Teaching reading: strategies and resources for grades K-6
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York [u.a.]
Guilford Press
2010
|
| Schriftenreihe: | Solving problems in the teaching of literacy
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XVI, 330 S. Ill. |
| ISBN: | 9781606234839 9781606234822 |
Internformat
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| 100 | 1 | |a McCormack, Rachel L. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Teaching reading |b strategies and resources for grades K-6 |c Rachel L. McCormack, Susan Lee Pasquarelli |
| 264 | 1 | |a New York [u.a.] |b Guilford Press |c 2010 | |
| 300 | |a XVI, 330 S. |b Ill. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 490 | 0 | |a Solving problems in the teaching of literacy | |
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Englisch | |
| 650 | 4 | |a Reading teachers |x Training of | |
| 650 | 4 | |a English language |x Composition and exercises |x Study and teaching (Elementary) | |
| 650 | 4 | |a Reading (Elementary) | |
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| 700 | 1 | |a Pasquarelli, Susan Lee |e Verfasser |4 aut | |
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Datensatz im Suchindex
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| adam_text | IMAGE 1
INDEX
ACCURACY CA1CULATING, 302 COL1ECTING EVIDENCE ON, 237 DEFINITION OF, 54
INSTRUCTIONAL METHODS FOR, 239 ACTION RESEARCH, 286-287 ACTIVATING PRIOR
KNOWLEDGE COMBINING STRATEGIES AND, 104
COMPREHENSION STRATEGIES AND, 118 INSTRUCTIONAL MODEL AND, 97, 100
READING ACROSS CURRICULUM AND, 150-152, 156-157 ACTIVE LISTENING SKILLS,
MODELING, 28
AESTHETIC STANCE, 187 AFFECTIVE CHARACTERISTICS, AND COMPREHENSION, 114
AFFECTIVE SURVEYS, 299
AFRICAN TRICKSTER TALES, 162-163 AFTER-READING ASSESSMENT OF STORY
STRUCTURE, 260-263,264 AFTER-READING COMPREHENSION STRATEGIES
DESCRIPTION OF, 122-123 IN K-W-L INSTRUCTIONAL MODEL, 159 IN READING
ACROSS CURRICULUM, 153-155, 158 AMAZING GRACE (HOFFMAN), 209 AMERICAN
LIBRARY ASSOCIATION THEODOR GEISEL AWARD, 63 YOUTH MEDIA AWARDS, 285
ANALOGIES, AND TEACHING VOCABULARY, 76 ANALOGY-BASED APPROACH TO
TEACHING
PHONICS, 46, 49-50
ANALYSIS. SEE DECISION MAKING BASED ON ANALYSIS ANALYTIC APPROACH TO
TEACHING PHONICS, 45-46,48-49
ANALYZING EVIDENCE FROM ASSESSMENT OF F1UENCY, 238-239 OF MOTIVATION,
231 OF PHONOLOGICAL AND PHONEMIC AWARENESS,
234
OF STORY RETEL1ING, 261-263 OF WORD IDENTIFICATION, 235-236 ANIMALS BORN
ALIVE AND WELL (HEL1ER), 257, 258
ANTAGONISTS, 165 ANTHOLOGIES, NARRATIVE TEXT IN, AND TEACHING
VOCABULARY, 75 ANTICIPATION GUIDES, 257-259
ARTIFACTS, COL1ECTING, 278, 283 ASSESSMENT AFFECTIVE SURVEYS, 299 AFTER
READING, 260-273
BEFORE READING, 247, 252-259 OF COMPREHENSION, 269, 271-273 DURING
READING, 259-260 OF F1UENCY, 237-240, 302-303
FORMATIVE, 224-225 LITERACY PORTFOLIOS, 240, 278 OF METACOGNITION,
246-247, 248-251 METACOGNITIVE PROCESS INTERVIEWS, 249,
306
OF MOTIVATION, 225-231
321
IMAGE 2
322
ASSESSMENT (CONT.) OF PERFORMANCE, DESIGNING, 273-274, 278 OF
PHONOLOGICAL AND PHONEMIC AWARENESS, 232-234
PROBE QUESTIONS, 305 PROCESS OF, 222-223 PURPOSE OF, 223-224 REPORT FORM
FOR, 307-309
OF STORY RETELLING, 304 OF STORY STRUCTURE, 260-263, 264 SUMMATIVE, 224
TERMINOLOGY OF, 224-225
TIPS FOR, SHARING WITH PARENTS, 207 OF VOCABULARY KNOWLEDGE, 263, 265 OF
WORD IDENTIFICATION, 234-237 OF WRITING, 244-246
WRITTEN RESPONSE AND, 268-269, 270, 271 SEE ALSO ANALYZING EVIDENCE FROM
ASSESSMENT; COLLECTING EVIDENCE FOR ASSESSMENT ASSIGNING TASKS, 279
ATTITUDE SURVEYS, 226-229 AUTHOR S CHAIR, 31, 32, 33 AUTOMATICITY
CALCULATING, 302
COLLECTING EVIDENCE ON, 237 DEFINITION OF, 54 INSTRUCTIONAL METHODS FOR,
239 AWARD-WINNING LITERATURE, 285-286
B
BACKGROUND CONTENT KNOWLEDGE, AND COMPREHENSION, 113-114 BEFORE-READING
ASSESSMENT, 247,252-259 BEFORE-READING COMPREHENSION STRATEGIES
DESCRIPTION OF, 116-117 IN K-W-L INSTRUCTIONAL MODEL, 158-159
METACOGNITIVE OBSERVATION CHECKLIST FOR, 250
READING ACROSS CURRICULUM, 150-152, 156-157 BENEFITS OF READING, 2-4 BIG
BOOKS, AND CONTEXTUALIZED PHONICS
INSTRUCTION, 43-44 BOOK CIRCLES OR CLUBS, 29-30 BOOK DISCUSSIONS,
SUPPORTING, 28-29 BOOK GROUPS, PROFESSIONAL, FORMING OR
JOINING, 286 BOOK LOGS, 229-230
INDEX
BOOK REVIEWS ASSESSMENT AND, 276-277 WRITING, 181-182 BOOKS
ABOUT WORDS, 87 BIG, AND CONTEXTUALIZED PHONICS INSTRUCTION, 43-44 TO
BUILD F1UENCY, SELECTING, 63-64
CONTENT-AREA, 2, 74. SEE ALSO EXPOSITORY TEXT CULTURALLY SPECIFIC, 211
EASY READERS, 53-54, 63 EXPOSITORY TRADE, AND TEACHING VOCABULARY,
74-75 WITH HIGH-FREQUENCY WORDS, SELECTING, 53-54 NARRATIVE TRADE, AND
TEACHING VOCABULARY,
75
FOR TEACHING COMPREHENSION STRATEGIES, 128 SEE ALSO TEXT BRAINSTORMING
IN K-W-L INSTRUCTIONAL MODEL, 158-159 THROUGH WEBBING, 76, 77, 79-80,
252 BROWN BEAR,BROWN BEAR,WHAT DO YOU SEE? (MARTIN),43-44
BUDDY READING, 57-58 THE BUS RIDE THAT CHANGED HISTORY: THE STORY 0/
ROSA PARKS (EDWARDS), 123-124
C
CAUSE-EFFECT STRUCTURES OF TEXT DESCRIPTION OF, 136 EXAMPLE OF, 138
STRATEGY FOR, 142 CHARACTERIZATION
CULTURAL, IDENTIFYING AND COMPARING, 215-217, 218, 219 TEACHING, 174-179
CHARLOTTE S WEB (WHITE), 80 CHILD-ADULT READING, 58 CHILDREN S
LITERATURE. SEE LITERATURE CHORAL READING, 57
CLASSIFICATION STRUCTURES OF TEXT DESCRIPTION OF, 136 EXAMPLE OF, 138
STRATEGY FOR, 140 CLASSROOM ACTIVITIES, INFORMING PARENTS OF,
208
CLASSROOM ASSESSMENT. SEE ASSESSMENT
IMAGE 3
INDEX
323
CLASSROOM DISCUSSION, AND COMPREHENSION, 126. SEE ALSO PEER TALK
CLASSROOM ENVIRONMENT CHARACTERISTICS OF, 10
COMMON MEETING AREA, 14 COMPUTER CENTER, 16, 18 DEDICATED SPACES IN,
14-19 LIBRARY, 14-16, 17 MOTIVATION AND, 10 NAVIGATING, 21
OBSERVING, 19-20 PRINT-RICH, 55, 56 QUIET READING SPACE, 16, 18 RESOURCE
CENTER, 19
SEATING, 11, 29 THROUGH EYES OF STUDENT, 34 THROUGH EYES OF TEACHER, 9
WALL SPACE, 11-14 WRITING CENTER, 18-19 CLASSROOM VISITS, 288-289
COACHING
IMPORTANCE OF, 92 IN INSTRUCTIONAL MODEL, 100, 101, 102 COGNITIVE,
DEFINITION OF, 93 COGNITIVE STRATEGY INSTRUCTION
ALTERING ACROSS GRADE LEVELS, 103-105 COMBINING STRATEGIES WHILE
READING, 102-103 DESCRIPTION OF, 93-94, 246
FOR EXPOSITORY TEXT STRUCTURES, 140-149 INSTRUCTIONAL MODEL, 97 LEARNING
TO TEACH, 105 LESSON USING, 97-101
METACOGNITIVE KNOWLEDGE AND, 95-97 METHODS OF, 92 FOR READING
COMPREHENSION, 123-125 SCHEMA THEORY AND, 94-95
FOR STORY STRUCTURE INSTRUCTION, 169 COLLECTING EVIDENCE FOR ASSESSMENT
OF FLUENCY, 237-238 OF MOTIVATION, 225-230
OF PHONOLOGICAL AND PHONEMIC AWARENESS, 232-234 PORTFOLIOS, 278 OF WORD
IDENTIFICATION, 234-235 COMFORT ZONE, STEPPING OUTSIDE, 6-7 COMMON
MEETING AREAS, 14
COMMUNITY READING, 22-24, 34 COMPARISON-CONTRAST STRUCTURES OF TEXT
DESCRIPTION OF, 136 EXAMPLE OF, 139
READER EXPERIENCE AND, 145 STRATEGY FOR, 143 COMPREHENSION ASSESSMENT
OF, 269, 271-273
FACTORS AFFECTING, 110, 111 FLUENCY AND, 54-55 READER-BASED FACTORS,
113-114 READER + TEXT, 110, 111
SCHEMA THEORY AND, 94-95 TEACHING OF, COMPARED TO ASSIGNING TASKS, 279
TEXT-BASED FACTORS, 110, 112-113
SEE ALSO COMPREHENSION STRATEGIES; EXPOSITORY TEXT COMPREHENSION
STRATEGIES COMPREHENSION-MONITORING STRATEGIES,
120-122
COMPREHENSION STRATEGIES AFTER-READING,122-123 BEFORE-READING,116-117
BOOKS FOR TEACHING, 128
BULLETIN BOARD FOR, 126, 127 CLASSROOM-READY, 126, 127
DURING-READING,117-122 EXAMPLE OF, IN CLASSROOM, 108-109
PRACTICE READING AND, 125-126 REAL TEXTS, READING, 126 SUMMARY OF,
115-116 TEACHING, 123-125
VARIETY OF TEXTS, READING, 126 COMPREHENSION TASKS, CHOOSING, 24
COMPUTER CENTERS, IN CLASSROOMS, 16, 18 CONDITIONAL KNOWLEDGE
BEFORE-READING COMPREHENSION STRATEGY AND,125 DEFINITION OF, 95-96
EXPOSITORY TEXT COMPREHENSION STRATEGY,
148-149 IN INSTRUCTIONAL MODEL, 98,100-101 IN TEACHING PLOT,
CHARACTERIZATION, AND THEME, 178-179 CONSEQUENCE, IN STORY STRUCTURE,
167,168
CONTENT-AREA TEXTS APPROACHES TO, 2 VOCABULARY TEACHING AND, 74
CONTEXTUALIZED INSTRUCTION
IN PHONICS, 43-44, 45 IN VOCABULARY, 78-80 CONTINUING EDUCATION,
PARTICIPATING IN, 289 CORRECT WORDS PER MINUTE, 237-238 CULTURAL HISTORY
PROJECT KIT, 207
IMAGE 4
324
INDEX
CULTURALLY RESPONSIVE TEACHING CHARACTERISTICS OF, 205-206 CULTURAL
HERITAGE AND RESPECT FOR DIFFERENCES, 209-210 DEFINITION OF, 205 EXAMPLE
OF, 204-205
IDENTIFYING AND COMPARING CHARACTERS, 215-217, 218, 219 LESSON PLANS,
210, 212-215 MULTICULTURALLITERATURE AND, 208-209, 210,211 POSITIVE
HOME-SCHOOL EXPERIENCES, 206-208
REFLECTION QUESTIONS, 217 CULTURALLY SPECIFIC LITERATURE, 208-209, 211
CULTURAL PIES, 213 CULTURE BOXES, 214-215
CURIOSITY ABOUT WORDS, SATISFYING, 87-88
D
DEBRIEFING, 100-101 DECISION MAKING BASED ON ANALYSIS OF FLUENCY,
239-240 OF MOTIVATION, 231
OF PHONOLOGICAL AND PHONEMIC AWARENESS, 234 OF WORD IDENTIFICATION,
236-237 DECLARATIVE KNOWLEDGE
BEFORE-READING COMPREHENSION STRATEGY AND,123-124 DEFINITION OF, 95-96
ELICITING, 248
EXPOSITORY TEXT COMPREHENSION STRATEGY, 146-147 IN INSTRUCTIONAL MODEL,
97-98 IN TEACHING PLOT, CHARACTERIZATION, AND
THEME, 175-176 DECONTEXTUALIZED PHONICS INSTRUCTION, 43, 44-45 DEDICATED
SPACES IN CLASSROOMS, 14-19 DEDUCTIVE PHONICS, 45-46
DEMONSTRATION, IMPORTANCE OF, 92. SEE ALSO MODELING DESIGNING
ANTICIPATION GUIDES, 257,259
PERFORMANCE ASSESSMENTS, 273-274, 278 PROMPTS, 197,200 READING SURVEYS,
226, 229, 231 RUBRICS, 273, 274, 275, 276-277 DISCUSSION GROUPS, AS
READER RESPONSE
ACTIVITIES, 189 THE DOORBELLRANG (HUTCHINS), 266
DURING-READING ASSESSMENT, 259-260 DURING-READING COMPREHENSION
STRATEGIES DESCRIPTION OF, 117-122 IN K-W-L INSTRUCTIONAL MODEL, 159
METACOGNITIVE OBSERVATION CHECKLIST FOR, 251 READING ACROSS CURRICULUM,
152-153, 157-158
E
EASY READERS, 53-54, 63 ECHO READING, 57 EDUCATIONAL ACTIVITIES,
PARTICIPATING IN, 289 EFFERENT STANCE, 187 ELEMENTS OF GENRE, 164-165,
166-167
EMERGENT LITERACY, 37 EVALUATING. SEE RATING EVIDENCE FOR ASSESSMENT
ANALYZING, 231, 234, 238-239
COLLECTING, 225-230, 232-233, 234-235, 237-238 DECISION MAKING BASED ON,
231, 234, 239-240 EXPLICIT TEACHING OF LITERATURE STRATEGIES, 174,
175
EXPOSITORY TEXT CHOOSING, 149 DEFINITION OF, 133 STRUCTURES OF, 135-139
SURFACE FEATURES OF, 134-135 TEACHING VOCABULARY AND, 47, 74-75 TEXT
STRUCTURES OF, 113 TYPES OF, 133-134 EXPOSITORY TEXT COMPREHENSION
STRATEGIES
BULLETIN BOARD, 150 ENCOURAGING USE OF TEXT STRUCTURES, 149-150 K-W-L
INSTRUCTIONAL MODEL, 158-159 OVERVIEW OF, 159
PREPARING TO TEACH, 132-133 TEACHING TEXT STRUCTURES, 140-149 SEE ALSO
READING ACROSS CURRICULUM
F
FABLES, 164-165,300 FAMILY STORYBOOK READING KIT, 207 FEATURE MATRIX,
83-84, 85 FIGURATIVE LANGUAGE, TEACHING, 179-180
FIX-UP COMPREHENSION STRATEGIES, 121, 127
IMAGE 5
INDEX
325
FLUENCY ACTIVITIES FOR, 59-62 ASSESSMENT OF, 237-240, 302-303 BUILDING,
55-59
CHOOSING BOOKS TO BUILD, 63-64 DEFINITION 0[, 54 IMPORTANCE OF, 54-55
FLUENCY CHART, 60 FLUENCY DEVELOPMENT LESSON, 60, 62 FOLK TALES, 162-163
FORMATIVE ASSESSMENT, 224-225 THE FOX AND THE STORK FABLE, 300 FREE
JOURNAL RESPONSE, 189,190 FREE RECALL, 150-151, 153, 158 FROGAND TOAD
SERIES (LOBEL), 52, 63
FROGAND TOAD TOGETHER (LOBEL), 52-53 FRUSTRATION-LEVEL MATERIAL,
INTERVENTION STRATEGIES FOR, 24
G
GENRE, ELEMENTS 0[, 164-165, 166-167 GRADABLE ANTONYMS, 82-83 GRADUAL
RELEASE OF RESPONSIBILITY, 101-102 GRANDPAAND ME (GAUCH), 254, 256
GRAPHIC ORGANIZERS ASSESSMENT AFTER READING AND, 263 ASSESSMENT DURING
READING AND, 259 CHARACTERIZATION, 177
COMPREHENSION AND, 120 TO GUIDE WRITTEN RESPONSES, 197,198, 199 TO
INITIATE DISCUSSIONS ABOUT CU1TURE, 215-217,218,219
STORY MAP, 170, 171, 172 FOR TEXT STRUCTURES, 136, 137 GROUPING STUDENTS
MULTIPLE GROUPING, 21-25, 239
OPTIONS FOR, 22, 33 TYPES OF, 21 GUIDED PRACTICE, 100
H
HANDS-ON COMPREHENSION STRATEGIES, 118, 120 HEURISTIC ALTERING ACROSS
GRADE LEVELS, 104-105
DEFINITION 0[, 93-94 THE HIGHER POWER 01LUCKY (PATRON), 75
HIGH-FREQUENCY WORDS, 52-54
HIGH-QUALITY TEXTS, 63-64 HOME-SCHOOL EXPERIENCES, BUILDING POSITIVE,
206-208 HOOT (HIAASEN), 82
THE HOUSE OLDIES DREAR (HAMILTON), 78-79
I HAVE NOODLES IN MY NOSTRILS (NESBITT), 222,241 INDUCTIVE PHONICS, 45
INFERENCE, AND COMPREHENSION, 118 INFORMAL READING INVENTORIES, 235
INFORMATIONAL TEXT, DEFINITION 0[, 133 INITIATING EVENTS, IN STORY
STRUCTURE, 165 INTEGRATION OF NEW WORDS, 70-71 INTERACTIVE WALL
DISPLAYS, 11-12
INTERESTSURVEYS, 226-229 INTERNAL RESPONSE, IN STORY STRUCTURE, 165
INTERNATIONAL READING ASSOCIATION POSITION STATEMENT OF, 7
RECOMMENDATIONS FOR C1ASSROOM LIBRARIES, 15 INTERVENTION ASSESSMENT, 261
INTERVIEW TO ASSESS METACOGNITION, 247,
248-249, 306 IN-THE-HEAD COMPREHENSION STRATEGIES, 118 I-R-E
PARTICIPATION STRUCTURE, 25, 27
J
JOURNALS, PROFESSIONAL KEEPING,287-288 SUBSCRIBING TO ONLINE, 288
JOURNALS, STUDENT
ASSESSMENT AFTER READING AND, 266 ASSESSMENT DURING READING AND, 259
PERSONAL RESPONSE, 189-191 QUICK WRITE IN BEFORE READING, 254, 256-257
JUST-RIGHT READING, 25
K
KNOW, WANT TO KNOW, LEARNED (K-W-L) INSTRUCTIONAL MODEL, 158-159
KNOWLEDGE BACKGROUND CONTENT, AND COMPREHENSION,
113-114 METACOGNITIVE, 95-97
IMAGE 6
326
INDEX
KNOWLEDGE (CONT.) OF STUDENTS, FOCUS ON, 244-245 TO TEACH PHONICS, 40-41
WORD,69-70
SEE ALSO ACTIVATING PRIOR KNOWLEDGE; CONDITIONAL KNOWLEDGE; DECLARATIVE
KNOWLEDGE; PROCEDURAL KNOWLEDGE; VOCABULARY KNOWLEDGE
L
THE LAST PUPPY (ASCH), 193 LEARNING, EVALUATING OWN, 91-92 LEARNING KITS
FOR HOME USE, 207 LEARNING TO READ, AS HARD TO DO, 6, 37 LESSON PLANS
FOR COMPREHENSION, 123-125 FOR DEFINING CULTURE, 210, 212 FOR EXPOSITORY
TEXT STRUCTURE, 141, 146-149 FOR PHONICS, 47-52
FOR PLOT, CHARACTERIZATION, AND THEME, 174-179 FOR READING ACROSS
CURRICULUM, 156-158 FOR THINKING ABOUT CULTURAL IDENTITIES,
213-215 USING INSTRUCTIONAL MODEL, 97-101 LIBRARIES, IN CLASSROOMS,
14-16, 17 LINGUISTIC COMPLEXITY OF TEXT, 110, 112-113
LISTENING SKILLS, MODELING, 28 LITERACY PLANS DESIGNING, 25, 26
INTEGRATING ORA I READING PRACTICE INTO, 59,
60,61
LITERACY PORTFOLIOS, 240, 278 LITERARY DEVICES, TEACHING, 179-180
LITERATURE AWARD-WINNING, 285-286
BOOK REVIEWS, WRITING, 181-182 DISCUSSIONS OF, 179 ELEMENTS OF GENRE,
164-165, 166-167 FIGURATIVE LANGUAGE, TEACHING, 179-180
MULTICULTURAL, 208-209, 210, 211 PLOT, CHARACTERIZATION, AND THEME,
TEACHING, 174-179 IN READING PROGRAM, 163-164
SMALL-GROUP DISCUSSION OF, 162-163 STORY STRUCTURE, TEACHING, 168-174
TEXT STRUCTURE, 165, 167-168 SEE ALSO READER RESPONSE; WRITTEN RESPONSE
GENRE
LITERATURE CIRCLES, 29-30, 269, 271-273 LIVING THROUGH TEXT, 185,
187,201
M
MATCHING STANDARDS RUBRIC, 274 MATTHEW EFFECTS IN READING, 2-3
MEANINGFUL USE OF NEW WORDS, 71 METACOGNITION, ASSESSMENT OF,
246-247,248-251
METACOGNITIVE KNOWLEDGE, 95-97 METACOGNITIVE PROCESS INTERVIEW, 249,306
MODELING COMPOSITION OF WRITTEN RESPONSE, 195, 196
DISCUSSION BEHAVIORS, 28-29 IMPORTANCE OF, 92 IN INSTRUCTIONAL MODEL,
98-99 MOTIVATION ASSESSMENT OF, 225-231 COMPREHENSION AND, 114
FOSTERING, 10 MRS. WISHY-WASHY (COWLEY), 108-109
MULTICULTURALLITERATURE, 208-209, 210, 211 MULTIPLE GROUPING MODEL OF
READING
INSTRUCTION, 21-25, 239 MY BEST GUESS STRATEGY, 254, 255
N
NARRATIVE SUMMARY RUBRIC, 275 NARRATIVE TEXT BOOK REVIEWS, WRITING,
181-182 DISCUSSIONS OF, 179
ELEMENTS OF GENRE, 164-165, 166-167 EXPOSITORY TEXT COMPARED TO, 133,
134 FIGURATIVE LANGUAGE, TEACHING, 179-180 PLOT, CHARACTERIZATION, AND
THEME, TEACHING,
174-179 IN PUBLISHED ANTHOLOGIES, AND TEACHING VOCABULARY, 75 IN READING
PROGRAM, 163-164
SMALL-GROUP DISCUSSION OF, 162-163 STORY STRUCTURE, TEACHING, 168-174
TEACHING VOCABULARY AND, 75 TEXT STRUCTURE, 165, 167-168 NAVIGATING
THROUGH LITERACY SPACES, 21 NONFICTION, DEFINITION OF, 133
NOTE TAKING COMPREHENSION AND, 120 IN READING ACROSS CURRICULUM,
152-153,157-158
IMAGE 7
INDEX
327
O
OBSERVATION TO ASSESS MOTIVATION, 225 OF EFFECTIVE CLASSROOMS, 19-20 OF
LITERATURE CIRCLES, 271-273 0LFICER BUCKLE AND GLORIA (RATHMANN),
268-269 ONSETS
DEFINITION OF, 38 MOSTCOMMON,294-295 ON-YOUR-OWN READING COMPREHENSION
AND, 126
IN DAILY ROUTINE, 25 F1UENCY AND, 55 OPEN-ENDED SURVEYS, 228 ORAL
READING PRACTICE, 55-59
ORAL STORY RETELLING AS ASSESSMENT STRATEGY, 260-263 FORM FOR, 304 AS
STORY STRUCTURE IDENTIFICATION STRATEGY,
170,173
OUT 01 THE DUST (HESSE), 257,258
P
PAIRED READING, 57-58 PARENT WORKSHOPS, 206-207 PARTICIPATION STRUCTURE,
25, 27, 30 PEER TALK
LITERATURE CIRCLES, 269, 271-273 PROMOTING, 25, 27-30 TALK AROUND THE
EDGES, 86-87
TALK AROUND THE TASK, 85-86 PERFORMANCE ASSESSMENTS, DESIGNING, 273-274,
278 PERSONALITY TRAITS, 176, 177
PERSONAL RESPONSE JOURNALS, 189-191 PHONEMES, DEFINITION OF, 38 PHONEMIC
AWARENESS ASSESSMENT OF, 232-234
DEFINITION OF, 38 TEACHING, 38-40 PHONETIC ELEMENTS DEFINITION OF, 40
MOSTCOMMON,293 TYPES OF,41 PHONICS COMBINING CONTEXTUALIZED AND
DECONTEXTUALIZED INSTRUCTION IN, 45 CONTEXTUALIZED INSTRUCTION IN, 43-44
DECONTEXTUALIZED INSTRUCTION IN, 43, 44 DEFINITION OF, 40 KNOWLEDGE
REQUIRED TO TEACH, 40-41 LESSONS PLANS FOR TEACHING, 47-52
METHODS FOR TEACHING, 42, 45-46 PLANNING INSTRUCTION IN, 42-50
PHONOGRAMS, 46 PHONOLOGICAL AWARENESS
ASSESSMENT OF, 232-234 DEFINITION OF, 38 TEACHING, 38-40 PHONOLOGY,
DEFINITION OF, 40
A PICTURE BOOK 01 THOMAS ALVA EDISON (ADLER), 34 PLOT, TEACHING, 174-179
PORTFOLIOS, COLLECTING EVIDENCE FOR, 240, 278
PREDICTABLE TEXTS, 63 PREDICTING MEANING OF WORK, 78-80 WHAT STORY IS
ABOUT, CLASSROOM EXAMPLE OF,
108-109
PREVIEWING AND SETTING PURPOSES FOR READING TEXT STRATEGY, 123-124 PROBE
QUESTIONS, 305 PROBLEM, IN STORY STRUCTURE, 168 PROBLEM-SOLUTION
STRUCTURES OF TEXT
DESCRIPTION OF, 136 EXAMPLE OF, 139 STRATEGY FOR, 144
PROCEDURALKNOWLEDGE BEFORE-READING COMPREHENSION STRATEGY
AND, 124-125 DEFINITION OF, 95-96 ELICITING, 250, 251 EXPOSITORY TEXT
COMPREHENSION STRATEGY,
147-148 IN INSTRUCTIONAL MODEL, 98-100 IN TEACHING PLOT,
CHARACTERIZATION, AND THEME,176-178 PROFESSIONAL DEVELOPMENT ACTIVITIES,
289 PROFESSIONALISM, SHOWING, 283
PROFESSIONAL ORGANIZATIONS, JOINING, 284 PROFESSIONAL STANDARDS,
MEETING, 283-289 PROMPTS, DESIGNING, 197,200 PROMPTS, RESPONDING TO
COMPONENTS OF WRITTEN RESPONSE, 194-195 ELEMENTS OF WRITTEN RESPONSE
GENRE, TEACHING, 191-193 GATHERING INFORMATION FOR RESPONSE, 195,
196
GRAPHIC ORGANIZERS, 197,198, 199
IMAGE 8
328 INDEX
PROMPTS, RESPONDING TO (CONT.) MODELING COMPOSITION OF WRITTEN RESPONSE,
195,196 OVERVIEW OF, 191
WRITTEN RESPONSE MODEL, SHOWING, 193-194 YOUNGER CHI1DREN AND, 195, 197
PROSODY ASSESSMENT OF, 303
COLLECTING EVIDENCE ON, 238 DEFINITION OF, 54 INSTRUCTIONAL METHODS FOR,
239-240 PROTAGONISTS, 165 PURPOSES FOR READING
COMPREHENSION AND, 120, 123-124 SETTING, IN READING ACROSS CURRICULUM,
152, 157
VARIETY OF, 4-6
Q
QUESTION-ANSWER RELATIONSHIPS (QAR)
APPROACH ASSESSMENT AND, 259 IN READING ACROSS CURRICULUM, 153-155
QUESTIONS
PROBE,305 REFLECTION,217 STRUCTURED, 150-152 THE QUICKSAND BOOK
(DEPAOLA), 269, 270 QUIET READING SPACES, IN CLASSROOMS, 16, 18
R
RATING BOOKS FOR DEVELOPING READERS, 64 CLASSROOM LIBRARY, 16, 17
REACTION, IN STORY STRUCTURE, 167 READER RESPONSE
CLASSROOM ACTIVITIES, 188-191 EXAMPLE OF, 185-186 THEORY OF, 186-188 SEE
ALSO WRITTEN RESPONSE GENRE READERS THEATRE, 58, 59
READING ACROSS CURRICULUM ACTIVATING PRIOR KNOWLEDGE, 150-152, 156-157
FREE RECALL, 153, 158 LESSON PLAN, 156-158 NOTETAKING, 152-153, 157-158
OVERVIEW OF, 150, 151
QUESTION-ANSWER RELATIONSHIPS STRATEGY, 153-155 SETTING PURPOSE FOR
READING, 152, 157 SUMMARY WRITING, 155 VOCABULARY INSTRUCTION, 152, 157
READING ACTIVITIES, ENGAGING FAMILY IN, 207
READING ALOUD, 1-2 READING COMPREHENSION. SEE COMPREHENSION READING
SURVEYS, 226-229 REAL TEXTS, READING FOR REAL REASONS. SEE
ON-YOUR-OWN READING RECIPROCAL TEACHING, 102-103 REFLECTION, TIME FOR,
IN CLASSROOM~, 188-189 RELIABILITY OF ASSESSMENT, 224
REPETITION OF NEW WORDS, 71 REPORT FORM, ASSESSMENT, 307-309 REREADING,
AND COMPREHENSION, 118, 121 RESOLUTION, ATTEMPT AT, IN STORY STRUCTURE,
165,
167
RESOURCE CENTERS, IN CLASSROOMS, 19 RETEL1ING STORY AS ASSESSMENT
STRATEGY, 260-263 FORM FOR, 304
AS STORY STRUCTURE IDENTIFICATION STRATEGY, 170,173 RIGOR OF TEXT
ALTERING ACROSS GRADE LEVELS, 103
COMPREHENSION AND, 110 RIMES DEFINITION OF, 38 MOSTCOMMON,295-296 ROSA
(GIOVANNI), 81
ROUND-ROBIN READING, 56 ROUTINES, DAI1Y, 21-25 THE ROYAL BEE (PARK &
PARK), 174-179 RUBRICS, DESIGNING, 273, 274, 275, 276-277
RUBY THE COPYCAT (RATHMANN), 263, 265 RUNNING RECORDS, 234-235, 301
S
SCAFFOLDING COACHING AND, 102 IMPORTANCE OF, 92 SCHEMA THEORY, 94-95
SEA CRITTERS (EARLE), 74-75 SEATING IN CLASSROOMS, 11,29 SEESAW READING,
57 SELF-ASSESSMENT OF VOCABULARY KNOWLEDGE,
252-254
IMAGE 9
INDEX 329
SELF-QUESTIONING, AND COMPREHENSION, 121, 122 SELF-STUDY, ENGAGING IN,
283 SEMANTICS, AND COMPREHENSION, 112
SEQUENCE STRUCTURES OF TEXT DESCRIPTION OF, 136 EXAMPLE OF, 138 STRATEGY
FOR, 141 SETTING, IN STORY STRUCTURE, 165, 168 SHARED READING FORMAT,
204
SHEEP IN A JEEP (SHAW), 47-50 SHOWING READER PROCESS, 192-193 SIGHT
WORDS, 52-54 SILENT READING
COMPREHENSION AND, 126 IMPORTANCE OF, 1-2 SEE ALSO ON-YOUR-OWN READING
SMALL-GROUP FORMATS, 29-30
SOLUTION, IN STORY STRUCTURE, 168 SPEAKING BEHAVIORS, MODELING, 29
SPEED, ADJUSTING, AND COMPREHENSION, 121
STORAGE IN CLASSROOM LIBRARY, 15 STORY FRAMES, 263, 264 STORY MAP
GRAPHIC ORGANIZERS AS ASSESSMENT STRATEGY, 259, 263
AS STRUCTURE IDENTIFICATION STRATEGY, 170, 171, 172 STORY STRUCTURE
ASSESSMENT OF, 260-263, 264
COMPLEX, 165, 167 IDENTIFICATION STRATEGIES, 170-174 SIMPLE, 168
TEACHING, 168-169 STRATEGY, DEFINITION OF, 93 STRATEGY KNOWLEDGE, AND
COMPREHENSION, 114
A STRONG RIGHT ARM: THE STORY 0/ MAMIE PEANUT JOHNSON (GREEN), 204
STRUCTURAL ANALYSIS STRATEGY, 80-81 STRUCTURED QUESTIONS, 150-152
STUDENTS CLASSROOM ENVIRONMENT THROUGH EYES OF, 34 GROUPING, 21-25, 33,
239
KNOWLEDGE OF, FOCUS ON, 244-245 AS READERS, PREPARATION OF, 1-7 STUDY
GROUPS, PROFESSIONAL, FORMING OR JOINING, 286
SUMMARIZING, AND COMPREHENSION, 121, 122 SUMMARY WRITING ASSESSMENT
AFTER READING AND, 266-267 IN READING ACROSS CURRICULUM, 155
STORY STRUCTURE AND, 173-174
SUMMATIVE ASSESSMENT, 224 SUPERMARKET SCAVENGER HUNT KIT, 207 SURFACE
FEATURES OF TEXT COMPREHENSION AND, 113
OF EXPOSITORY TEXT, 134-135 SUSTAINED SILENT READING. SEE ON-YOUR-OWN
READING; SILENT READING SYNTAX OF TEXT, AND COMPREHENSION, 110, 112
SYNTHETIC APPROACH TO TEACHING PHONICS, 45, 47-48
T
TALK AROUND THE EDGES, 86-87 TALK AROUND THE TASK, 85-86 TEACHERS OF
READING IMPORTANCE AND IMPACT OF, 282
PROFESSIONAL STANDARDS, MEETING, 283-289 THE TEENY-TINY WOMAN (GALDONE),
266, 267 TEXT HIGH-QUALITY, 63-64
INFORMATIONAL, 133 LINGUISTIC COMPLEXITY OF, 110, 112-113 LIVING
THROUGH, 185, 187, 201
PREDICTABLE, 63 SYNTAX OF, AND COMPREHENSION, 110, 112 TRANSACTION WITH,
187 TYPES OF, AND PURPOSES FOR READING, 4-6
WORDS ESSENTIAL TO MEANING OF, 74-78 SEE ALSO BOOKS; EXPOSITORY TEXT;
NARRATIVE TEXT TEXTEVIDENCE, 191 TEXT KNOWLEDGE, AND COMPREHENSION, 114
TEXT RIGOR A1TERING ACROSS GRADE LEVELS, 103 COMPREHENSION AND, 110 TEXT
STRUCTURES
COMPREHENSION AND, 112-113 ENCOURAGING USE OF, 149-150 EXPOSITORY TEXT,
135-139 EXPOSITORY TEXT, TEACHING, 140-149
IMPOSING, 149 INQUIRY ACTIVITY FOR, 136-137 NARRATIVE TEXT, 165, 167-168
SEE ALSO SPECIFIC STRUCTURES THEME, TEACHING, 174-179
THINK-ALOUDS, 99, 259-260 TRANSACTIONAL STRATEGIES INSTRUCTION, 103
TRANSACTION WITH TEXT, 187 TURN TAKING, MODELING, 28
TYPES OF TEXT, AND PURPOSES FOR READING, 4-6
IMAGE 10
330
U
UNLOCKING MEANING OF UNKNOWN WORDS, 93
V
VALIDITY OF ASSESSMENT, 224 VISUAL AIDS, AND TEACHING VOCABULARY, 76
VOCABULARY, TEACHING CLASSROOM EXAMPLE, 68
IN CONTEXT, 78-81 EFFECTIVE INSTRUCTION, 69, 70-72 FEATURE MATRIX,
83-84, 85 GRADABLE ANTONYMS, 82-83
PEER TALK AND, 85-87 IN READING ACROSS CURRICULUM, 152, 157 BY
SATISFYING NATURAL CURIOSITY, 87-88 SELECTING WORDS TAUGHT, 73-84
STRUCTURAL ANALYSIS STRATEGY, 80-81 WIDE READING, 69-70, 72-73 AS WORDS
ARE ENCOUNTERED, 82 WORDS ESSENTIAL TO MEANING OF TEXT, 74-78 VOCABULARY
KNOWLEDGE
ASSESSMENT OF, USING WORD BANKS, 263, 265 SELF-ASSESSMENT OF, 252-254
VOWEL GENERALIZATIONS, 46
W
WALL SPACE IN CLASSROOM, 11-14 WAR COMES FO WILLY FREEMAN (COLLIER &
COLLIER), 269, 271 WEBBING, AND TEACHING VOCABULARY, 76, 77,
79-80,252 WEBSITES FOR PROFESSIONAL ACTIVITIES, 284 THE WHIPPING BOY
(FLEISCHMAN), 112 WIDE READING
BENEFITS OF, 3-4 PROMOTING, 72-73 IN VOCABULARY INSTRUCTION, 69-70 A
WIDOW FOR ONE YEAR (IRVING), 185-186 WORD BANKS, 263, 265 WORD DETECTIVE
STRATEGY, 80 WORD IDENTIFICATION, ASSESSMENT OF, 234-237 WORD KNOWLEDGE,
69-70 WORDS BOOKS ABOUT, 87
CURIOSITY ABOUT, SATISFYING, 87-88
INDEX
HIGH-FREQUENCY, 52-54 INTEGRATION OF NEW, 70-71 UNLOCKING MEANING OF
UNKNOWN, 93 SEE ALSO VOCABULARY, TEACHING; VOCABULARY
KNOWLEDGE; WORDS TO TEACH WORDS CORRECT PER MINUTE, 239 WORDS TO TEACH
ESSENTIAL TO MEANING OF TEXT, 74-78
IMPORTANT ANY TIME, 82 PRESENTING OPPORTUNITIES TO TEACH STRATEGY, 78-81
SEE ALSO VOCABULARY, TEACHING WORDSTUDY
AS DECONTEXTUALIZED PHONICS INSTRUCTION, 44 FOR TEACHING HIGH-FREQUENCY
WORDS, 53 WORD WALLS DESCRIPTION OF, 12-13
FOR TEACHING HIGH-FREQUENCY WORDS, 53 WORK, DISPLAYING, 14 WRITING
ASSESSMENT OF, 244-246
BOOK REVIEWS, 181-182 PROMPTS, RESPONDING TO, 191-200 WRITTEN RESPONSES
TO, 268-269, 270, 271 SEE ALSO JOURNALS, STUDENT WRITING CENTERS, IN
CLASSROOMS, 18-19
WRITING WORKSHOPS, 30-33 WRITTEN RESPONSE GENRE ASSESSMENT AND, 268-269,
270, 271 COMPONENTS OF, 194-195
COMPOSITION OF, MODELING, 195, 196 ELEMENTS OF, TEACHING, 191-193
GATHERING INFORMATION FOR, 195, 196 GRAPHIC ORGANIZERS TO GUIDE
RESPONSES, 197,
198,199 MODEL, SHOWING, 193-194 PROMPTS, DESIGNING, 197,200 FOR YOUNGER
CHILDREN, 195, 197 WRITTEN SUMMARIES. SEE SUMMARY WRITING
Y
YOPP-SINGER TEST OF PHONEME SEGMENTATION, 232
Z
ZONE OF PROXIMAL DEVELOPMENT, 6, 102
|
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| author | McCormack, Rachel L. Pasquarelli, Susan Lee |
| author_facet | McCormack, Rachel L. Pasquarelli, Susan Lee |
| author_role | aut aut |
| author_sort | McCormack, Rachel L. |
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| building | Verbundindex |
| bvnumber | BV036055200 |
| callnumber-first | L - Education |
| callnumber-label | LB2844 |
| callnumber-raw | LB2844.1.R4 |
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| callnumber-sort | LB 42844.1 R4 |
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| ctrlnum | (OCoLC)377729782 (DE-599)BVBBV036055200 |
| dewey-full | 372.41 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 372 - Primary education (Elementary education) |
| dewey-raw | 372.41 |
| dewey-search | 372.41 |
| dewey-sort | 3372.41 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Book |
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| id | DE-604.BV036055200 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:10:25Z |
| institution | BVB |
| isbn | 9781606234839 9781606234822 |
| language | English |
| lccn | 2009037260 |
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| owner_facet | DE-29 |
| physical | XVI, 330 S. Ill. |
| publishDate | 2010 |
| publishDateSearch | 2010 |
| publishDateSort | 2010 |
| publisher | Guilford Press |
| record_format | marc |
| series2 | Solving problems in the teaching of literacy |
| spelling | McCormack, Rachel L. Verfasser aut Teaching reading strategies and resources for grades K-6 Rachel L. McCormack, Susan Lee Pasquarelli New York [u.a.] Guilford Press 2010 XVI, 330 S. Ill. txt rdacontent n rdamedia nc rdacarrier Solving problems in the teaching of literacy Includes bibliographical references and index Englisch Reading teachers Training of English language Composition and exercises Study and teaching (Elementary) Reading (Elementary) Leseunterricht (DE-588)4035448-9 gnd rswk-swf Grundschule (DE-588)4022349-8 gnd rswk-swf Grundschule (DE-588)4022349-8 s Leseunterricht (DE-588)4035448-9 s DE-604 Pasquarelli, Susan Lee Verfasser aut Inhaltsverzeichnis application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018946799&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | McCormack, Rachel L. Pasquarelli, Susan Lee Teaching reading strategies and resources for grades K-6 Englisch Reading teachers Training of English language Composition and exercises Study and teaching (Elementary) Reading (Elementary) Leseunterricht (DE-588)4035448-9 gnd Grundschule (DE-588)4022349-8 gnd |
| subject_GND | (DE-588)4035448-9 (DE-588)4022349-8 |
| title | Teaching reading strategies and resources for grades K-6 |
| title_auth | Teaching reading strategies and resources for grades K-6 |
| title_exact_search | Teaching reading strategies and resources for grades K-6 |
| title_full | Teaching reading strategies and resources for grades K-6 Rachel L. McCormack, Susan Lee Pasquarelli |
| title_fullStr | Teaching reading strategies and resources for grades K-6 Rachel L. McCormack, Susan Lee Pasquarelli |
| title_full_unstemmed | Teaching reading strategies and resources for grades K-6 Rachel L. McCormack, Susan Lee Pasquarelli |
| title_short | Teaching reading |
| title_sort | teaching reading strategies and resources for grades k 6 |
| title_sub | strategies and resources for grades K-6 |
| topic | Englisch Reading teachers Training of English language Composition and exercises Study and teaching (Elementary) Reading (Elementary) Leseunterricht (DE-588)4035448-9 gnd Grundschule (DE-588)4022349-8 gnd |
| topic_facet | Englisch Reading teachers Training of English language Composition and exercises Study and teaching (Elementary) Reading (Elementary) Leseunterricht Grundschule |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018946799&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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