquiries
Internet Projects
WebQuests
Looking Back, Looking Forward
Minds On
Hands On
eResources extra
Appendix A: Affixes with Invariant Meanings
Appendix B: Commonly Used Prefixes with Varying Meanings
Appendix C: Graphic Organizers with Text Frames
Bibliography
Name Index
Subject Index
Preface
Chapter 1 Reading Matters
Organizing Principle
Chapter Overview
Frame of Mind
Content Knowledge and Teacher Quality
Content Knowledge vs. Pedagogical Knowledge
Balancing Content and Pedagogical Knowledge in Content Area Classrooms
Teaching and Learning with Texts
Beyond Assigning and Telling
Content Literacy and Learning
Reading to Learn
Reading as a Meaning-Making Process
Reading as a Strategic Process
Text Comprehension in Content Areas
Developing Research-Based Comprehension Strategies
Prior Knowledge and Comprehension: A Closer Look
Reader Response
Levels of Comprehension
Questions and Questioning
The Literacy Coach's Role and Responsibilities
Looking Back, Looking Forward
Minds On
Hands On
eResources extra
Part Two: Learners and Texts
Chapter 2 From Struggling Readers to Striving Readers
Organizing Principle
Chapter Overview
Frame of Mind
The Consequences of Struggling with Texts
box 2.1 / what about English Language Learners?
Low Achievement
Learned Helplessness
Scaffolding Instruction
BOX 2.2 / The Literacy Coach and Struggling Readers
A Crisis in Adolescent Literacy
The Push for Striving Readers in Middle and High Schools
BOX 2.3 / Fifteen Elements of Effective Adolescent Literacy Programs
Explicit Instruction in the Use of Strategies
Metacognition and Learning
Strategy Instruction
box 2.4 / what about Content Standards and Assessment?
Strategic Reading
Using Think-Alouds to Model Comprehension Strategies
Using Reciprocal Teaching to Model Comprehension Strategies
Using Question-Answer Relationships (QARs) to Model Comprehension Strategies
box 2.5 / Research-Based Best Practices
Questioning the Author (QtA)
box 2.6 / Research-Based Best Practices
Directed Reading-Thinking Activity (DR-TA)
box 2.7 / Research-Based Best Practices
Looking Back, Looking Forward
Minds On
Hands On
eResources extra
Chapter 3 Culturally and Linguistically Diverse Learners
Organizing Principle
Chapter Overview
Frame of Mind
Culturally Responsive Instruction in Today's Schools
box 3.1 / what about Content Standards and Assessment?
From Monocultural to Multicultural Classrooms
BOX 3.2 / ABC's of Cultural Understanding and Communication
Ways of Knowing
Funds of Knowledge
Characteristics of Culturally Responsive Instruction
BOX 3.3 / Drawing on Students' Funds of Knowledge in Science and Mathematics
BOX 3.4 / Drawing on Students' Funds of Knowledge in the Arts
Linguistic Differences in Today's Schools
Dialect Use in the Classroom
English Learners
BOX 3.5 / In the Spotlight: The Literacy Coach
Sheltered Instruction for English Learners
The SIOP Model
BOX 3.6 / The Sheltered Instructional Observation Protocol (SIOP)
Looking Back, Looking Forward
Minds On
Hands On
eResources extra
Chapter 4 Assessing Students and Texts
Organizing Principle
Chapter Overview
Frame of Mind
High-Stakes Testing and Authentic Approaches to Assessment
High-Stakes Testing: Some Issues and Concerns
Federal Legislation
State Standards and Accountability
BOX 4.1 / State Assessment Numbers at a Glance
BOX 4.2 / The Literacy Coach and Assessment
Standardized Testing: What Teachers Need to Know
Authentic Assessment: The Teacher's Role
Adapting Portfolios to Content Area Classes
box 4.3 / Best Practices
Checklists and Interviews
Rubrics and Self-Assessments
Assessing Text Difficulty
Content Area Reading Inventories
Readability
FLIP Strategy
Looking Back, Looking Forward
Minds On
Hands On
eResources extra
Chapter 5 Developing Vocabulary Knowledge and Concepts
Organizing Principle
Chapter Overview
Frame of Mind
Experiences, Concepts, and Words
What are Concepts?
Concept Relationships: An Example
Using Graphic Organizers to Make Connections among Key Concepts
box 5.2 / Best Practices
A Graphic Organizer Walk-Through
Showing Students How to Make Their Own Connections
Activating What Students Know about Words
Word Exploration
Brainstorming
List-Group-Label
Word Sorts
Knowledge Ratings
Defining Words in the Context of Their Use
Vocabulary Self-Collection Strategy
Concept of Definition Word Maps
Reinforcing and Extending Vocabulary Knowledge and Concepts
Semantic Feature Analysis (SFA)
Categorization Activities
Concept Circles
Context- and Definition-Related Activities
Magic Squares
Vocabulary-Building Strategies
Context-Related Activities
Modified Cloze Passages
OPIN
Looking Back, Looking Forward
Minds On
Hands On
eResources extra
Chapter 6 Activating Prior Knowledge and Interest
Organizing Principle
Chapter Overview
Frame of Mind
Self-Efficacy and Motivation
Arousing Curiosity
Creating Story Impressions
Establishing Problematic Perspectives
box 6.1 / what about Content Standards and Assessment?
box 6.2 / Best Practices
Guided Imagery
Making Predictions
Anticipation Guides
Adapting Anticipation Guides in Content Areas
Imagine, Elaborate, Predict, and Confirm (IEPC)
Question Generation
Active Comprehension
ReQuest
box 6.3 / Best Practices
Expectation Outlines
Your Own Questions
Looking Back, Looking Forward
Minds On
Hands On
eResources extra
Chapter 7 Guiding Reader-Text Interactions
Organizing Principle
Chapter Overview
Frame of Mind
Instructional Strategies
The KWL Strategy
box 7.1 / what about Content Standards and Assessment?
Discussion Webs
Guided Reading Procedure (GRP)
Intra-Act
Discussion-Based Learning
Scaffolding Student Talk
Purposes and Types of Discussions
Creating an Environment for Discussion
Looking Back, Looking Forward
Minds On
Hands On
eResources extra
Chapter 8 Writing to Learn
Organizing Principle
Chapter Overview
Frame of Mind
Integrating Reading and Writing
Reading and Writing as Composing Processes
Reading and Writing as Exploration, Motivation, and Clarification
Exploratory Writing Activities
Unsent Letters
Biopoems
Dialogues
Admit Slips and Exit Slips
Journal Writing
Response Journals
Double-Entry Journals (DEJs)
Learning Logs
Essay Writing
RAFT Writing Assignments
Use Discourse Forms in RAFT Assignments
Guiding the Writing Process
box 8.1 / what about Content Standards and Assessment?
The Discovery Stage: Motivating, Generating, Planning, and Organizing
BOX 8.2 / Best Practices
Drafting
Revising
Looking Back, Looking Forward
Minds On
Hands On
eResources extra
Chapter 9 Working Smart: Study Strategies and Guides
Organizing Principle
Chapter Overview
Frame of Mind
Searching for and Using Text Structure
External Text Structure
box 9.1 / what about Content Standards and Assessment?
Internal Text Structure
Signal Words in Text Structure
Graphic Organizers
box 9.2 / Evidence-Based Best Practice
Using Graphic Organizers to Reflect Text Patterns
Using Questions with Graphic Organizers
Semantic (Cognitive) Mapping
Writing Summaries
Using GRASP to Write a Summary
box 9.3 / Evidence-Based Best Practice
Polishing a Summary
Making Notes, Taking Notes
Text Annotations
A Note-Taking Procedure
Study Guides
Three-Level Guides
Study Guides Based on Text Patterns
Classroom Examples
Selective Reading Guides
Looking Back, Looking Forward
Minds On
Hands On
eResources extra
Chapter 10 Bringing Students and Texts Together
Organizing Principle
Chapter Overview
Frame of Mind
Sociocultural Context for Literacy and Learning
The Reader-Text-Activity Dynamic
Collaborative Learning Dynamic
The Engaged Learning Dynamic
Designing and Planning Text-Centered Lessons
Lesson Plan Formats
BOX 10.1 / Lesson Plan for Vietnam and the Presidential Jigsaw
B-D-A Instructional Framework
Some More Examples of B-D-A-Centered Lessons
Designing and Planning Units of Study
Components of a Well-Designed Unit
An Inquiry/Research Emphasis in Units of Study
box 10.2 / Evidence-Based Best Practices
A Multiple Text Emphasis in Units of Study
Designing and Planning Collaborative Interactions
Cooperative Learning Groups
Small-Group Processes Underlying Cooperative Learning
Looking Back, Looking Forward
Minds On
Hands On
eResources extra
Chapter 11 Learning with Trade Books
Organizing Principle
Chapter Overview
Frame of Mind
box 11.1 / what about Content Standards and Assessment?
Textbook Use in Today's Classrooms
Reasons Teachers Use Textbooks
Problems with Using Textbooks
Rationale for Using Trade Books
Learning through Literature
Learning with Nonfiction Books
box 11.2 / Evidence-Based Best Practice
Learning with Picture Books
Learning with Fiction Books
Learning with Multicultural Books
box 11.3 / Evidence-Based Best Practice
Books for Struggling Readers
Using Trade Books in the Classroom
Creating Classroom Libraries and Text Sets
Self-Selected Reading
Teacher Read-Alouds
Literature Study in Content Areas
box 11.4 / Evidence-Based Best Practice
Promoting Response to Literature
Writing As a Response to Literature
Process Drama as a Heuristic Response
Readers Theatre
Idea Circles
Looking Back, Looking Forward
Minds On
Hands On
eResources extra
Chapter 12 Learning with Electronic Texts
Organizing Principle
Chapter Overview
Frame of Mind
box 12.1 / what about Content Standards and Assessment?
New Literacies in Today's Changing Classrooms
Rationale for Electronic Texts
Electronic Texts in the Classroom
Learning with the Internet
The Internet as a Motivational Resource
The Internet as an Information Resource
The Internet as a Communication Resource
Strategies for Online Learning
Internet Workshops
Internet Inquiries
Internet Projects
WebQuests
Looking Back, Looking Forward
Minds On
Hands On
eResources extra
Appendix A: Affixes with Invariant Meanings
Appendix B: Commonly Used Prefixes with Varying Meanings
Appendix C: Graphic Organizers with Text Frames
Bibliography
Name Index
Subject Index