ERIC Number: ED401526
Record Type: Non-Journal
Publication Date: 1997
Reference Count: N/A
Teaching Content Reading and Writing. Second Edition.
Ruddell, Martha Rapp
Detailing the many ways that reading and writing interact with and support learning, this book is about the role of literacy in subject area learning. Three features of the book are designed to guide teachers' reflective thought and assist them in transferring ideas from the book to their teaching repertoire and classroom: "double entry journal" activities occur at the beginning and end of each chapter; the "How To Do" feature gives a step-by-step list of things to make a specific instructional strategy work; and "Building Tables" summarize critical information about how to apply and combine the instructional approaches in the book. Chapters in the book are (1) Literacy in Middle and Secondary Schools; (2) Literacy Processes: Thinking, Reading, and Writing; (3) Comprehension Instruction in Content Areas; (4) Vocabulary Learning in Content Areas; (5) Reading across the Curriculum; (6) Writing across the Curriculum; (7) Assessment of Student Progress in Subject Area Reading and Writing; (8) Evaluating Instructional Materials; (9) Cooperative/Collaborative Learning, Literacy Instruction, and Content Learning; (10) Diversity in the Classroom: Meeting the Needs of All Students; (11) Teaching Bilingual/Bicultural Students in Multilingual/Multicultural Settings; and (12) Developing Lifelong Readers and Writers. Two alternative lesson plans and two sample units are attached. (RS)
Descriptors: Content Area Reading, Content Area Writing, Cooperative Learning, Intermediate Grades, Journal Writing, Lesson Plans, Lifelong Learning, Literacy, Middle Schools, Multicultural Education, Reading Comprehension, Reading Processes, Secondary Education, Student Evaluation, Textbook Evaluation, Vocabulary Development, Writing Processes
Allyn and Bacon, Order Processing, P.O. Box 11071, Des Moines, IA 50336-1071 ($57).
Publication Type: Guides - Classroom - Teacher; Books
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A