Reading
Teaching Reading in the Content Areas: If Not Me, Then Who?: Make the teaching of reading a practical goal in every subject with the principles and strategies from this book. Based on three interactive elements that apply to every reading situation, the authors explain
*Why it's good to always relate new vocabulary to the concepts you want students to learn *How to ask questions so students will make inferences and perceive relationships in what they read *Whether to use a guided or a reflective discussion to promote understanding *Why identifying text structure should never be an important outcome of reading. You'll find 40 strategies that help students in every grade level develop their vocabularies, comprehend informational and narrative texts, and engage in meaningful discussions of what they read. Author/Company: Billmeyer and Barton Grades: K-12 Book Code: R1 |
Teaching Reading in Mathematics explores the distinct challenges of reading in the context of mathematics. The authors of this companion to the Teaching Reading in the Content Areas (TRCA) Teacher's Manual begin by examining what research says about the role of the reader, the role of climate, and the role of text features for reading in mathematics. Further, they explain strategic processing as effective readers of mathematics use it and discuss strategic teaching in mathematics that incorporates reading to learn mathematics. Many of the book's principles derive from the latest recommendations of the National Council of Teachers of Mathematics. This book include vocabulary strategies!!!
Author/Company: Barton Grades: K-12 Book Code: R2 |
Teaching Reading in Science is a valuable companion to Teaching Reading in the Content Areas (TRCA) Teacher's Manual and acknowledges the special challenges of reading in the context of science. Many of the book's principles derive from recommendations of the National Research council's science standards. The authors of Teaching Reading in Science begin by examining what research says about the role o the reader, the role of climate, and the role of text features for reading and science. They also discuss strategic processing as used by effective readers of science and strategic teaching incorporating a five-phase instructional model (engage, explore, explain, elaborate, evaluate).
Author/Company: Barton and Jordan Grades: K-12 Book Code: R3 |
Strategies That Work, Teaching Comprehension to Enhance Understanding: A child may be a great decoder, but that's only one step toward becoming a fluent reader. Reading implies thinking and understanding, and teachers can help children develop strategies for comprehension. Children need to know how to make connections and ask questions, how to visualize and infer, how to extract important ideas and to synthesize information if they are to become fluent readers. Stephanie Harvey and Anne Goudvis show how teachers can model these strategies by thinking aloud and coding the text, lifting text onto the overhead and reasoning through t in class discussions, and bringing in their own books to model how adults use these strategies. All the while teachers give students long blocks of time to practice these strategies independently in their own reading.
Author/Company: Harvey and Goudvis Grades: K-8 Book Code: R4 |
Nonfiction Matters - Full of practical suggestions to help you bring nonfiction into your curriculum, Nonfiction Matter:
*presents strategies for understanding expository text and conducting meaningful research; *offers ideas for organizing and writing accurate, effective nonfiction from idea to finished presentation; *advances the importance of teacher modeling and guided practice in instructional delivery; *provides a list of inquiry tools and resources, both print and electronic; *suggests ways to facilitate project-based learning and assess the projects as they develop; * included bibliographies of nonfiction children's books by subject and genre and lists of recommended magazines. Author/Company: Harvey Grades: 3-8 Book Code: R5 |
Beyond Leveled Books: Leveled books are now recognized as an essential tool in helping beginning readers learn to read. But once students have mastered many basic decoding and comprehension strategies, they move into a period of transition as readers. Transitional readers, with their diverse needs, have always challenged and delighted teachers in the upper-elementary grades. these readers have mastered many skills but are not yet able to choose books and sustain reading independently in a wide variety of genres. This book takes a close look at the way classroom routines, small-group instruction, mini-lessons, and conversations can help students move toward independence. This book provides teachers with:
*examples of classroom instruction for transitional readers *strategies for grouping students for small-group instruction *assessment techniques *samples of student work *resources for working with parents *lists of suggested books for instruction Author/Company: Szymusiak and Sibberson Grades: 2-5 Book Code: R6 |
Writing about Reading: Angelillo introduces us to an entirely new way of thinking about writing about reading. She shows us how to teach students to manage all the thinking and questioning that precedes their putting pen to paper. More than that, she offers us smarter ways to have students write about their reading that can last them a lifetime. She even includes tools for teaching day-by-day units of study, teaching points, a sample mini-lesson, and lots of student examples.
Author/Company: Angelillo Grades: 3-8 Book Code: R7 |
Yellow Brick Roads: Do you spend your days working with students who struggle to comprehend reading in literacy and content classes? Are you looking for a way to establish comprehensive literacy instruction in your school or classroom so all students receive support in becoming competent and confident readers? In Yellow Brick Roads, Janet Allen offers research-based methods for helping teachers move toward these goals. This book provides research, practical methods, detailed strategies, and resources for read-aloud, shared, guided, and independent reading.
Author/Company: Allen Grades: 4-12 Book Code: R8 |
I Read It, But I Don't Get It is a practical, engaging account of how teachers can help adolescents develop new reading comprehension skills. In a time when students need increasingly sophisticated reading skills, this book will provide support for teachers who want to incorporate comprehension instruction into their daily lesson plans without sacrificing content knowledge.
Author/Company: Tovani Grades: 6-12 Book Code: R9 |
Reading for Academic Success: Through specific examples, real-life scenarios, diagrams, and detailed guidelines, this book vividly conveys the most fundamental and effective means to boost student learning and teacher performance. The wealth of easy-to-use strategies and the authors' warm and encouraging tone further enhance the easy integration of the valuable information provided.
Key features include: *Exploration of the seven core reading challenges - and corresponding strategies for success *Tips for tailoring each strategy to distinct disciplines, from Science and Mathematics to English and Social Studies *"Strategies for Struggling Readers" section in each chapter that highlights ways to meet the needs of students with learning disabilities and other special needs *Practical applications that implement and reinforce research findings, including the five common characteristics of successful readers Author/Company: Strong, Perini, Silver and Tuculescu Grades: 7-12 Book Code: R10 |
Teaching Our Children To Read is an essential resource for educators, administrators, policymakers, and parents concerned about how to successfully teach our children to read. This book points the way to implementing the best research-based practices in adopting reading materials, training teachers, and providing the necessary school leadership.
Author/Company: Honig Grades: K-6 Book Code: R11 |
Improving Reading and Literacy in Grades 1-5: The book's in-depth coverage analyzes and compares features, frameworks, tools, methods, outcomes, and reform components for 17 major reading programs. This book offers a balanced approach by the authors and can be used by elementary school principals, district curriculum directors, and all reading specialists charged with aligning their reading and literacy instruction with new federal requirements and best instructional practices.
Author/Company: St. John, Loescher and Bardzell Grades: 1-5 Book Code: R12 |
Teach Them All To Read provides educators with the most current reading research about how students learn, regardless of age or grade, and helps educators understand that learning to read is only the first step. Students must also learn to develop fluency, acquire cognitive strategies, and continue to "read a lot" to enrich knowledge and comprehension.
Important features include: *Step-by-step information on developing an action plan *Graphic organizers throughout *Brief sidebars that prompt reader reflection *Glossary of technical terms *comprehensive list of phonetics readers *Checklist of "Fifty Strategies to Build a Reading Culture" *Easy-to read samples, forms, and templates Author/Company: McEwan Grades: K-12 Book Code: R13 |
On The Same Page: Maya Angelou says, "Words mean more than what is set down on paper. It takes the human voice to infuse them with the shades of deeper meaning." On the Same Page celebrates the use of our voices in shared reading with students to help them gain deeper understanding of the texts we read. If you have enjoyed the increased engagement and motivation that accompany reading with your students and wondered how to extend those benefits throughout the day, this book offers support for using this approach as a foundation for learning across content areas.
Author/Company: Allen Grades: 3-12 Book Code: R14 |
The Reading Teacher's Handbook: This basic introduction to teaching reading is a vibrant mix of the background teachers need along with workable ideas and strategies for making instruction interesting, enjoyable and effective for all. The book explores the skills students need to become successful readers. From using context clues and spelling patterns to phonics and word recognitions skills, the book will help students develop an individual repertoire of approaches to reading that will build their confidence.
Author/Company: Phenix Grades: K-12 Book Code: R15 |
After Early Intervention, Then What?: The contributors of this volume draw from research and classroom practice as they share strategies that work for students who struggle to read in grades 3 to 8. The 12 chapters are divided into three sections: Understanding the Student: Exploring Cognitive, Cultural, and Linguistic Underpinnings to Literacy Learning; Supporting Students in Grades 3 and Beyond as They Learn to Read; and Supporting Students in Grade 3 and Beyond as They Learn Through Text. Chapters address the needs of students in a range of instructional settings, including general, special, and bilingual education classrooms, and in a range of learning contexts, including classroom, small group, individual, and tutorial.
Author/Company: McCormack & Paratore Grades: 3 and Beyond Book Code: R16 |
Reciprocal Teaching At Work: Reciprocal teaching is a teaching technique based on teacher modeling, student participation, and four strategies that good readers use to comprehend text: predicting, questioning, clarifying, and summarizing. although reciprocal teaching originally was designed for use with struggling readers, author Lori D. Oczkus offers innovative lessons aimed at improving the reading comprehension of all students.
Author/Company: Oczkus Grades: 3-12 Book Code: R17 |
Building Reading Comprehension Habits in Grades 6-12: How can you help students develop lifelong reading comprehension habits? How can you provide activities that address the widely varying literacy needs of all your students? If you're looking for answers to these questions, then this is the book for you. This book offers middle school and high school teachers in all curricular areas research-based, innovative activities to strengthen students' reading.
Author/Company: Zwiers Grade: 6-12 Book Code: R18 |
Do I Really Have To Teach Reading? This book includes:
*examples of how teachers can model their reading process for students; *ideas for supplementing and enhancing the use of required textbooks; *detailed descriptions of specific strategies taught in context; *stories from different high school classrooms to show how reading instruction varies according to content; *samples of student work, including both struggling readers and college-bound seniors and much more. Author/Company: Tovani Grades: 6-12 Book Code: R19 |
Tools For Teaching Content Literacy is a compact tabbed flipchart designed as a ready reference for content reading and writing instruction. Each of the thirty-three strategies includes:
*a brief description and purpose for each strategy; *a research base that documents the origin and effectiveness of the strategy; *graphic organizers to support the lesson; *classroom vignettes from different grade levels and content areas to illustrate the strategy in use. Author/Company: Allen Grades: K-12 Book Code: R20 |
Word Nerds takes you inside classrooms in a high-poverty urban school and shows how two teachers implement creative, flexible vocabulary instruction that improves students' word knowledge and confidence, enhances classroom community, and increases achievement. Leslie Montgomery and Margot Holmes Smith weave vocabulary into each school day using multisensory instruction that includes music, art, literature, movement, games, drama, writing, test-taking skills, and technology. Along the way, they turn every student into a lover of language.
Author/Company: Overturf, Montgomery and Smith Grades: K-6 Book Code: R21 |
Question Answer Relationships, QAR, is a research-based approach for improving comprehension that has been helping students become better readers for more than 20 years. In QAR Now, the authors expand on their original thinking. Using ample classroom examples, they share how the approach can provide a framework for organizing comprehension instruction and questioning activities, how it aligns with state standards and assessments, and how teachers can easily integrate it into all the content areas.
Author/Company: Raphael, Highfield and Au Grades: K-12 Book Code: R22 |
Bringing Words to Life: This popular book provides a research-based framework and practical strategies for vocabulary development with children from the earliest grades through high school. Aided by specific suggestions and user-friendly examples and exercises, teachers learn to select words for instruction; create meaningful learning activities; and engage students in thinking about and using new words both within and outside the classroom.
Author/Company: Beck, McKeown, Kucan Grades: K-12 Book Code: R23 |
Dramatizing the Content with Curriculum-Based Readers Theatre, Grades 6-12: No matter what the content area, one goal all teachers share is for students to actively engage in learning and achieve deep comprehension of required content material. This book will show you how to use Curriculum-Based Readers Theatre (CBRT) to increase your students' motivation and active engagement with learning, as well as their fluency, comprehension, and retention of core curriculum content.
Unlike traditional Readers Theatre, which is typically limited to literature-based scripts, CBRT allows you and your students to create scripts based on any topic, any work of literature, any textbook, or almost any collection of facts. It can be easily incorporated into your existing curriculum, and because this method emphasizes spoken words and gestures, not staged action, no theatrical training or background is necessary. Author/Company: Rosalind M. Flynn Grades: 6-12 Book Code: R24 |