Buch, Englisch, 222 Seiten, Format (B × H): 173 mm x 254 mm, Gewicht: 544 g
Strategies, Mentor Texts, and Units of Study
Buch, Englisch, 222 Seiten, Format (B × H): 173 mm x 254 mm, Gewicht: 544 g
ISBN: 978-1-138-85616-5
Verlag: Taylor & Francis Ltd
- Teaching questioning, inferring, and author’s purpose;
- Guiding readers to look at themes and write summaries;
- Showing students how to recognize structural elements of literature;
- Teaching the craft of writing and vocabulary development; and
- Helping students analyse characters and character development.
Throughout this highly practical book, you’ll find a variety of charts and other graphic organizers that can be easily adapted for classroom use. A list of suggested mentor texts is also available as a free eResource from our website, www.routledge.com/books/details/9781138856172.
Zielgruppe
Professional Practice & Development
Autoren/Hrsg.
Fachgebiete
- Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)
- Sozialwissenschaften Pädagogik Pädagogik Bildungswesen: Organisation und Verwaltung
- Sozialwissenschaften Pädagogik Schulen, Schulleitung Grundschulen, Hauptschulen
Weitere Infos & Material
Meet the Author
Chapter One: Embracing the Language of the Standards and Creating a Curriculum
General Information About the Common Core State Standards
Key Shifts for English Language Arts and Literacy
Key Features of the Standards
Common Concerns of the Standards
Reasons I Have Embraced the Standards
An Overview of the Reading Standards for Literature
My Curriculum Crates
A Glimpse at My Notes
Explaining My Methodology
I Can Statements
It Takes a Village
Looking Beyond Your Own Grade Level
Hard Work Pays Off
Units of Study: Depth not Coverage
Content Area Reading
Resources for Teachers
Common Core Resources
Choice Boards
Closing Thoughts
Chapter Two: Questioning, Inferring, and Author’s Purpose: A Likely Trio for Comprehension
I Can Statements
Another Look at My Notes
Questioning and Inferring – Intertwining the Two
Starting from the Beginning
Quality Questioning
Breaking down the Verbiage
Generic Organizers for Responding to Reading
Descriptions with Evidence
Coding Questions
Flip-It
Asking Questions
Mentor Texts for Questioning
Three Ways to Ask Questions
Going Deeper Within the Study
What Is A Prediction?
Mentor Texts for Predicting
Making Predictions from the Blurb
What is an Inference?
Text-based Inferences
Layering the Instruction
Thinking Stems for Inferring
Inferring with Poetry, Pictures, and Wordless Books
Poem Examples and Inference Questions
Questions to Help Make Inferences
Inference Answer
Additional Resources for Poetry
Mentor Texts for Poetry
The Power of Pictures
Inferring with Wordless Picture Books
Inferring vs. Predicting
Predicting and Inferring Bookmarks
A Closer Look at Author’s Purpose
Keeping a Running Record
Closing Thoughts
Chapter Three: Guiding Students to Write Sensational Summaries and Recognize Themes
I Can Statements
Another Look at My Notes
The Importance of Summarizing
Why Use Summarizing in the Classroom?
What Makes a Good Summary?
Summarizing Versus Retelling
Why Use Retelling in the Classroom?
How do we Use Retelling in the Classroom?
Determining Importance
Thinking within the Text: The Backpack Analogy
Summarizing to Evaluate Comprehension
Looking Closer at Themes
Using Themes to Tie in Writing Instruction
Additional Ways to Teach Themes
Using Quotes to Tie in Themes and Messages
Thematic Conflict
Some Sample Thematic T-Charts
Excellent Resources for Incorporating a Genre Study
Keeping on Track
Choice Board
Closing Thoughts
Chapter Four: Reading with Close Comprehension Through Character Analysis and Story Elements
I Can Statements
Another Look at My Notes
Character Analysis
A Chance Meeting
Why a Unit of Study on Characters?
Mentor Texts and Author Choices
Possible Mini-Lessons for Character Analysis
Cause and Effect
Signal Words
Mentor Texts for Teaching Cause and Effect
Organizers for Documenting Cause and Effect Relationships
The Domino Effect
Choice Board
Closing Thoughts
Chapter Five: Reading Closely to Recognize the Importance of Craft and Vocabulary Development
I Can Statements
Another Look at My Notes
The Craft of Writing
Reading like a Writer
Teaching Students to Notice Craft of Language
Four Categories of Craft
Activities and Mentor Texts for Teaching Word Craft
Vivid Verbs
Strong Verbs
Mentor Texts for Teaching Strong Verbs
Similes
All About Similes
Idioms
Hyperbole
Activities and Mentor Texts for Teaching Audible Craft
Tying in Vivid Vocabulary
Graphic Organizers to Aid Vocabulary Study
Monitoring the Mood and Tone
Passage Samples
Mood Task Cards
Identifying the Author’s Tone or Mood
Connecting with Illustrations
Illustration Task Cards
Choice Board
Closing Thoughts
Chapter Six: Recognizing the Structural Elements of Prose, Poetry, and Drama
I Can Statements
Another Look at My Notes
Comparing Prose, Poetry, and Drama
A Chart to Keep Focused
Keeping Track of Reading Selections
Taking a Genre Walk
Teaching Students to be Pros at Prose
Poetry
Rhythm
Digging Drama
Point of View
Thought Provoking Activities for Point of View
Choice Board
Closing Thoughts
Appendix
