Content area literacy: a framework for reading-based instruction
Gespeichert in:
| Beteiligte Personen: | , , |
|---|---|
| Format: | Buch |
| Sprache: | Englisch |
| Veröffentlicht: |
Hoboken, NJ
Wiley
2009
|
| Ausgabe: | 5. ed. |
| Schlagwörter: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017701947&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| Umfang: | VIII, 392 S. Ill. |
| ISBN: | 9780470129098 |
Internformat
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| 650 | 4 | |a Content area reading |z United States | |
| 650 | 4 | |a Language arts |x Correlation with content subjects | |
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Datensatz im Suchindex
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|---|---|
| adam_text | SECTION I ****CHAPTER 1 ****CHAPTER 2 ~ CHAPTER3 SECTION 11 T CONTENTS
FOUNDATIONS OF CONTENT AREA LITERACY 1 CONTENT AREA LITERACY: WHY AND
WHAT TEACHERS SHOULD KNOW 3 * SOMEONE WHO IS LEAMING 4 * BACKSTORY: FROM
CONTENT AREA READING TO CONTENT AREA LITERACY 4 * READING-TO-LEAM: WHOSE
JOB IS IT? 6 * CONTENT AREA LITERACY: A SCHOOLWIDE GOAL 11 *
LISTEN-READ-DISCUSS: A TEACHER-FRIENDLY CAL METHOD 12 * CONCEPT SUMMARY
20 THE SCIENCE OFREADING-TO-LEAM 21 * THE SCIENTIFIC STUDY OF READING 22
* DIFFICULTY LEVELS OF READING: INDEPENDENT, INSTRUCTIONAL, FRUSTRATION
23 * THE READING PROCESS: FIVE ERAS OFTHEORY 25 * CLASSROOM EXAMPLES
OFTHEORY 27 * A METAPHOR FOR THE STUDY-READING PROCESS 28 * THEORY INTO
PRACTICE: CAL METHODS 31 * THE ORAL READING STRATEGY: A STRAIGHTFORWARD
HOW- TO METHOD 32 * CONCEPT SUMMARY 37 A FRAMEWORK FOR READING-BASED
INSTRUCTION IN THE INTERACTIVE CLASSROOM 39 * THE MORE THINGS CHANGE. .
. 40 * A FRAMEWORK FAR READING-BASED INSTRUCTION IN THE INTERACTIVE
CLASSROOM 41 * PLANNING 42 * IMPLEMENTATION 47 * A QUICK WORD ABOUT
WRITING IN THE READING FRAMEWORK 56 * CONCEPT SUMMARY 57 PUTTING WINGS
UNDER READING AND LEARNING FROM TEXT AND MEDIA 59 ****CHAPTER 4 INTO-
METHODS FOR PREREADING SCHEMA ACTIVATION * IMPORTANCE OF PREREADING 62 V
61 VI LLP CONTENTS * GOALS OF PREREADING INSTRUCTION: READER ENGAGEMENT,
SCHEMA ACTIVATION, AND PURPOSEFUL INQUIRY 63 * MENTAL MODELING: A FORM
OF APPRENTICESLUEP TRAINING 66 * PREREADING METHODS FOR READER
ENGAGEMENT, SCHEMA ACTIVATION, AND PURPOSEFUL QUESTIONING 69 * CONCEPT
SUMMARY 92 CHAPTERS THROUGH-METHODS FAR GUIDING SILENT READING 93 117
147 CHAPTER 6 SECTION III CHAPTER 7 * TEACHING STUDENTS TO THINK WHILE
THEY READ 94 * TECHNIQUES FAR PROMPTING COMPREHENSION MONITORING AND
FIX-UP 95 * READING GUIDES 104 * COOPERATIVE COMPREHENSION MONITARING TO
SUPPORT STRATEGY ACQUISITION 108 * BUILT-IN GUIDES TO SILENT READING 111
* TEXT STRUCTURE: HISTARICAL FOOTNOTE AND LUKEWARM SUPPORT 111 * CONCEPT
SUMMARY 114 BEYOND- METHODS FOR POSTREADING SCHEMA BUILDING * CLASS
DISCUSSION: WHAT IT IS AND HOW TO GET THERE 118 * TEACHER-DIRECTED
RECITATION FAR CHECKING COMPREHENSION 120 * PEER RECITATION FAR
INCREASED STUDENT INVOLVEMENT 123 * BRIDGING TO REFLECTIVE DISCUSSION
AND APPLICATIONS 126 * FUII CIRCLE TO DISCUSSION 139 * CONCEPT SUMMARY
144 COMPLEMENTS TO CONTENT AREA READING: VOCABULARY, HIGHER-ORDER
LITERACY, WRITING TO LEARN, ASSESSMENT, AND STUDY TECHNIQUES 145 METHODS
FOR VOCABULARY AND CONCEPT DEVELOPMENT * WHAT S IN A NAME? 148 * WHAT WE
KNOW ABOUT VOCABULARY LEARNING AND TEACHING 148 * METHODS FAR PREREADING
VOCABULARY INTRODUCTION 152 * METHODS TO TEACH WARD MEANING PREDICTION
DURING SILENT READING AND GENERAL WARD CONSCIOUSNESS 157 * METHODS FAR
POSTREADING AND GENERAL VOCABULARYLDEVELOPMENT 166 * CULTURAL-ACADEMIC
TRIVIA 169 * CONCEPT SUMMARY 174 CHAPTER 8 CHAPTER 9 ~ CHAPTER 10 ~
CHAPTER 11 CONTENTS 4IIII VII TEAEHING FOR CRITIEAL AND CREATIVE
RESPONSES TO READING 175 * WELCOME TO THE 21ST CENTMY-AIMING HIGHER TO
CONSTRUETIVE THINKING 176 * CRITIEAL READING-WRITING-THINKING: A
TRADITIONAL AND EVOLVING GOAL 186 * WRITING-BASED METHODS FOR GUIDING
CRITIEAL-CONSTRUETIVE READING 194 * A FORMULA FOR PROMOTING
CRITIEAL-CONSTRUETIVE THINKING 208 * CRITIEAL-CONSTRUETIVE TEEHNIQUES
FOR A ROUSING DISEUSSION 215 * CONEEPT SUMMARY 221 EMERGENT CONTENT AREA
LITERAEY 223 * EMERGENT CONTE NT AREA LITERAEY: HOW EARLY ELEMENTARY
TEAEHERS CAN BETTER PREPARE CHILDREN FOR READING- TO-LEAM 224 *
EXTENDING EMERGENT LITERAEY 226 * EMERGENT CONTENT AREA LITERAEY:
LEAMING FOR BEGINNERS 227 * NONPRINT ECAL METHODS 229 * PRINT REEORDS
IMPORTANT INFORMATION AND WONDER RELEASES IT 231 * LITERATURE- AND
THEME-BASED (INTERDISCIPLINARY) EXPLORATIONS INTO CONTENT, CONEEPTS, AND
VOEABULARY 234 * WRITING TO LEAM AND COMPOSING PAPERS 242 * CONEEPT
SUMMARY 249 INTERAETIVE ASSESSMENT FOR AETIVE SELF- MONITORING AND
SELF-TEAEHING 251 * INTRODUETION TO STUDENT ASSESSMENT 252 * TOOLS FOR
ASSESSMENT OF STUDENT READING . 254 * EVALUATION OF STUDENT WRITING 259
* PORTFOLIOS: RATIONALE, FUNETIONS, PROMISE, PROBLEMS 263 * ASSESSING
TEXT DIFFIEULTY 265 * AFFEETIVE ISSUES AND MEASURES 271 * CONEEPT
SUMMARY 271 STUDY TEEHNIQUES FOR READING, LEAMING, AND REMEMBERING 273 *
FROM STUDY SKILLS TO STRATEGIE STUDY 274 * METHODS FOR IMPROVING LEETURE
NOTE TAKING AND LISTENING 277 * TEST-TAKING STRATEGIES 282 * CONEEPT
SUMMARY 286 VIII *.. CONTENTS SECTION IV ****CHAPTER 12 ****CHAPTER 13
***.CHAPTER 14 **** APPENDIX CONTE NT AREA APPLICATIONS: PROVISIONS FOR
SPECIAL NEEDS AND THE SCHOOLWIDE LITERACY PROGRAM 287
DISCIPLINE-SPECIFIC APPLICATIONS 289 * DISTRIBUTED VERSUS UNIVERSAL
RESPONSIBILITY 290 * ENGLISHILANGUAGE ARTS 291 * FOREIGN LANGUAGES 294 *
MATHEMATICS 297 * BIOLOGICAL- PHYSICAL SCIENCES 303 * SOCIAL STUDIES 308
* CONTENT AREA READING IN THE SUPPORT SUBJECT AREAS 312 * PHYSICAL
EDUCATION 315 * VOCATIONAL TECHNOLOGY 318 * ART AND MUSIC 322 *
ENCOURAGE CREATIVITY 323 * CONCEPT SUMMARY 324 PROVISIONS FOR SPECIAL
LITERACY NEEDS OF ADOLESCENTS 325 * SPECIAL LITERACY NEEDS DEFINED 326 *
SPECIAL FOCUS ON MOTIVATION 327 * SPECIAL FOCUS ON INCLUSION 329 *
SPECIAL FOCUS ON PERSONAL-SOCIAL ADJUSTMENT NEEDS 331 * SPECIAL FOCUS ON
VOCABULARY 333 * SPECIAL FOCUS ON CLASSROOM DISCUSSION 334 * SPECIAL
FOCUS ON DECODING 337 * SPECIAL FOCUS ON ENGLISH LANGUAGE PROFICIENCY
341 * CONCEPT SUMMARY 343 LITERACY LEADERSHIP IN THE CONTENT AREAS 345 *
LITERACY LEADERSHIP: PREPARE NOW TO LEAD LATER 346 * COMPONENTS OF
CONTENT AREA LITERACY PROGRAMS 348 * VISION 349 * ROLES AND
RESPONSIBILITIES 351 * PROGRAM DESIGN 353 * STAFF DEVELOPMENT 354 *
PROGRAM EVALUATION 356 * CONCEPT SUMMARY 357 MODEL PROFESSIONAL
PORTFOLIO RECORDER AND PLANNER 359 ***.REFERENCES **** PHOTO CREDITS
***.INDEX 383 363 381
|
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| author | Manzo, Ula C. Manzo, Anthony V. Thomas, Matthew M. |
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| discipline | Pädagogik Anglistik / Amerikanistik |
| edition | 5. ed. |
| format | Book |
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| geographic_facet | USA |
| id | DE-604.BV035647281 |
| illustrated | Illustrated |
| indexdate | 2024-12-20T13:39:42Z |
| institution | BVB |
| isbn | 9780470129098 |
| language | English |
| lccn | 2008049812 |
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| physical | VIII, 392 S. Ill. |
| publishDate | 2009 |
| publishDateSearch | 2009 |
| publishDateSort | 2009 |
| publisher | Wiley |
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| spellingShingle | Manzo, Ula C. Manzo, Anthony V. Thomas, Matthew M. Content area literacy a framework for reading-based instruction Content area reading United States Language arts Correlation with content subjects Interdisciplinary approach in education Leseunterricht (DE-588)4035448-9 gnd |
| subject_GND | (DE-588)4035448-9 |
| title | Content area literacy a framework for reading-based instruction |
| title_auth | Content area literacy a framework for reading-based instruction |
| title_exact_search | Content area literacy a framework for reading-based instruction |
| title_full | Content area literacy a framework for reading-based instruction Ula C. Manzo, Anthony V. Manzo, Matthew M. Thomas |
| title_fullStr | Content area literacy a framework for reading-based instruction Ula C. Manzo, Anthony V. Manzo, Matthew M. Thomas |
| title_full_unstemmed | Content area literacy a framework for reading-based instruction Ula C. Manzo, Anthony V. Manzo, Matthew M. Thomas |
| title_short | Content area literacy |
| title_sort | content area literacy a framework for reading based instruction |
| title_sub | a framework for reading-based instruction |
| topic | Content area reading United States Language arts Correlation with content subjects Interdisciplinary approach in education Leseunterricht (DE-588)4035448-9 gnd |
| topic_facet | Content area reading United States Language arts Correlation with content subjects Interdisciplinary approach in education Leseunterricht USA |
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