The reading turn-around: a five-part framework for differentiated instruction ; [grades 2 through 5]
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York [u.a.]
Teachers College Press
2010
|
| Schriftenreihe: | The practitioner's bookshelf
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XIV, 146 S. Ill., graph. Darst. |
| ISBN: | 9780807750254 |
Internformat
MARC
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| 008 | 091210s2010 xxuad|| |||| 00||| eng d | ||
| 010 | |a 2009027086 | ||
| 020 | |a 9780807750254 |c pbk. : alk. paper |9 978-0-8077-5025-4 | ||
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| 100 | 1 | |a Jones, Stephanie |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a The reading turn-around |b a five-part framework for differentiated instruction ; [grades 2 through 5] |c Stephanie Jones ; Lane W. Clarke ; Grace Enriquez |
| 264 | 1 | |a New York [u.a.] |b Teachers College Press |c 2010 | |
| 300 | |a XIV, 146 S. |b Ill., graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 490 | 0 | |a The practitioner's bookshelf | |
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Reading | |
| 650 | 4 | |a Individualized reading instruction | |
| 650 | 4 | |a Reading |x Remedial teaching | |
| 650 | 0 | 7 | |a Individualisierung |0 (DE-588)4161542-6 |2 gnd |9 rswk-swf |
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| 689 | 0 | 1 | |a Individualisierung |0 (DE-588)4161542-6 |D s |
| 689 | 0 | |5 DE-604 | |
| 700 | 1 | |a Clarke, Lane W. |e Verfasser |4 aut | |
| 700 | 1 | |a Enriquez, Grace |e Verfasser |4 aut | |
| 856 | 4 | 2 | |m V:DE-604 |q application/pdf |u http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018734950&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |3 Inhaltsverzeichnis |
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Datensatz im Suchindex
| _version_ | 1804140854843015168 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
FOREWORD BY ELLIN OLIVER KEENE ACKNOWLEDGMENTS
INTRODUCTION: TURNING AROUND OUR PEDAGOGIES AND OUR READERS
OVERVIEW OF THE BOOK: FOUR RESOURCES AND A FIFTH DIMENSION
PLOTTING YOUR NEXT MOVES
PART I. A FRAMEWORK FOR THINKING ABOUT READERS
XI
XIII
3
5
I. TURNING AROUND: A FIVE-PART FRAMEWORK FOR EXPANSIVE AND POWERFUL
READING 9
TURNING PEDAGOGIES AROUND 10
A FIVE-PART FRAMEWORK FOR UNDERSTANDING AND TEACHING READING 12 USING
THE FIVE-PART FRAMEWORK FOR PLANNING INSTRUCTION 15
2. IDENTITY MATTERS 19
WHAT IS A READING IDENTITY? 20
KYLE:SEARCHING FOR ASPACE FOR HIS INTERESTS 21
GETTING TO KNOW STUDENTS WEIL: WHO ISTHIS READER? 21
WHAT TEACHERS CAN 00: TURN-AROUND STRATEGIES TO SUPPORT POSITIVE READING
IDENTITIES 23
HOW THE TURN-AROUND IMPACTED KYLE 26
VII
IMAGE 2
VIII
PART 11.CODE-BREAKING
CONTENU
3. CODE-BREAKING PRACTICES 31
MICHELLE: OVERRELYING ON SOUNDING IT OUT 31
WHAT IS CODE-BREAKING? 32
THINKING CRITICALLY ABOUT CLASSROOM PRACTICE: WHAT ISYOUR APPROACH TO
DECODING? 33
GETTING TO KNOW STUDENTS WEIL: WHAT ARE THEIR DECODING PRACTICES? 34
WHAT TEACHERS CAN DO: TURN-AROUND STRATEGIES TO SUPPORT CODE-BREAKING 35
HOW THE TURN-AROUND IMPACTED MICHELLE 40
4. ORAL READING FLUENCY PRACTICES 43
CASSIDY: DEPENDING ON HELP FROM OTHERS 43
WHAT IS FLUENCY? 44
THINKING CRITICALLY ABOUT CLASSROOM PRACTICE: ARE YOU INTERRUPTING
FLUENCY?
GETTING TO KNOW STUDENTS WEIL: HOW DO YOU ASSESS A STUDENT S FLUENCY? 46
WHAT TEACHERS CAN DO: TURN-AROUND STRATEGIES TO SUPPORT FLUENCY 49
HOW THE TURN-AROUND IMPACTED CASSIDY 53
PART 11I.MEANING-MAKING
5. MAKING DIS/CONNECTIONS: PRACTICES FOR MEANING-MAKING 57
CADENCE: FICTIONALIZING CONNECTIONS TO BE A GOOD READER 57
THE TROUBLE WITH CONNECTIONS FOR DISCONNECTED READERS 58
THINKING CRITICALLY ABOUT CLASSROOM PRACTICE: DO YOU ENCOURAGE MAKING
BOTH CONNECTIONS AND DISCONNECTIONS? 60
GETTING TO KNOW STUDENTS WEIL: CAN THEY FIND THEIR LIVES REPRESENTED IN
CLASSROOM FICTION? 61
WHAT TEACHERS CAN DO: TURN-AROUND STRATEGIES TO ENCOURAGE
DIS/CONNECTIONS 62
HOW THE TURN-AROUND IMPACTED CADENCE 66
IMAGE 3
CONTENTS
IX
6. VOCABULARY: A MEANING-MAKING RESOURCE 69
GARY: RESISTING THESE STUPID WORDS 69
VOCABULARY AS A MEANING-MAKING RESOURCE 70
THINKING CRITICALLY ABOUT CLASSROOM PRACTICE: HOW DO YOU TEACH
VOCABULARY? 71
GETTING TO KNOW STUDENTS WEIL: WHAT ISTHEIR WORD KNOWLEDGE? 72
WHAT TEACHERS CAN DO: TURN-AROUND STRATEGIES TO GROW VOCABULARY 76
HOW THE TURN-AROUND IMPACTED GARY 78
PART IV.TEX T-USING
7. TEXT-USING RESOURCES: INFORMATIONAL NON-NARRATIVE TEXTS 81
JACOB: DISMISSING TEXTS THAT ARE NOT THAT INTERESTING 81
READING INFORMATIONAL NON-NARRATIVE TEXTS AS TEXT-USERS 82
THINKING CRITICALLY ABOUT CLASSROOM PRACTICE: WHAT ISYOUR APPROACH TO
INFORMATIONAL NON-NARRATIVE TEXTS? 84
GETTING TO KNOW STUDENTS WEIL: HOW DO THEY USE INFORMATIONAL TEXTS? 85
WHAT TEACHERS CAN DO: TURN-AROUND STRATEGIES TO DEVELOP READING OF
INFORMATIONAL TEXTS WITH PURPOSE AND MEANING 87
HOW THE TURN-AROUND IMPACTED JACOB 90
8. TEXT-USING RESOURCES: DIGITAL TEXTS 93
KYLA:C1ICKINGALL OVER THE PLACE 93
BECOMING TEXT-USERS IN A DIGITAL WORLD 94
THINKING CRITICALLY ABOUT CLASSROOM PRACTICE: WHAT ISYOUR APPROACH TO
DIGITAL TEXTS? 96
GETTING TO KNOW STUDENTS WEIL: HOW DO THEY USE DIGITAL TEXTS? 98
WHAT TEACHERS CAN DO: TURN-AROUND STRATEGIES TO ENHANCE DIGITAL-TEXT USE
100
HOW THE TURN-AROUND IMPACTED KYLA 104
IMAGE 4
X
PARTV. TEXT ANALYZING
CONTENTS
9. TEXT ANALYSIS: DECONSTRUCTING AND RECONSTRUCTINGTEXTS 109
MERCEDES: SHUTTING OOWN AND ACTING OUT 109
THINKING CRITICALLY ABOUT CLASSROOM PRACTICE: HOW 00 YOU SUPPORT TEXT
ANALYSIS? I 10
WHAT ISTEXT OECONSTRUCTION AND RECONSTRUCTION? I 12
WHAT TEACHERS CAN 00: TURN-AROUND STRATEGIES TO PROMOTE TEXT ANALYSIS I
14
HOW THE TURN-AROUND IMPACTED MERCEDES I 16
10. TEXT-ANALYZING RESOURCES: READING FOR SODAL JUSTICE 120
EDDIE: CHECKING OUT OF READING AND SCHOOL 120
READING FOR SODAL JUSTICE 121
THINKING CRITICALLY ABOUT CLASSROOM PRACTICE: WHAT ROLE OOES SODAL
JUSTICE PLAY IN READING INSTRUCTION? 123
GETTING TO KNOW STUDENTS WEIL: WHAT ARE THEIR CONCERNS? 125
WHATTEACHERS CAN OO:TURN-AROUND STRATEGIES TO SUPPORT AND OEVELOP
STUDENTS READING FOR SODAL JUSTICE 126
HOW THE TURN-AROUND IMPACTED EDDIE 128
CONCLUSION: WHO IS STRUGGLING? READING READERS DIFFERENTLY 131
APPENDIX: CHILDREN S LITERATURE 134
REFERENCES 138
INDEX 141
ABOUT THE AUTHORS 146
|
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| dewey-ones | 372 - Primary education (Elementary education) |
| dewey-raw | 372.41/7 |
| dewey-search | 372.41/7 |
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| dewey-tens | 370 - Education |
| discipline | Pädagogik |
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| id | DE-604.BV035877292 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:06:36Z |
| institution | BVB |
| isbn | 9780807750254 |
| language | English |
| lccn | 2009027086 |
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| physical | XIV, 146 S. Ill., graph. Darst. |
| publishDate | 2010 |
| publishDateSearch | 2010 |
| publishDateSort | 2010 |
| publisher | Teachers College Press |
| record_format | marc |
| series2 | The practitioner's bookshelf |
| spelling | Jones, Stephanie Verfasser aut The reading turn-around a five-part framework for differentiated instruction ; [grades 2 through 5] Stephanie Jones ; Lane W. Clarke ; Grace Enriquez New York [u.a.] Teachers College Press 2010 XIV, 146 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier The practitioner's bookshelf Includes bibliographical references and index Reading Individualized reading instruction Reading Remedial teaching Individualisierung (DE-588)4161542-6 gnd rswk-swf Leseunterricht (DE-588)4035448-9 gnd rswk-swf Leseunterricht (DE-588)4035448-9 s Individualisierung (DE-588)4161542-6 s DE-604 Clarke, Lane W. Verfasser aut Enriquez, Grace Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018734950&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Jones, Stephanie Clarke, Lane W. Enriquez, Grace The reading turn-around a five-part framework for differentiated instruction ; [grades 2 through 5] Reading Individualized reading instruction Reading Remedial teaching Individualisierung (DE-588)4161542-6 gnd Leseunterricht (DE-588)4035448-9 gnd |
| subject_GND | (DE-588)4161542-6 (DE-588)4035448-9 |
| title | The reading turn-around a five-part framework for differentiated instruction ; [grades 2 through 5] |
| title_auth | The reading turn-around a five-part framework for differentiated instruction ; [grades 2 through 5] |
| title_exact_search | The reading turn-around a five-part framework for differentiated instruction ; [grades 2 through 5] |
| title_full | The reading turn-around a five-part framework for differentiated instruction ; [grades 2 through 5] Stephanie Jones ; Lane W. Clarke ; Grace Enriquez |
| title_fullStr | The reading turn-around a five-part framework for differentiated instruction ; [grades 2 through 5] Stephanie Jones ; Lane W. Clarke ; Grace Enriquez |
| title_full_unstemmed | The reading turn-around a five-part framework for differentiated instruction ; [grades 2 through 5] Stephanie Jones ; Lane W. Clarke ; Grace Enriquez |
| title_short | The reading turn-around |
| title_sort | the reading turn around a five part framework for differentiated instruction grades 2 through 5 |
| title_sub | a five-part framework for differentiated instruction ; [grades 2 through 5] |
| topic | Reading Individualized reading instruction Reading Remedial teaching Individualisierung (DE-588)4161542-6 gnd Leseunterricht (DE-588)4035448-9 gnd |
| topic_facet | Reading Individualized reading instruction Reading Remedial teaching Individualisierung Leseunterricht |
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