Developing Readers and Writers in the Content Areas K-12

Description

• Addresses elementary, middle-school, and high-school teaching, making it appropriate for mixed grade levels.
• Helps students apply content area literacy practices to all aspects of the curriculum with specific content area applications in English language arts, mathematics, science, second language, and social studies activities (Chs. 5-8).
• Educators teach amidst an unprecedented system of accountability. Chapter 3, “Instructional Units,” details how to design instruction that recognizes district- and state-mandated accountability systems.
• Treatment of diversity and multi-cultural classrooms is highlighted by chapter applications that include activities especially designed for students who are learning English (Chs. 5-8 & 10).
• “Looking Ahead” and “Key Ideas” features open each chapter with a concise overview of that chapter’s contents, followed by a list of major topics within that chapter.
• “Listen, Look, and Learn” contains suggestions for checking out teaching tools with K-12 students and practicing teachers, giving learners an opportunity to develop ideas, while “Try It Out” sections encourage learners to apply those ideas (Chs. 1-10).
• “Looking Back” sections summarize each chapter, highlighting important concepts, while “Add to Your Journal” pieces offer topics and questions to consider when responding to this book in journal form (Chs. 1-13).

This practical, engaging text introduces prospective and practicing teachers to K-12 content reading instruction.

Unlike any other text in the market, the content progresses from general practices, cycles, and settings of instruction, to units of instruction and specific lesson planning. Well-respected authors Dave Moore, Pat Cunningham, Sharon Moore, Patricia M. Cunningham, and Jim Cunningham speak to educators new to the idea of content area literacy instruction and focus on instruction that is aligned with state standards and tests, yet promote literacy that goes beyond that which is tested.

The sixth edition of Developing Readers and Writers in the Content Areas places even more emphasis than in the past on (a) new digital literacies, (b) disciplinary literacies, and (c) English learners and special needs students. Chapters describe instruction appropriate for a comprehensive content-area literacy program (literature, comprehension, vocabulary, writing, study, inquiry, and differentiation), and include end-of-chapter applications that show how the practices apply to specific content areas such as science and mathematics. This text contains accessible language, concrete examples, and adjunct learning aids to help new learners access it.

New to this Edition

• NEW! Emphasis on new digital literacies enable course instructors to remain current during the accelerating shift from traditional print literacy to new digital literacies (Chapter 9 and in websites presented throughout the chapters).
• NEW! Increased attention to English learners and special needs students enable teachers to best serve increasing populations of students who struggle with conventional instruction. Chapter 10 is devoted entirely to Differentiation; instructional accommodations interspersed throughout the chapters on instruction.

This practical, engaging text introduces prospective and practicing teachers to K-12 content reading instruction.

Unlike any other text in the market, the content progresses from general practices, cycles, and settings of instruction, to units of instruction and specific lesson planning. Well-respected authors Dave Moore, Pat Cunningham, Sharon Moore, Patricia M. Cunningham, and Jim Cunningham speak to educators new to the idea of content area literacy instruction and focus on instruction that is aligned with state standards and tests, yet promote literacy that goes beyond that which is tested.

The sixth edition of Developing Readers and Writers in the Content Areas places even more emphasis than in the past on (a) new digital literacies, (b) disciplinary literacies, and (c) English learners and special needs students. Chapters describe instruction appropriate for a comprehensive content-area literacy program (literature, comprehension, vocabulary, writing, study, inquiry, and differentiation), and include end-of-chapter applications that show how the practices apply to specific content areas such as science and mathematics. This text contains accessible language, concrete examples, and adjunct learning aids to help new learners access it.

• NEW! Emphasis on new digital literacies enable course instructors to remain current during the accelerating shift from traditional print literacy to new digital literacies (Chapter 9 and in websites presented throughout the chapters).
• NEW! Increased attention to English learners and students with special needs enables teachers to best serve increasing populations of students who struggle with conventional instruction. Chapter 10 is devoted entirely to Differentiation; instructional accommodations interspersed throughout the chapters on instruction.

1. Content Area Reading and Writing
2. Setting the Stage
3. Instructional Units
4. Reading Materials and Exhibiting Responses
5. Comprehension
6. Meaning Vocabulary
7. Writing
8. Studying
9. Inquiry through Digital Literacies
10. Responsive Instruction
11. Reading Proficiency
12. Reading Policy

David W. Moore is as a Professor of Education at Arizona State University where he teaches secondary school teacher education courses and advises doctoral students.  His vita shows a thirty year publication record that balances research reports, professional articles, and books.  He is active in many professional organizations and consulting.

Sharon Arthur Moore retired after serving four decades as an educator including classroom teacher, Title I teacher, university faculty member, literacy coach, and literacy director in two school districts. She currently provides staff development for school districts and is writing fiction.  Her vita includes research reports, professional articles, and books.

Patricia Cunningham grew up in Rhode Island. For seven years, after graduating from The University of Rhode Island, she taught a variety of elementary grades in Florida and Indiana.  She received her Ph. D in Reading Education from the University Of  Georgia in 1974.  After teaching at Ohio University and serving as Director of Reading for Alamance Co., North Carolina Schools, she came to Wake Forest University to direct the Elementary Education program in 1978.  Pat’s particular interest has always been in finding alternative ways to teach children for whom learning to read is difficult.  Reading and Writing in Elementary Classrooms, first published in 1978, is currently in its fourth edition.   In 1991, She published Phonics they Use:  Words for Reading and Writing, which is currently available in its fourth edition.  Along with Richard Allington, She published Classrooms that Work and Schools that Work.  Along with Dorothy Hall, she developed the Four Blocks Literacy framework, which is currently used as the balanced literacy framework in thousand of classrooms throughout the country.  She and Dorothy Hall are co-directors of the Four Blocks Literacy Center, which is housed at Wake Forest University.

James W. Cunningham has over 100 professional publications in reading and writing education such as college textbooks, book chapters including major research reviews, and original research published in major research journals. He has been a professor of education at UNC-Chapel Hill and an elementary classroom teacher.

This practical, engaging text introduces prospective and practicing teachers to K-12 content reading instruction.

The content progresses from general practices, cycles, and settings of instruction, to units of instruction and specific lesson planning. Well-respected authors David Moore, Sharon Moore, Patricia M. Cunningham, and Jim Cunningham speak to educators new to the idea of content area literacy instruction and focus on instruction that is aligned with state standards and tests, yet promote literacy that goes beyond that which is tested.

The 6th Edition of Developing Readers and Writers in the Content Areas places even more emphasis than in the past on (a) new digital literacies, (b) disciplinary literacies, and (c) English learners and special needs students. Chapters describe instruction appropriate for a comprehensive content-area literacy program (literature, comprehension, vocabulary, writing, study, inquiry, and differentiation), and include end-of-chapter applications that show how the practices apply to specific content areas such as science and mathematics. This text contains accessible language, concrete examples, and adjunct learning aids to help new learners access it.

Additional information