40 ways to support struggling readers in content classrooms grades 6-12 /:
This work is about scaffolding - the process by which expert teachers support novice learners. The book contains 40 research-based and classroom-tested methods that teachers can implement to help struggling readers be more successful.
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Thousand Oaks, Calif. :
Corwin,
2007.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | This work is about scaffolding - the process by which expert teachers support novice learners. The book contains 40 research-based and classroom-tested methods that teachers can implement to help struggling readers be more successful. |
| Beschreibung: | 1 online resource (xxvi, 169 pages) |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781452297798 1452297797 9781483329703 1483329704 9781452294599 1452294593 9781412952057 1412952050 9781412952064 1412952069 |
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| 245 | 1 | 0 | |a 40 ways to support struggling readers in content classrooms grades 6-12 / |c Elaine K. McEwan. |
| 246 | 3 | 0 | |a Forty ways to support struggling readers in content classrooms grades 6-12 |
| 260 | |a Thousand Oaks, Calif. : |b Corwin, |c 2007. | ||
| 300 | |a 1 online resource (xxvi, 169 pages) | ||
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| 337 | |a computer |b c |2 rdamedia | ||
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| 588 | 0 | |a Print version record. | |
| 504 | |a Includes bibliographical references and index. | ||
| 520 | 8 | |a This work is about scaffolding - the process by which expert teachers support novice learners. The book contains 40 research-based and classroom-tested methods that teachers can implement to help struggling readers be more successful. | |
| 505 | 0 | |a Cover; Table of Contents; Problem-Solution Table of Contents; Topical Table of Contents; List of Instructional Aids; Preface; Acknowledgments; About the Author; Chapter 1 -- Teach the Seven Strategies of Highly Effective Readers; Chapter 2 -- Engage in Teacher and Student Think-Alouds Daily; Chapter 3 -- Teach Students How to Activate Prior Knowledge and Make Connections to New Knowledge; Chapter 4 -- Teach Students How to Infer; Chapter 5 -- Teach Students How to Monitor Their Comprehension; Chapter 6 -- Teach Students How to ask Questions; Chapter 7 -- Teach Students How to Question the Author. | |
| 505 | 8 | |a Chapter 8 -- Teach Students How to Search and SelectChapter 9 -- Teach Students How to Summarize; Chapter 10 -- Teach Students How to Graphically Organize Text and Concepts by Chunking; Chapter 11 -- Use and Teach Concept Maps; Chapter 12 -- Teach Students How to Mark Text as They Read; Chapter 13 -- Provide Advance Organizers Before Lessons; Chapter 14 -- Use the i do it, We do it, You do it Lesson Plan; Chapter 15 -- Provide Models, Examples, and Nonexamples; Chapter 16 -- Preview and Preteach Critical Concepts and Vocabulary; Chapter 17 -- Check Frequently for Understanding. | |
| 505 | 8 | |a Chapter 18 -- Assess for Learning and for GradingChapter 19 -- Use and Teach Content Vocabulary Daily; Chapter 20 -- Teach Academic Vocabulary; Chapter 21 -- Teach Vocabulary Using Graphic Organizers; Chapter 22 -- Reduce the Cognitive Load; Chapter 23 -- Teach the Structure of Your Discipline; Chapter 24 -- Use Easy Nonfiction to Build Background Knowledge; Chapter 25 -- Determine What's Hard for Students and Teach it; Chapter 26 -- Provide Easy-to-Read Short Articles Based on Content Standards; Chapter 27 -- Assign Oral-Assisted Repeated Reading of Content Text. | |
| 505 | 8 | |a Chapter 28 -- Use a Variety of Oral Reading ApproachesChapter 29 -- Vary Your Models, Moves, and Activities; Chapter 30 -- Design Interactive Lessons; Chapter 31 -- Use the Cooperative Learning Model; Chapter 32 -- Create Content-Based Cooperative Games and Activities; Chapter 33 -- Vary Your Seating and Grouping Arrangements; Chapter 34 -- Give Students Reasons for Reading; Chapter 35 -- Develop and Use Scoring Rubrics; Chapter 36 -- Increase Wait Time; Chapter 37 -- Build in Frequent Processing Breaks; Chapter 38 -- Use and Teach Mnemonic Devices. | |
| 505 | 8 | |a Chapter 39 -- Schedule Writing in Response to Reading on a Regular BasisChapter 40 -- Expect Students to Activate, Connect, and Summarize Daily; Conclusion; References; Index. | |
| 650 | 0 | |a Reading (Secondary) |0 http://id.loc.gov/authorities/subjects/sh85111685 | |
| 650 | 0 | |a Reading |x Remedial teaching. |0 http://id.loc.gov/authorities/subjects/sh85111670 | |
| 650 | 0 | |a Content area reading. |0 http://id.loc.gov/authorities/subjects/sh85031538 | |
| 650 | 6 | |a Lecture (Enseignement secondaire) | |
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| 776 | 0 | 8 | |i Print version: |a McEwan-Adkins, Elaine K., 1941- |t 40 ways to support struggling readers in content classrooms grades 6-12. |d Thousand Oaks, Calif. : Corwin, 2007 |z 9781483329703 |
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Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EDU-ocn875378299 |
|---|---|
| _version_ | 1816797224475033600 |
| adam_text | |
| any_adam_object | |
| author | McEwan-Adkins, Elaine K., 1941- |
| author_GND | http://id.loc.gov/authorities/names/n86011091 |
| author_facet | McEwan-Adkins, Elaine K., 1941- |
| author_role | |
| author_sort | McEwan-Adkins, Elaine K., 1941- |
| author_variant | e k m a ekm ekma |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LB1632 |
| callnumber-raw | LB1632 .M347 2007 |
| callnumber-search | LB1632 .M347 2007 |
| callnumber-sort | LB 41632 M347 42007 |
| callnumber-subject | LB - Theory and Practice of Education |
| collection | ZDB-4-EDU |
| contents | Cover; Table of Contents; Problem-Solution Table of Contents; Topical Table of Contents; List of Instructional Aids; Preface; Acknowledgments; About the Author; Chapter 1 -- Teach the Seven Strategies of Highly Effective Readers; Chapter 2 -- Engage in Teacher and Student Think-Alouds Daily; Chapter 3 -- Teach Students How to Activate Prior Knowledge and Make Connections to New Knowledge; Chapter 4 -- Teach Students How to Infer; Chapter 5 -- Teach Students How to Monitor Their Comprehension; Chapter 6 -- Teach Students How to ask Questions; Chapter 7 -- Teach Students How to Question the Author. Chapter 8 -- Teach Students How to Search and SelectChapter 9 -- Teach Students How to Summarize; Chapter 10 -- Teach Students How to Graphically Organize Text and Concepts by Chunking; Chapter 11 -- Use and Teach Concept Maps; Chapter 12 -- Teach Students How to Mark Text as They Read; Chapter 13 -- Provide Advance Organizers Before Lessons; Chapter 14 -- Use the i do it, We do it, You do it Lesson Plan; Chapter 15 -- Provide Models, Examples, and Nonexamples; Chapter 16 -- Preview and Preteach Critical Concepts and Vocabulary; Chapter 17 -- Check Frequently for Understanding. Chapter 18 -- Assess for Learning and for GradingChapter 19 -- Use and Teach Content Vocabulary Daily; Chapter 20 -- Teach Academic Vocabulary; Chapter 21 -- Teach Vocabulary Using Graphic Organizers; Chapter 22 -- Reduce the Cognitive Load; Chapter 23 -- Teach the Structure of Your Discipline; Chapter 24 -- Use Easy Nonfiction to Build Background Knowledge; Chapter 25 -- Determine What's Hard for Students and Teach it; Chapter 26 -- Provide Easy-to-Read Short Articles Based on Content Standards; Chapter 27 -- Assign Oral-Assisted Repeated Reading of Content Text. Chapter 28 -- Use a Variety of Oral Reading ApproachesChapter 29 -- Vary Your Models, Moves, and Activities; Chapter 30 -- Design Interactive Lessons; Chapter 31 -- Use the Cooperative Learning Model; Chapter 32 -- Create Content-Based Cooperative Games and Activities; Chapter 33 -- Vary Your Seating and Grouping Arrangements; Chapter 34 -- Give Students Reasons for Reading; Chapter 35 -- Develop and Use Scoring Rubrics; Chapter 36 -- Increase Wait Time; Chapter 37 -- Build in Frequent Processing Breaks; Chapter 38 -- Use and Teach Mnemonic Devices. Chapter 39 -- Schedule Writing in Response to Reading on a Regular BasisChapter 40 -- Expect Students to Activate, Connect, and Summarize Daily; Conclusion; References; Index. |
| ctrlnum | (OCoLC)875378299 |
| dewey-full | 428.40712 |
| dewey-hundreds | 400 - Language |
| dewey-ones | 428 - Standard English usage |
| dewey-raw | 428.40712 |
| dewey-search | 428.40712 |
| dewey-sort | 3428.40712 |
| dewey-tens | 420 - English & Old English (Anglo-Saxon) |
| discipline | Anglistik / Amerikanistik |
| format | Electronic eBook |
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| id | ZDB-4-EDU-ocn875378299 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-26T14:54:10Z |
| institution | BVB |
| isbn | 9781452297798 1452297797 9781483329703 1483329704 9781452294599 1452294593 9781412952057 1412952050 9781412952064 1412952069 |
| language | English |
| oclc_num | 875378299 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (xxvi, 169 pages) |
| psigel | ZDB-4-EDU |
| publishDate | 2007 |
| publishDateSearch | 2007 |
| publishDateSort | 2007 |
| publisher | Corwin, |
| record_format | marc |
| spelling | McEwan-Adkins, Elaine K., 1941- https://id.oclc.org/worldcat/entity/E39PCjDC794jqQkJHV9YB9MvRC http://id.loc.gov/authorities/names/n86011091 40 ways to support struggling readers in content classrooms grades 6-12 / Elaine K. McEwan. Forty ways to support struggling readers in content classrooms grades 6-12 Thousand Oaks, Calif. : Corwin, 2007. 1 online resource (xxvi, 169 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Print version record. Includes bibliographical references and index. This work is about scaffolding - the process by which expert teachers support novice learners. The book contains 40 research-based and classroom-tested methods that teachers can implement to help struggling readers be more successful. Cover; Table of Contents; Problem-Solution Table of Contents; Topical Table of Contents; List of Instructional Aids; Preface; Acknowledgments; About the Author; Chapter 1 -- Teach the Seven Strategies of Highly Effective Readers; Chapter 2 -- Engage in Teacher and Student Think-Alouds Daily; Chapter 3 -- Teach Students How to Activate Prior Knowledge and Make Connections to New Knowledge; Chapter 4 -- Teach Students How to Infer; Chapter 5 -- Teach Students How to Monitor Their Comprehension; Chapter 6 -- Teach Students How to ask Questions; Chapter 7 -- Teach Students How to Question the Author. Chapter 8 -- Teach Students How to Search and SelectChapter 9 -- Teach Students How to Summarize; Chapter 10 -- Teach Students How to Graphically Organize Text and Concepts by Chunking; Chapter 11 -- Use and Teach Concept Maps; Chapter 12 -- Teach Students How to Mark Text as They Read; Chapter 13 -- Provide Advance Organizers Before Lessons; Chapter 14 -- Use the i do it, We do it, You do it Lesson Plan; Chapter 15 -- Provide Models, Examples, and Nonexamples; Chapter 16 -- Preview and Preteach Critical Concepts and Vocabulary; Chapter 17 -- Check Frequently for Understanding. Chapter 18 -- Assess for Learning and for GradingChapter 19 -- Use and Teach Content Vocabulary Daily; Chapter 20 -- Teach Academic Vocabulary; Chapter 21 -- Teach Vocabulary Using Graphic Organizers; Chapter 22 -- Reduce the Cognitive Load; Chapter 23 -- Teach the Structure of Your Discipline; Chapter 24 -- Use Easy Nonfiction to Build Background Knowledge; Chapter 25 -- Determine What's Hard for Students and Teach it; Chapter 26 -- Provide Easy-to-Read Short Articles Based on Content Standards; Chapter 27 -- Assign Oral-Assisted Repeated Reading of Content Text. Chapter 28 -- Use a Variety of Oral Reading ApproachesChapter 29 -- Vary Your Models, Moves, and Activities; Chapter 30 -- Design Interactive Lessons; Chapter 31 -- Use the Cooperative Learning Model; Chapter 32 -- Create Content-Based Cooperative Games and Activities; Chapter 33 -- Vary Your Seating and Grouping Arrangements; Chapter 34 -- Give Students Reasons for Reading; Chapter 35 -- Develop and Use Scoring Rubrics; Chapter 36 -- Increase Wait Time; Chapter 37 -- Build in Frequent Processing Breaks; Chapter 38 -- Use and Teach Mnemonic Devices. Chapter 39 -- Schedule Writing in Response to Reading on a Regular BasisChapter 40 -- Expect Students to Activate, Connect, and Summarize Daily; Conclusion; References; Index. Reading (Secondary) http://id.loc.gov/authorities/subjects/sh85111685 Reading Remedial teaching. http://id.loc.gov/authorities/subjects/sh85111670 Content area reading. http://id.loc.gov/authorities/subjects/sh85031538 Lecture (Enseignement secondaire) Lecture Enseignement correctif. Lecture Relation avec les matières d'enseignement. LANGUAGE ARTS & DISCIPLINES General. bisacsh Content area reading fast Reading Remedial teaching fast Reading (Secondary) fast has work: 40 ways to support struggling readers in content classrooms grades 6-12 (Text) https://id.oclc.org/worldcat/entity/E39PCGfDqjvwKMFQVKxQmRpJKq https://id.oclc.org/worldcat/ontology/hasWork Print version: McEwan-Adkins, Elaine K., 1941- 40 ways to support struggling readers in content classrooms grades 6-12. Thousand Oaks, Calif. : Corwin, 2007 9781483329703 FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=762392 Volltext |
| spellingShingle | McEwan-Adkins, Elaine K., 1941- 40 ways to support struggling readers in content classrooms grades 6-12 / Cover; Table of Contents; Problem-Solution Table of Contents; Topical Table of Contents; List of Instructional Aids; Preface; Acknowledgments; About the Author; Chapter 1 -- Teach the Seven Strategies of Highly Effective Readers; Chapter 2 -- Engage in Teacher and Student Think-Alouds Daily; Chapter 3 -- Teach Students How to Activate Prior Knowledge and Make Connections to New Knowledge; Chapter 4 -- Teach Students How to Infer; Chapter 5 -- Teach Students How to Monitor Their Comprehension; Chapter 6 -- Teach Students How to ask Questions; Chapter 7 -- Teach Students How to Question the Author. Chapter 8 -- Teach Students How to Search and SelectChapter 9 -- Teach Students How to Summarize; Chapter 10 -- Teach Students How to Graphically Organize Text and Concepts by Chunking; Chapter 11 -- Use and Teach Concept Maps; Chapter 12 -- Teach Students How to Mark Text as They Read; Chapter 13 -- Provide Advance Organizers Before Lessons; Chapter 14 -- Use the i do it, We do it, You do it Lesson Plan; Chapter 15 -- Provide Models, Examples, and Nonexamples; Chapter 16 -- Preview and Preteach Critical Concepts and Vocabulary; Chapter 17 -- Check Frequently for Understanding. Chapter 18 -- Assess for Learning and for GradingChapter 19 -- Use and Teach Content Vocabulary Daily; Chapter 20 -- Teach Academic Vocabulary; Chapter 21 -- Teach Vocabulary Using Graphic Organizers; Chapter 22 -- Reduce the Cognitive Load; Chapter 23 -- Teach the Structure of Your Discipline; Chapter 24 -- Use Easy Nonfiction to Build Background Knowledge; Chapter 25 -- Determine What's Hard for Students and Teach it; Chapter 26 -- Provide Easy-to-Read Short Articles Based on Content Standards; Chapter 27 -- Assign Oral-Assisted Repeated Reading of Content Text. Chapter 28 -- Use a Variety of Oral Reading ApproachesChapter 29 -- Vary Your Models, Moves, and Activities; Chapter 30 -- Design Interactive Lessons; Chapter 31 -- Use the Cooperative Learning Model; Chapter 32 -- Create Content-Based Cooperative Games and Activities; Chapter 33 -- Vary Your Seating and Grouping Arrangements; Chapter 34 -- Give Students Reasons for Reading; Chapter 35 -- Develop and Use Scoring Rubrics; Chapter 36 -- Increase Wait Time; Chapter 37 -- Build in Frequent Processing Breaks; Chapter 38 -- Use and Teach Mnemonic Devices. Chapter 39 -- Schedule Writing in Response to Reading on a Regular BasisChapter 40 -- Expect Students to Activate, Connect, and Summarize Daily; Conclusion; References; Index. Reading (Secondary) http://id.loc.gov/authorities/subjects/sh85111685 Reading Remedial teaching. http://id.loc.gov/authorities/subjects/sh85111670 Content area reading. http://id.loc.gov/authorities/subjects/sh85031538 Lecture (Enseignement secondaire) Lecture Enseignement correctif. Lecture Relation avec les matières d'enseignement. LANGUAGE ARTS & DISCIPLINES General. bisacsh Content area reading fast Reading Remedial teaching fast Reading (Secondary) fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85111685 http://id.loc.gov/authorities/subjects/sh85111670 http://id.loc.gov/authorities/subjects/sh85031538 |
| title | 40 ways to support struggling readers in content classrooms grades 6-12 / |
| title_alt | Forty ways to support struggling readers in content classrooms grades 6-12 |
| title_auth | 40 ways to support struggling readers in content classrooms grades 6-12 / |
| title_exact_search | 40 ways to support struggling readers in content classrooms grades 6-12 / |
| title_full | 40 ways to support struggling readers in content classrooms grades 6-12 / Elaine K. McEwan. |
| title_fullStr | 40 ways to support struggling readers in content classrooms grades 6-12 / Elaine K. McEwan. |
| title_full_unstemmed | 40 ways to support struggling readers in content classrooms grades 6-12 / Elaine K. McEwan. |
| title_short | 40 ways to support struggling readers in content classrooms grades 6-12 / |
| title_sort | 40 ways to support struggling readers in content classrooms grades 6 12 |
| topic | Reading (Secondary) http://id.loc.gov/authorities/subjects/sh85111685 Reading Remedial teaching. http://id.loc.gov/authorities/subjects/sh85111670 Content area reading. http://id.loc.gov/authorities/subjects/sh85031538 Lecture (Enseignement secondaire) Lecture Enseignement correctif. Lecture Relation avec les matières d'enseignement. LANGUAGE ARTS & DISCIPLINES General. bisacsh Content area reading fast Reading Remedial teaching fast Reading (Secondary) fast |
| topic_facet | Reading (Secondary) Reading Remedial teaching. Content area reading. Lecture (Enseignement secondaire) Lecture Enseignement correctif. Lecture Relation avec les matières d'enseignement. LANGUAGE ARTS & DISCIPLINES General. Content area reading Reading Remedial teaching |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=762392 |
| work_keys_str_mv | AT mcewanadkinselainek 40waystosupportstrugglingreadersincontentclassroomsgrades612 AT mcewanadkinselainek fortywaystosupportstrugglingreadersincontentclassroomsgrades612 |