35 Strategies for Guiding Readers through Informational Texts
1st Edition
Published on 15. October 2010
Book
Paperback/Softback
176 pages
978-1-60623-926-1 (ISBN)
Description
This practical guide presents inspiring, research-based activities for teaching students in grades K-12 how to read and think critically about informational texts. With five essential types of strategies, seasoned and preservice teachers learn ways to help students select engaging, challenging reading materials; develop their knowledge of history, science, and other content areas; master vocabulary that aids understanding; build essential comprehension skills across the curriculum; and write effectively about texts they have read. Each of the 35 strategies features a helpful reproducible worksheet in a large-size format. The teacher-friendly appendix lists recommended books, magazines, and websites for each grade level.
Reviews / Votes
"What a great resource for teachers at all levels! The strategies are presented in a way that helps the teacher focus on the purpose for teaching and the goal for student learning. Teachers can use these research-based strategies alongside any curriculum in order to guide students through many different types of informational texts. I will recommend this book to my colleagues and teacher candidates." - Julie Barkley, reading specialist/interventionist, St. Cloud School District, Minnesota, USA"Each of the strategies in this practical guide is clearly explained and paired with a model of practice in action. As I worked through Moss and Loh's suggestions, I often found myself nodding in agreement. The strategies are not only appropriate, they are also interesting and easy to apply in any classroom setting. Teachers in content areas like science and social studies who aren't trained as reading teachers will be able to pick up this book and quickly improve their practices. Even as an accomplished reading teacher, I added several new strategies to my own bag of professional tricks in just a few short days." - Bill Ferriter, sixth-grade teacher, Salem Middle School, Wake County Public School System, North Carolina, USA "What a great resource for teachers at all levels! The strategies are presented in a way that helps the teacher focus on the purpose for teaching and the goal for student learning. Teachers can use these research-based strategies alongside any curriculum in order to guide students through many different types of informational texts. I will recommend this book to my colleagues and teacher candidates." - Julie Barkley, reading specialist/interventionist, St. Cloud School District, Minnesota, USA
"Each of the strategies in this practical guide is clearly explained and paired with a model of practice in action. As I worked through Moss and Loh's suggestions, I often found myself nodding in agreement. The strategies are not only appropriate, they are also interesting and easy to apply in any classroom setting. Teachers in content areas like science and social studies who aren't trained as reading teachers will be able to pick up this book and quickly improve their practices. Even as an accomplished reading teacher, I added several new strategies to my own bag of professional tricks in just a few short days." - Bill Ferriter, sixth-grade teacher, Salem Middle School, Wake County Public School System, North Carolina, USA
"The strategies work because the authors help teachers understand the 'what,' 'when,' 'how,' and 'why' of strategy use in today's multidimensional classrooms. That is why this book will make a decided difference in the professional lives of teachers. Moss and Loh have 'hit one out of the park' with this book." - Richard T. Vacca, Professor Emeritus, School of Teaching, Leadership, and Curriculum Studies, Kent State University, USA
"With the ever-growing focus on informational texts and critical literacy, preservice teachers will benefit from being exposed to this book in any children's literature class; practicing teachers will also find it an invaluable asset. All teachers know that high-quality lessons require time and planning. The vast range of activities provided in this book help teachers engage students in rich, memorable lessons without having to start from scratch." - Stephen Cline, first-grade teacher, Stella Maris Academy, La Jolla, California, USA
"Informational texts have become integral to current curriculum standards. To ensure success in today's ever-changing workplace, students must be taught to be critical readers. In a very user-friendly format, the authors provide practical strategies to help students choose, read, and evaluate a variety of informational texts, including Web-based texts." - Cheryl L. Shafer, curriculum specialist, Katy Independent School District, Katy, Texas, USA
More details
Language
English
Place of publication
New York
United States
Target group
College/higher education
Interest Age: Up to 17 years
Dimensions
Height: 203 mm
Width: 266 mm
Weight
398 gr
ISBN-13
978-1-60623-926-1 (9781606239261)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Barbara Moss, PhD, is Professor of Literacy Education in the Department of Teacher Education at San Diego State University. She has taught English and language arts in elementary, middle, and high school settings and has worked as a reading supervisor. In addition to her role as a university professor, she presently works as a literacy coach at an urban high school in San Diego. Dr. Moss's research focuses on issues surrounding the teaching of informational texts at the elementary and secondary levels. She regularly presents at professional conferences at the local, state, national, and international levels and has published numerous journal articles, columns, book chapters, and books.
Virginia S. Loh, EdD, is a part-time faculty member at San Diego State University, Director and Educational Consultant for Wells Academics, Ghosteditor/Entrepreneur of In the Margins, and a former K-8 schoolteacher. Her doctoral dissertation, for which she received a Beiter Research Grant Award from the Children's Literature Association, was a qualitative study on the cultural authenticity of Asian American children's literature. She has published peer--reviewed articles and conducted presentations on this topic. Dr. Loh has worked with diverse student populations and has a strong knowledge of instructional methods, assessments, and educational research and theories. She has her Multiple Subject and Cross-Cultural Language and Academic Development teaching credentials. Dr. Loh is committed to teacher excellence, educational policymaking, and student achievement, and she is actively involved in community boards and organizations.
Virginia S. Loh, EdD, is a part-time faculty member at San Diego State University, Director and Educational Consultant for Wells Academics, Ghosteditor/Entrepreneur of In the Margins, and a former K-8 schoolteacher. Her doctoral dissertation, for which she received a Beiter Research Grant Award from the Children's Literature Association, was a qualitative study on the cultural authenticity of Asian American children's literature. She has published peer--reviewed articles and conducted presentations on this topic. Dr. Loh has worked with diverse student populations and has a strong knowledge of instructional methods, assessments, and educational research and theories. She has her Multiple Subject and Cross-Cultural Language and Academic Development teaching credentials. Dr. Loh is committed to teacher excellence, educational policymaking, and student achievement, and she is actively involved in community boards and organizations.
Content
Part I: Getting Started Strategies. Selecting Informational Texts. Informational Text Interest Survey. Reading Informational Texts Aloud. Shared Reading with Informational Texts and Text Feature Search. Part II: Building Background Strategies. Anticipation Guide. KWHL. I See . . . I Wonder . . . I Know . . . Table of Contents Prediction. Imagine, Elaborate, Predict, and Confirm. Part III: Vocabulary Strategies. Word Map. List-Group-Label. Word Sort. Concept Circles. Semantic Feature Analysis. Possible Sentences. Part IV: Comprehension Strategies. Three-Minute Pause. Sticky Notes Bookmark. 4-3-2-1 Discussion Guide. Four-Box Comment Card. Discussion Web. Data Chart. Study Guide. Semantic Map. Series of Events Chart. Venn Diagram. Cause-Effect Map. Problem-Solution Outline. Part V: Writing Strategies. I Remember. Written Retelling. Readers' Theatre. Two-Column Journal. Learning Log. Paragraph Writing Frame. I Used to Think . . . But Now I Know . . . Summary Writing. Appendix: Recommended Materials.