Professional Documents
Culture Documents
Literacy and Learning Across The Curriculum
Literacy and Learning Across The Curriculum
Literacy and Learning Across The Curriculum
Reading
Literacy and Learning
Across the Curriculum
E
Richard T. Vacca
Kent State University, emeritus
Jo Anne L. Vacca
Kent State University, emeritus
09
08
07
06
05
04
Credits appear on page 472, which constitutes an extension of the copyright page.
Brief Contents
Detailed Contents
Preface xvii
PART
one:
vii
PART
two:
Chapter 3
Chapter 4
Chapter 5
Chapter 6
PART
30
68
104
three:
Chapter 7
Chapter 8
Chapter 9
Chapter 10
Chapter 11
Chapter 12
226
264
434
Bibliography 439
Name Index 456
Subject Index 461
Detailed Contents
Preface
PART
one:
chapter
xvii
1 Reading Matters
Organizing Principle 1
Chapter Overview 1
Frame of Mind 2
Being an Artful Teacher 3
No Child Left Behind Act 3
Learning with Texts 4
Beyond Assigning and Telling 5
Understanding Literacy 7
Literacy Is Situational 7
Influences on Content Literacy 9
Incorporating Content Standards into Literacy-Based Instruction
Text Comprehension in Content Areas 11
Developing Research-Based Comprehension Strategies 12
Prior Knowledge and Comprehension 14
Reader Response 20
Levels of Comprehension 21
Questioning 24
Scaffolding Instruction 25
Looking Back, Looking Forward 26
Minds On 27
Hands On 28
eResources 29
chapter
30
Organizing Principle 30
Chapter Overview 31
Frame of Mind 32
High-Stakes Testing and Authentic Approaches to Assessment
High-Stakes Testing: Some Issues and Concerns 33
Standardized Testing: What Teachers Need to Know 37
Authentic Assessment: The Teachers Role 39
32
vii
viii
CONTENTS
Portfolio Assessment 42
Adapting Portfolios to Content Area Classes
BOX 2.1 / Research-Based Best Practices
Checklists and Interviews 45
Rubrics and Self-Assessments 49
Assessing Text Difficulty 50
Content Area Reading Inventories 52
Readability 55
FLIP Strategy 63
Looking Back, Looking Forward 65
Minds On 66
Hands On 66
eResources 67
PART
two:
chapter
43
45
68
68
Organizing Principle 68
Chapter Overview 69
Frame of Mind 70
The Consequences of Struggling with Text 71
73
BOX 3.1 / WHAT ABOUT English Language Learners?
Low Achievement 74
Learned Helplessness 75
Explicit Instruction in the Use of Strategies 76
Metacognition and Learning 76
Strategy Instruction 78
BOX 3.2 / WHAT ABOUT Content Standards and Assessment?
80
Strategic Reading 83
Using Think-Alouds to Model Comprehension Strategies 83
Using Reciprocal Teaching to Model Comprehension Strategies 86
Using QuestionAnswer Relationships (QARs)
to Model Comprehension Strategies 86
BOX 3.3 / Research-Based Best Practices
89
Strategic Writing 90
The Discovery Stage: Generating Ideas, Planning, and Organizing 92
BOX 3.4 / Research-Based Best Practices
94
Drafting 96
Revising 97
Looking Back, Looking Forward 101
Minds On 102
Hands On 102
eResources 103
CONTENTS
chapter
104
chapter
108
154
157
ix
CONTENTS
chapter
185
196
199
CONTENTS
PART
three:
chapter
224
chapter
264
xi
226
226
xii
CONTENTS
chapter
294
298
CONTENTS
chapter
312
318
chapter
11 Writing to Learn
321
352
358
xiii
xiv
CONTENTS
chapter
12 Studying Texts
385
390
394
CONTENTS
430
xv
Preface
All teachers play a critical role in helping studens comprehend and respond
to information and ideas in the text.
xvii
xviii
www.ablongman.com/vacca8e
PREFACE
Electronic texts, like trade books, extend and enrich the curriculum.
Bringing students and texts together involves instructional plans and activities that result in active student engagement and collaboration.
Teaching words well means giving students multiple opportunities to develop vocabulary knowledge and to learn how words are conceptually related
to one another in the texts that they study.
Looking for and using text structure in everything they read helps students
to study texts more effectively.
Underlying these themes is our belief that students learn with texts, not necessarily from texts. Learning from texts suggests that a text is a body of information to be mastered by learners rather than a tool by which they construct
meaning and knowledge. Learning with a text, on the other hand, implies that students have much to contribute to their own learning as they interact with texts to
make meaning and construct knowledge.
PREFACE
Answers to this guiding question led us to reorganize the eighth edition into
three parts: Part One: Content Literacy in a Standards-Based Curriculum, Part
Two: Learners and Texts, and Part Three: Instructional Strategies and Practices.
Part One situates issues and problems related to content literacy within the
context of the standards-based movement and accountability systems that are
changing the face of education in todays U.S. schools. Although the pressure to
ensure that students meet content standards weighs heavily on instructional decisions, a teacher can make a difference in students literacy development and
knowledge acquisition by showing them how to use literacy processes and strategies to meet high standards for learning. Ongoing, authentic assessment in the
classroomwhen coupled with high-stakes proficiency assessmentprovides
the information that teachers need to inform their day-by-day instructional decisions about content literacy and learning.
In Parts Two and Three of this edition, we build an instructional framework
for content literacy and learning across the curriculum. In Part Two, Learners and
Texts, our emphasis is on the exploration and clarification of issues related to
struggling readers and writers, culturally and linguistically diverse learners, and
the use of trade books and electronic texts to extend and enrich the curriculum.
Students who continually struggle with text in reading and writing situations need
to build strategic knowledge, skills, and insights related to literacy and learning.
Moreover, culturally and linguistically diverse students present a unique challenge to content area teachers, especially in light of the influx of immigrant students in todays classrooms. We also examine the limitations of textbooks and
explain how to use trade books and information and communication technologies
such as the Internet to extend and enrich a standards-based curriculum.
In Part Three, Instructional Strategies and Practices, we flesh out the instructional framework by explaining how to create active learning environments
in which all studentsalone and in collaboration with one anotherknow how
to use content literacy strategies to learn with texts. To this end, Part Three offers
a multitude of instructional strategies and practices that allow teachers to scaffold instruction in ways that support the following:
development of study strategies based on a search for text structure in everything that students read.
xix
xx
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PREFACE
Chapter 3: Struggling Readers and Writers (with a renewed emphasis on writing strategies for students who struggle with the writing process);
Chapter
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Questioning
the Auth
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Directed
Reading
Thinking
Activitie
s (DRTA)
A new design makes the text visually appealing and easy to use.
Through this new, attractive design,
the main features are easily identified, making the text user-friendly.
Each chapter opens with a quotation to help readers reflect on the underlying theme of each chapter. The
Organizing Principle gives readers a
heads-up by introducing the rationale for each chapter and highlighting
its underlying theme. A Chapter Overview depicts the relationships that exist
ESL Prog
rams
What Mak
es Content
Literacy
Difficult?
Sheltere
d Instruct
ion
TALKING
AND WOR
TOGHETHER KING
Scaffolding
Student Talk
Purposes
and Type
s
of Discussi
on
Creating
an
Environm
ent for Disc
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How can
teachers be
linguistic
responsive
and cultural
to
diversity
classrooms
in their
while mai
ntaining high
dards for
content liter
stanacy and lear
Understand
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ing the cult
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differences
between mai
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tant first step
is an imp
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chapter sugg nizing princiests: Teache
respond to
linguistic
rs
and cultura
ferences in
l diftheir clas
sroo
folding inst
ms by scaf
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the use of
vocabulary
and compreh
strategies
ensi
on
and
environmen by creating classroo
m
ts
and working that encourage talk
ing
together.
Aids to Understanding
xxi
PREFACE
Frame of Mind
Why are todays classrooms
more diverse than they were
several decades ago?
2.
3.
4.
5.
6.
New Features
New features to this edition include marginal notations and boxed
text segments that highlight issues related to content standards and
assessment, procedures for research-based best practices, and connections between chapter content and diverse learners.
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BOX
1 2 .2
What about Content Standards and Assessment? Boxes positioned throughout most of the chapters. These boxes are
designed to emphasize relationships between chapter content and issues/implications related to academic standards
and high-stakes state proficiency assessments as well as
authentic assessments in the classroom.
BOX
1.
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(Answers
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chapter on
of this
page 292.
)
xxii
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PREFACE
Instructors Resource Manual and Test Bank with teaching suggestions and
test items for each chapter.
PowerPoint Presentation. Ideal for lecture presentations or student handouts, the PowerPoint presentation created for this text provides dozens of
ready-to-use graphic and text images (available for download from Supplement Central at www.suppscentral.ablongman.com).
VideoWorkshop, a new way to bring video into your course for maximized
learning! This total teaching and learning system includes quality video footage
on an easy-to-use CD-ROM plus a Student Learning Guide and an Instructors
Teaching Guide. The result? A program that brings textbook concepts to life
with ease and that helps your students understand, analyze, and apply the objectives of the course. VideoWorkshop is available for your students as a valuepack option with this textbook. (Special package ISBN required from your
representative.) VW will eventually become part of an exciting new package online called My Lab School currently under construction. Watch for details.
My Lab School. Discover where the classroom comes to life! From video clips
of teachers and students interacting to sample lessons, portfolio templates,
and standards integration, Allyn and Bacon brings your students the tools
theyll need to succeed in the classroomwith content easily integrated into
your existing course. Delivered within Course Compass, Allyn and Bacons
course management system, this program gives your students powerful insights into how real classrooms work and a rich array of tools that will support them on their journey from their first class to their first classroom.
Allyn and Bacon Digital Media Archive for Literacy. This CD-ROM offers
still images, video clips, audio clips, Web links, and assorted lecture resources
that can be incorporated into multimedia presentations in the classroom.
PREFACE
Professionals in Action: Literacy Video. This 90-minute video consists of 10to 20-minute segments on Phonemic Awareness, Teaching Phonics, Helping
Students Become Strategic Readers, Organizing for Teaching with Literature,
and discussions of literacy and brain research with experts. The first four segments provide narrative along with actual classroom teaching footage. The final segments present, in a question-and-answer format, discussions by
leading experts in the field of literacy.
Allyn and Bacon Literacy Video Library. Featuring renowned reading scholars Richard Allington, Dorothy Strickland, and Evelyn English, this threevideo library addresses core topics covered in the literacy classroom: reading
strategies, developing literacy in multiple intelligences classrooms, developing phonemic awareness, and much more.
Acknowledgments
We are grateful to the many individuals who made this edition possible. First, we
would like to thank several of our former doctoral students who came to the rescue of tired and beleaguered mentors by helping us to meet deadline commitments: Dr. Barbara Moss, San Diego State University, for revising Chapter 5,
Learning with Trade Books; Dr. Christine McKeon, Walsh University, for serving
in the role of Webmaster as she updated and redesigned the Companion Website
for this edition; and Dr. Maryann Mraz, University of North Carolina, for revising
and updating the Instructors Resource Manual.
We also wish to acknowledge the thoughtful and thought-provoking professional suggestions of those who responded to questionnaires and reviewed the
text for this edition: Vi Alexander, Stephen F. Austin State University; Mickey
Bogart, Kansas State University; Dr. Deb Carr, Kings College and Hazleton Area
School District; Ann Harvey, Columbia College; Stephenie Hewett, The Citadel;
Lois E. Huffman, North Carolina State University; Luther Kirk, Longwood University; and Joyce Stallworth, The University of Alabama.
This book is only as good as the editors behind it. We owe a debt of gratitude
to our Acquisitions Editor, Aurora Martnez, whose graceful guidance and incisive leadership on this project made us work harder than we wanted to. And special kudos to Tom Jefferies, the finest and steadiest developmental editor with
whom we have had the pleasure to work thus far.
A special thanks to students, colleagues, and teachers in schools throughout the United States and Canada, too numerous to list, who have contributed
immeasurably to our growth as teachers and scholars. This book has been a
marriage-of-sorts for us and its time to celebrate our silver anniversary with
this editions time cycle! Never in our dreams did we think it possible, and we
thank a Power greater than ourselves for making it a reality.
R. T. V.
J. L. V.
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