That's a great answer!: teaching literature-response strategies to elementary, ELL, and struggling readers
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Gainesville, FL
Maupin House
2012
|
| Ausgabe: | 2. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references |
| Beschreibung: | XIV, 354 S. CD-ROM (12 cm) |
| ISBN: | 9781936700448 |
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| 245 | 1 | 0 | |a That's a great answer! |b teaching literature-response strategies to elementary, ELL, and struggling readers |c Nancy N. Boyles |
| 250 | |a 2. ed. | ||
| 264 | 1 | |a Gainesville, FL |b Maupin House |c 2012 | |
| 300 | |a XIV, 354 S. |e CD-ROM (12 cm) | ||
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| 500 | |a Includes bibliographical references | ||
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| 650 | 4 | |a Motivation in education |z United States | |
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Datensatz im Suchindex
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| adam_text | IMAGE 1
TABLE OF CONTENTS
INTROD UCTION XI
THE BACK STORY XI
RATIONALE FOR A SECOND EDITION XI
NAVIGATING THAT S A GREAT ANSWER! SECOND EDITION XIII
GETTING STARTED XIV
PART I: GETTING TO GREAT ANSWERS
CHAPTER 1: GREAT STANDARDS 1
THE PROMISE AND POTENTIAL OF THE COLLEGE AND CAREER READINESS STANDARDS
FOR READING 1
AN UP-CLOSE LOOK AT THE COMMON CORE STATE STANDARDS: COLLEGE AND CAREER
READINESS STANDARDS FOR READING 2
MOVING FORWARD WITH THE COMMON CORE STATE STANDARDS: AVOIDING BUMPS IN
THE ROAD 7
MOVING FORWARD WITH THE COMMON CORE STATE STANDARDS IN THAT S A GREAT
ANSWER! SECOND EDITION 8
COMPREHENSION OBJECTIVES IN THAT S A GREAT ANSWER! SECOND EDITION 10
CONVERSION CHART FOR ALIGNING COMPREHENSION OBJECTIVES TO COMMON CORE
COLLEGE AND CAREER READINESS STANDARDS FOR READING 13
CHAPTER 2: GREAT BOOKS 17
USING THE BIBLIOGRAPHIES IN THIS BOOK 18
ADDITIONAL SUPPORTS 18
MOVING ON 18
RUBRIC FOR IDENTIFYING GREAT PICTURE BOOKS 19
RUBRIC FOR SELECTING MULTICULTURALLITERATURE 20
CHAPTER 3: GREAT INSTRUCTION 23
DEFINING THE COMPONENTS OF EXPLICIT INSTRUCTION 23
INTRODUCING A COMPREHENSION OBJECTIVE DURING WHOLE-CLASS INSTRUCTION 24
REINFORCING A COMPREHENSION OBJECTIVE DURING WHOLE-CLASS OR SMALL-GROUP
INSTRUCTION 26 THE ESSENCE OF EXPLICIT INSTRUCTION 27
AN EXPLANATION 27
MODELING 28
BRIDGING 28
GUIDED PRACTICE 29
MOVING TOWARD INDEPENDENCE 30
GUIDELINES FOR TEACHING THE LESSON 30
MOVING ON 32
V
IMAGE 2
CHAPTER 4: GREAT CONVERSATIONS 33
FROM ORAL DISCUSSION TO ORAL COLLABORATION 33
WHAT DO YOU MEAN ORAL COLLABORATION? 33
THE DOWNSIDE: UNCOLLABORATIVE COLLABORATION 34
RETHINKING READING 34
PARALLEIS BETWEEN READING AND WRITING 35
BUILDING A CULTURE OF COLLABORATION 36
GETTING A HANDLE ON THE COLLABORATIVE ORAL TASKS 37
MOVING ON 38
ORAL COLLABORATION RUBRIC 39
ORAL COLLABORATION CHECKLIST FOR STUDENTS 40
CHAPTER 5: GREAT ANSV FERS 41
WHAT MAKES AN ANSWER GREAT? 41
MOVING ON 43
RUBRIC FOR ASSESSING STUDENTS ORAL AND WRITTEN RESPONSE TO
COMPREHENSION QUESTIONS 44 CRITERIA CHART: HOW AM I DOING ON WRITTEN
RESPONSE? .45
PART 11:OBJECTIVES, TEACHING STEPS, TIPS, TEXTS, TARGETS,
TASKS, AND TEMPLATES FOR APPROACHING READINGCOMPREHENSION OBJECTIVES
*OBJECTIVES IN THE SHADED BOXES ARE NEW TO THIS EDITION.
CHAPTER 6: FORMING A GENERAL UNDERSTANDING 47
AL: MAIN IDEA AND THEME .
* AL-A: WHAT LESSON DOES LEAM IN THIS STORY? 49
* AL-B: WHAT IS THE THEME OF THIS STORY? 53
* AL-C: WHAT IS THE MAIN IDEA? 67
* AL-D: WHAT WOULD BE ANOTHER GOOD TITLE FOR THIS BOOK/STORY? 72
A2: CHARACTERS, PROBLEM/SOLUTION, SETTING * A2-A: USING INFORMATION IN
THE STORY, WRITE ABRIEF DESCRIPTION OF HOW _ FEIT WHEN 76
* A2-B: WHAT IS __ S MAIN PROBLEM IN THE STORY? GIVE DETAILS FROM THE
STORY TO SUPPORT YOUR ANSWER 81
* A2-C: HOW DID SOLVE HIS/HER PROBLEM? GIVE DETAILS FROM THE STORY TO
SUPPORT YOUR ANSWER 81
* A2D: HOW DID CHANGE FROM THE BEGINNING TO THE END OF THE STORY? 87
* A2-E: WHAT IS THE SETTING OFTHIS STORY? GIVE DETAILS FROM THE STORY TO
SUPPORT YOUR ANSWER 91
* A2-F: DESCRIBE THIS CHARACTER/PERSON BASED ON HIS/HER THOUGHTS, WORDS,
DEEDS, OR INTERACTIONS WITH OTHERS 96
VI
IMAGE 3
A3: SUMMARIZING
* A3-A: BRIEFLY SUMMARIZE THIS PROBLEM/SOLUTION STORY, INCORPORATING
THEME 101 * A3-B: SUMMARIZE THIS SEQUENCE-OF-EVENTS TEXT, INCORPORATING
THEME 101
* A3-C: BRIEFLY SUMMARIZE THIS ARTICLE/INFORMATIONAL TEXT. 110
* A3-D: PARAPHRASE A STORY, FABLE, FOLKTALE, OR MYTH (INCLUDING TEXTS
FROM DIVERSE CU1TURES), INCORPORATING THE LESSON, MORAL, OR THEME 115
A4: PREDICTING * A4-A: PREDICT WHAT WILL HAPPEN NEXT IN THIS STORY 120
* A4-B: IF THE AUTHOR ADDED ANOTHER PARAGRAPH TO THE END OF THE STORY
(OR ARTICLE), IT WOULD MOST LIKELY TELL ABOUT . USE INFORMATION FROM THE
STORY (OR ARTICLE) TO SUPPORT YOUR ANSWER 125
LAS:VOCABULARY I
* AS-A: DETERMINE THE MEANING OF WORDS AND PHRASES AS THEY ARE USED IN A
TEXT, INCLUDING FIGURATIVE LANGUAGE 129
* AS-B: DETERMINE THE MEANING OF ACADEMIC AND DOMAIN-SPECIFIC WORDS OR
PHRASES IN A TEXT RELEVANT TO A GRADE-LEVEL TOPIC OR SUBJECT AREA 137
CHAPTER 7: DEVELOPING AN INTERPRETATION 143
BI: IDENTIFY OR INFER THE AUTHOR S USE OF STRUCTURE/ORGANIZATIONAL
PATTERNS. * BL-A: WHAT CAUSED TO HAPPEN IN THE STORY? 144
* BL-B: WHAT HAPPENED AT THE BEGINNING, IN THE MIDDLE, AND AT THE END OF
THE STORY? 148 * BL-C: COMPARE THESE TWO CHARACTERS: AND 152
* BL-D: CAN THIS PART OF THE [STORY/TEXT] BE DESCRIBED AS: ADEFINITION,
ADESCRIPTION, AN EXPLANATION, A CONVERSATION, AN OPINION, AN ARGUMENT,
OR A COMPARISON? HOW DO YOU KNOW? 157
* BL-E: WHAT IS THE GENRE OFTHIS TEXT AND WHAT ARE THE CHARACTERISTICS
OFTHIS GENRE? 164
B2: DRAW CONCLUSIONS ABOUT THE AUTHOR S PURPOSE FOR CHOOSING A GENRE OR
FOR INCLUDING OR OMITTING SPECIFIC DETAILS IN TEXT.
* B2-A: WHY DOES THE AUTHOR INCLUDE PARAGRAPH _? 176
* B2-B: WHY DID THE AUTHOR WRITE A [POEM/STORY/NONFICTION BOOK] ABOUT
THIS? 179
B3: USE EVIDENCE FROM THE TEXT TO SUPPORT A CONCLUSION. * B3-A: PROVE
THAT [CHARACTER/PERSON] IS VERY 185
* B3-B: WHICH FACTS/DETAILS SHOW THAT ? 190
* B3-C: TRACE AND EVALUATE THE ARGUMENT AND SPECIFIC CLAIMS IN A TEXT,
ASSESSING WHETHER THE REASONING IS SOUND AND THE EVIDENCE IS RELEVANT
AND SUFFICIENT TO SUPPORT THE CLAIMS 194
VII
IMAGE 4
CHAPTER 8: MAKING READER/TEXT CONNECTIONS 199
CL: CONNECT THE TEXT TO PERSONAL EXPERIENCE, ANOTHER TEXT, OR THE
OUTSIDE WORLD * CL-A: MAKE A PERSONAL CONNECTION TO AN EXPERIENCE. TELL
HOW THAT EXPERIENCE WAS LIKE THE EXPERIENCE OF IN THE STORY 202
* CL-B: MAKE A PERSONAL CONNECTION TO AN IMPORTANTFEELING IN THE STORY.
TELL ABOUT A TIME IN YOUR OWN LIFE WHEN YOU HAVE HAD THE SAME FEELING
207
* CL-C: WOULD TBIS CHARACTEROR PERSON MAKE A GOOD FRIEND?WHY? 212
* CL-D: USING INFORMATION IN THE STORY, EXPLAIN WHETHER YOU WOULD EVER
WANT TO 217 C2: MAKE A PERSONAL RESPONSE TO THE TEXT * C2-A: WHICH PART
OF THE STORY DO YOU THINK WAS MOST IMPORTANT? USE INFORMATION FROM THE
STORY TO EXPLAIN WHY YOU CHOSE THAT PART 221
* C2-B: WHICH PART OFTHIS [STORY/ARTICLE] WAS MOST INTERESTING OR
SURPRISING TO YOU? WHY? 226 * C2-C: DID YOU LIKE THIS [STORY/ARTICLE]?
WHY OR WHY NOT? 231
* C2D: WHAT WAS YOUR FIRSTREACTION TO TBIS TEXT? EXPLAIN 236
I C3: MAKE CONNECTIONS BETWEEN TEXTS
* * *
C3-A: COMPARE/CONTRAST TWO OR MORE VERSIONS OF THE SAME STORY 240
C3-B: COMPARELCONTRAST THE TREATMENT OF SIMILAR THEMES AND TOPICS IN
DIFFERENT TEXTS 245 C3-C: INTEGRATE INFORMATION FROM TWO OR MORE TEXTS
ON THE SAME TOPIC IN ORDER TO WRITE OR SPEAK ABOUT THE TOPIC 251
CHAPTER 9: EXAMINING CONTENT AND STRUCTURE 257
DI: EXAMINE THE AUTHOR S CRAFT * DL-A: CHOOSE [2] WORDS FROM PARAGRAPH _
THAT HELP YOU PICTURE 259
* DL-B: CHOOSE A SIMILE AND EXPLAIN WHY THE AUTHOR CHOSE THAT SIMILE 263
* DL-C: HOW DID THE AUTHORCREATE HUMOR IN PARAGRAPH__ ? 267
* DL-D: GIVE AN EXAMPLE OF PERSONIFICATION IN PARAGRAPH __ 272
* DL-E: DA YOTI THINK THE AUTHOR MADE TBIS STORY BELIEVAHLE? WHY OR WHY
NOT? 274
* DIF: EXPLAIN THE EFFECT OF LITERARY DEVICES (AUTHOR S CRAFTS), SUCH
AS FLASHBACKS AND FORESHADOWING, ON THE DEVELOPMENT OF PLOT AND MEANING
281
* DI-G: FROM WHOSE POINT OF VIEW IS THIS STORY TOLD (OR INFORMATION
PROVIDED)?
HOW IS THIS POINT OF VIEW IMPORTANT TO THE MESSAGE? 288
D2: EXTEND THE TEXT * D2-A: WHAT TWO QUESTIONS WOULD YOU LIKE TO ASK THE
AUTHOR THAT WERE NOT ANSWERED IN THIS TEXT? 293
* D2-B: IMAGINE YOU ARE GOING TO GIVE A TALK TO YOUR DASS ABOUT . WHAT
TWO POINTS
WOULD YOU BE SURE TO INDUDE IN YOUR SPEECH? 298
* D2-C: USING INFORMATION IN THE TEXT, WRITE A PARAGRAPH THAT COULD HAVE
APPEARED IN __ S JOURNAL AFTER __ OCCURRED. . 302
VIII
IMAGE 5
D3: SHOW THAT YOU UNDERSTAND WHAT WAS IMPORTANT TO AN AUTHOR OR
CHARACTER
* D3-A: HOW DOES THE AUTHOR/CHARACTER SHOW THAT __ IS IMPORTANT TO
HIM/HER? 306 * D3-B: HOW ARE YOUR CUSTOMS, VALUES, AND TRADITIONS THE
SAME OR DIFFERENT FROM THOSE DESCRIBED IN THIS STORY/ARTICLE? 310
D4: INTEGRATE AND EVALUATE CONTENT PRESENTED IN DIVERSE MEDIA AND
FORMATS
* D4-A: EXPLAIN HOW SPECIFIC ASPECTS OF A TEXT S ILLUSTRATIONS
CONTRIBUTE TO WHAT IS CONVEYED BY THE WORDS IN A STORY OR IN AN
INFORMATIONAL TEXT... .314
* D4-B: COMPARE AND CONTRAST THE EXPERIENCE OF READING A LITERARY OR AN
INFORMATION AL TEXT TO LISTENING TO OR VIEWING AN AUDIO, VIDEO, OR LIVE
VERSION OF THAT TEXT. .321
BIBLIOGRAPHY OF OBJEETIVES MATEHED TO INDIVIDUAL BOOKS 325
ON THE CD RUBRIC FOR IDENTIFYING GREAT PICTURE BOOKS (CHAPTER 2) RUBRIC
FOR SELECTING MULTICULTURALLITERATURE (CHAPTER 2) ORAL COL1ABORATION
RUBRIC (CHAPTER 4)
ORAL COL1ABORATION CHECKLIST FOR STUDENTS (CHAPTER 4) RUBRIC FOR
ASSESSING STUDENTS ORAL AND WRITTEN RESPONSE TO COMPREHENSION QUESTIONS
(CHAPTER 5) HOW AM I DOING ON WRITTEN RESPONSE? (CHAPTER 5) ANSWER
FRAMES, TARGETS, AND TEMPLATES FOR ALL QUESTIONS IN THE A STRAND
(CHAPTER 6)
ANSWER FRAMES, TARGETS, AND TEMPLATES FOR ALL QUESTIONS IN THE B
STRAND (CHAPTER 7) ANSWER FRAMES, TARGETS, AND TEMPLATES FOR
AL1QUESTIONS IN THE C STRAND (CHAPTER 8) ANSWER FRAMES, TARGETS, AND
TEMPLATES FOR ALL QUESTIONS IN THE D STRAND (CHAPTER 9)
IX
|
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| spelling | Boyles, Nancy N. Verfasser aut That's a great answer! teaching literature-response strategies to elementary, ELL, and struggling readers Nancy N. Boyles 2. ed. Gainesville, FL Maupin House 2012 XIV, 354 S. CD-ROM (12 cm) txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references Reading comprehension Study and teaching United States Motivation in education United States Leseverstehen (DE-588)4135331-6 gnd rswk-swf USA Leseverstehen (DE-588)4135331-6 s DE-604 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024843411&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Boyles, Nancy N. That's a great answer! teaching literature-response strategies to elementary, ELL, and struggling readers Reading comprehension Study and teaching United States Motivation in education United States Leseverstehen (DE-588)4135331-6 gnd |
| subject_GND | (DE-588)4135331-6 |
| title | That's a great answer! teaching literature-response strategies to elementary, ELL, and struggling readers |
| title_auth | That's a great answer! teaching literature-response strategies to elementary, ELL, and struggling readers |
| title_exact_search | That's a great answer! teaching literature-response strategies to elementary, ELL, and struggling readers |
| title_full | That's a great answer! teaching literature-response strategies to elementary, ELL, and struggling readers Nancy N. Boyles |
| title_fullStr | That's a great answer! teaching literature-response strategies to elementary, ELL, and struggling readers Nancy N. Boyles |
| title_full_unstemmed | That's a great answer! teaching literature-response strategies to elementary, ELL, and struggling readers Nancy N. Boyles |
| title_short | That's a great answer! |
| title_sort | that s a great answer teaching literature response strategies to elementary ell and struggling readers |
| title_sub | teaching literature-response strategies to elementary, ELL, and struggling readers |
| topic | Reading comprehension Study and teaching United States Motivation in education United States Leseverstehen (DE-588)4135331-6 gnd |
| topic_facet | Reading comprehension Study and teaching United States Motivation in education United States Leseverstehen USA |
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