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More copies of this ISBN:This title in other formats:Reading and the High School Student: Strategies to Enhance Literacyby Judith Irvin
Synopses & ReviewsPublisher Comments:Now in its second edition, Reading and the High School Student presents the issues and trends for improving literacy learning in secondary schools. Perfect for both pre-service and in-service teachers, the book emphasizes classroom applications and offers solutions for the development of literacy programs at the school and district levels.
Irvin, Buehl, and Klemp deliver a practical, concise, and balanced introduction to literacy topics, lending special attention to the needs of the struggling reader and the English language learner. The text includes a wealth of strategies with real classroom examples that teachers can implement in their own classrooms, making the book a valuable and handy reference.
New features to this edition include:
-Focus on adolescent literacy as addressed by No Child Left Behind (NCLB) and its consequences for high school students.
-Myriad suggestions on how to close the achievement gap and ideas for tutoring.
-Extensive coverage of multiple literacies and media literacy within the context of high school classes. Book News Annotation:Offering learning strategies to improve reading in the content areas,
this resource emphasizes the needs of the struggling reader, and
presents a description of how to develop a literacy program and plan
for a high school or district, illustrated with several models. For
prospective high school teachers, there is discussion of the basic
processes of literacy instruction and motivational techniques, plus
step-by-step approaches to instruction. For veteran teachers, there
is material on recent researching findings in developmental tasks of
adolescence. Irvin teaches education at Florida State University.
Annotation c. Book News, Inc., Portland, OR (booknews.com) Table of ContentsChapter 1: ADOLESCENT LITERACY The Neglect of Adolescent Literacy Rediscovering Adolescent Literacy Impact of Federal and State Mandates on Adolescent Literacy School-wide Approaches to Improving Adolescent Literacy Purpose and Overview of the Book Summary Extending Learning Re-addressing the Talking Points Revisiting the Vignette Terms to Remember and Use Modifying Instruction for English Language Learners Beyond the Book
Chapter 2: LITERACY LEARNING What Teachers See: Symptoms of Ineffective Learning Metaphor #1: The Trip With No Scenery Metaphor #2: Ping Pong Reading Metaphor #3: Mindless Routines Metaphor #4: Consumers and Extraterrestrials Metaphor #5: Freeloading and First Down Punting Metaphor #6: World Brains and School Brains Interactive Reading and Learning Schema Theory Metacognition Scaffolding Literacy Practice of Strong Readers The Learner The Text The Context Reading/Writing Connections Summary Extending Learning Re-addressing the Talking Points Revisiting the Vignette Terms to Remember and Use Modifying Instruction for English Language Learners Beyond the Book References
Chapter 3: LEARNING ENVIRONMENTS THAT MOTIVATE STUDENTS Classroom Negotiations: The Teacher as Mediator Mediated Instruction and the Gradual Release of Responsibility Mediated Instruction and Prior Knowledge The Teacher as Coach and Mentor Motivation and Engagement Making Connections to Students’ Lives Creating Safe and Responsive Classrooms Having Students Interact with Each Other and With Text Using Classroom Discussion to Motivate Students Classroom Talk that is Accountable Think-Pair-Share The Discussion Web Cooperative Literacy Directed Reading Sequence Summary Extending Learning Re-addressing the Talking Points Revisiting the Vignette Terms to Remember and Use Modifying Instruction for English Language Learners Beyond the Book References
Chapter 4: ASSISTING STRUGGLING READERS The Status of Reading Proficiency in the United States Helping Struggling Readers Become Strong Readers English Language Learners Strategies for Struggling Readers Interactive Reading Guides Summary Extending Learning Re-addressing the Talking Points Revisiting the Vignette Terms to Remember and Use Modifying Instruction for English Language Learners Beyond the Book References
Chapter 5: THE DEMANDS OF TEXT The Transition to Informational Text Kinds of Text Narrative Text Expository Text Helping Students Understand Text Structure Difficulty with Content Area Textbooks Content and Strategic Knowledge Classroom Experiences with Textbooks The Task PIC: A Textbook Previewing Guide Double S: Signal Words that Indicate Structure Using and Evaluating Textbooks Summary Extending Learning Re-addressing the Talking Points Revisiting the Vignette Terms to Remember and Use Modifying Instruction for English Language Learners Beyond the Book References
Chapter 6: VOCABULARY KNOWLEDGE The Importance of Vocabulary Knowledge Factors in Vocabulary Acquisition Knowing Words Morphology Context Definitions Size and Growth of Vocabulary Metalinguistic Awareness Choosing Words for Instruction Known Concepts Synonym/Anonyms or Multiple Meaning Words Unknown Concept Guidelines for Instruction Help Students Become Independent Word Learners Encourage Active Involvement and Deep Processing of Words Provide Multiple Opportunities to Use Words Help Students Develop a Good Attitude about Learning Words Outside of the Classroom Foster Extensive Reading Outside of Class Vocabulary Strategies Possible Sentences List-Group-Label Inductive Vocabulary Search Concept Maps Word Family Trees Summary Extending Learning Re-addressing the Talking Points Revisiting the Vignette Terms to Remember and Use Modifying Instruction for English Language Learners Beyond the Book References
Chapter 7: USING PRIOR KNOWLEDGE The Role of Prior Knowledge in Reading Activating Prior Knowledge Assessing the Knowledge Base of Students Misconceptions Prereading Strategies Building Background Knowledge When Students Know Little about a Topic Predicting and Confirming Activity Visual Prediction Guide Activating Knowledge when Students Know Something about a Topic A PreReading Plan (PREP) Anticipation Guides Organizing Knowledge when Students Know a Great Deal about a Topic Graphic Representations/Organizers Cloze Graphic Organizers Semantic or Concept Mapping Summary Extending Learning Re-addressing the Talking Points Revisiting the Vignette Terms to Remember and Use Modifying Instruction for English Language Learners Beyond the Book References
Chapter 8: COMPREHENDING TEXT Strategies Strong Readers Use: A Comprehension Model Guidelines for Instruction Comprehension Strategies Teacher Guided Strategies Reciprocal Teaching K-W-L Plus Questioning the Author Comprehension Monitoring Strategies A Self-Monitoring Approach to Reading and Thinking (SMART) Paired Readings Study Guides Textbook Activity Guide Graphic Organizers Summary Extending Learning Re-addressing the Talking Points Revisiting the Vignette Terms to Remember and Use Modifying Instruction for English Language Learners Beyond the Book References
Chapter 9: USING STUDY STRATEGIES TO LEARN AND REMEMBER Depth of Processing Identifying Important Ideas Text Coding Underlining or Highlighting Generalizations about Strategic Learning Task Understanding is Critical to Strategic Learning Beliefs About Learning Influence How Students Read and Study Quality Instruction is Essential Cognitive and Metacognitive Processing Should be the Instructional Focus It is Important to Teach a Variety of Research-Based Strategies
Question Generation and Answer Explanation Question Answer Relationships Text Summarization Power Notes Summarizing Student Generated Elaborations Elaborative Interrogations Organizing Strategies Graphic Respresentations Summary Extending Learning Re-addressing the Talking Points Revisiting the Vignette Terms to Remember and Use Modifying Instruction for English Language Learners Beyond the Book References
Chapter 10: ASSESSMENT THAT GUIDES INSTRUCTION Characteristics of Quality Assessments Using High Stakes and Other Standardized Tests Curriculum-based Assessment Traditional Teacher Assessments: Grades Authentic Assessment Underlying Beliefs of Authentic Assessment Authentic Assessment Design Technology to Show Mastery Visual Demonstrations of Mastery Oral Demonstrations of Mastery Portfolio Assessment Managing the Grading Load Focus Grading Monday for Comments Code Sheets Alternative Evaluators Writing Conferences Holistic Scoring with Rubrics Summary Extending Learning Re-addressing the Talking Points Revisiting the Vignette Terms to Remember and Use Modifying Instruction for English Language Learners Beyond the Book References What Our Readers Are SayingBe the first to add a comment for a chance to win!Product Details
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