Powerful book introductions :: leading with meaning for deeper thinking /
"Through relatable classroom examples and the wisdom of their shared teaching experiences, the authors show you how to: select texts for your small-group lessons specifically based on your students' needs; amplify meaning-making from the first moments of your guided reading book introducti...
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Portland, Maine :
Stenhouse Publishers,
[2017]
|
| Schlagworte: | |
| Online-Zugang: | DE-862 DE-863 |
| Zusammenfassung: | "Through relatable classroom examples and the wisdom of their shared teaching experiences, the authors show you how to: select texts for your small-group lessons specifically based on your students' needs; amplify meaning-making from the first moments of your guided reading book introductions and maintain this emphasis through discussion; introduce visual and structural information as a way to support your readers in meaning-making."--Publisher's website. |
| Beschreibung: | 1 online resource |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781625310514 162531051X 1003839630 9781003839637 |
Internformat
MARC
| LEADER | 00000cam a22000008i 4500 | ||
|---|---|---|---|
| 001 | ZDB-4-EDU-ocn989520086 | ||
| 003 | OCoLC | ||
| 005 | 20241004212047.0 | ||
| 006 | m o d | ||
| 007 | cr ||||||||||| | ||
| 008 | 170606s2017 meu ob 001 0 eng | ||
| 010 | |a 2017026893 | ||
| 040 | |a DLC |b eng |e rda |e pn |c DLC |d OCLCO |d OCLCF |d YDX |d IDEBK |d EBLCP |d MERUC |d N$T |d IDB |d INT |d OCLCQ |d VLB |d OCLCQ |d OCLCO |d OCLCQ |d OCLCO |d ZCU |d QGK |d OCLCQ |d OCLCL |d UPM |d OCLCQ | ||
| 019 | |a 1402022251 | ||
| 020 | |a 9781625310514 |q (electronic bk.) | ||
| 020 | |a 162531051X |q (electronic bk.) | ||
| 020 | |z 9781625310507 |q (pbk. ; |q alk. paper) | ||
| 020 | |a 1003839630 |q (electronic bk.) | ||
| 020 | |a 9781003839637 |q (electronic bk.) | ||
| 035 | |a (OCoLC)989520086 |z (OCoLC)1402022251 | ||
| 042 | |a pcc | ||
| 050 | 1 | 0 | |a LB1050.377 |
| 072 | 7 | |a EDU |x 010000 |2 bisacsh | |
| 082 | 7 | |a 372.41/62 |2 23 | |
| 049 | |a MAIN | ||
| 100 | 1 | |a Fay, Kathleen, |d 1967- |e author. |0 http://id.loc.gov/authorities/names/n2003119523 | |
| 245 | 1 | 0 | |a Powerful book introductions : |b leading with meaning for deeper thinking / |c Kathleen Fay, Chrisie Moritz, and Suzanne Whaley. |
| 263 | |a 1707 | ||
| 264 | 1 | |a Portland, Maine : |b Stenhouse Publishers, |c [2017] | |
| 264 | 4 | |c ©2017 | |
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b n |2 rdamedia | ||
| 338 | |a online resource |b nc |2 rdacarrier | ||
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record and CIP data provided by publisher; resource not viewed. | |
| 505 | 0 | 0 | |g Machine generated contents note: |g 1. |t What's Reading About? A Child's Perspective -- |t Hierarchy of Meaning -- |t Book Introductions: Doorways to Meaning-Making -- |t Crafting Effective Book Introductions -- |t Go Slow to Go Fast -- |g 2. |t Kids First: Matching Readers with Texts -- |t Text Levels: Merely a Starting Point -- |t Case for Using High-Quality Instructional-Level Texts -- |t Looking Beyond the Level: Getting to Know Our Readers -- |t Case Study: A First-Grade Group -- |g 3. |t Considering Meaning: What's It About? What Might It Really Be About? -- |t Analyzing a Text for Meaning: What's It About? -- |t Analyzing a Text for Meaning: What Might It Really Be About? -- |t Constructing a Meaning Statement -- |t Student Engagement and Meaning-Making -- |t Crafting a Launching Statement: Keeping Meaning at the Forefront -- |t Pulling It All Together -- |g 4. |t Considering How Books Work: Text Structures and Features -- |t How Books Work: Structures and Literary Devices -- |t How Narrative Texts Work -- |t How Expository Texts Work -- |t Book and Print Features Across Genres -- |t Pulling It All Together -- |g 5. |t Considering Language Structure: Oral Language, Syntax, and Sentence Complexity -- |t Syntax: How Language Works and Sounds -- |t Process for Identifying Potentially Challenging Structures -- |t Pulling It All Together -- |t Supporting Readers with Language and Sentence Structure: A Few Tips -- |g 6. |t Considering Words: Identification, Decoding, and Vocabulary Development -- |t Word Solving: Word Identification, Decoding, and Vocabulary Development -- |t Pulling It All Together -- |g 7. |t Thinking Together: Extending Meaning Through Discussion -- |t Discussion Deepens Understanding -- |t Common Pitfalls and Unintended Consequences -- |t What's Worth Talking About? Initiating and Facilitating Meaningful Conversations -- |t Establishing Routines and a Culture of Talk -- |t Hats Teachers Might Wear During Text Discussions -- |t Final Thought: Trust. |
| 520 | |a "Through relatable classroom examples and the wisdom of their shared teaching experiences, the authors show you how to: select texts for your small-group lessons specifically based on your students' needs; amplify meaning-making from the first moments of your guided reading book introductions and maintain this emphasis through discussion; introduce visual and structural information as a way to support your readers in meaning-making."--Publisher's website. | ||
| 650 | 0 | |a Guided reading. |0 http://id.loc.gov/authorities/subjects/sh2001006304 | |
| 650 | 6 | |a Lecture dirigée. | |
| 650 | 7 | |a EDUCATION |x Elementary. |2 bisacsh | |
| 650 | 7 | |a Guided reading |2 fast | |
| 700 | 1 | |a Moritz, Chrisie, |d 1977- |e author. |0 http://id.loc.gov/authorities/names/n2017025426 | |
| 700 | 1 | |a Whaley, Suzanne, |d 1966- |e author. |0 http://id.loc.gov/authorities/names/n2003119526 | |
| 758 | |i has work: |a Powerful book introductions (Text) |1 https://id.oclc.org/worldcat/entity/E39PCFCqX3jV3fKxGKcQrccPFC |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Fay, Kathleen, 1967- |t Powerful book introductions. |d Portland, Maine : Stenhouse Publishers, [2017] |z 9781625310507 |w (DLC) 2017010327 |
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Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EDU-ocn989520086 |
|---|---|
| _version_ | 1826942651023228928 |
| adam_text | |
| any_adam_object | |
| author | Fay, Kathleen, 1967- Moritz, Chrisie, 1977- Whaley, Suzanne, 1966- |
| author_GND | http://id.loc.gov/authorities/names/n2003119523 http://id.loc.gov/authorities/names/n2017025426 http://id.loc.gov/authorities/names/n2003119526 |
| author_facet | Fay, Kathleen, 1967- Moritz, Chrisie, 1977- Whaley, Suzanne, 1966- |
| author_role | aut aut aut |
| author_sort | Fay, Kathleen, 1967- |
| author_variant | k f kf c m cm s w sw |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LB1050 |
| callnumber-raw | LB1050.377 |
| callnumber-search | LB1050.377 |
| callnumber-sort | LB 41050.377 |
| callnumber-subject | LB - Theory and Practice of Education |
| collection | ZDB-4-EDU |
| contents | What's Reading About? A Child's Perspective -- Hierarchy of Meaning -- Book Introductions: Doorways to Meaning-Making -- Crafting Effective Book Introductions -- Go Slow to Go Fast -- Kids First: Matching Readers with Texts -- Text Levels: Merely a Starting Point -- Case for Using High-Quality Instructional-Level Texts -- Looking Beyond the Level: Getting to Know Our Readers -- Case Study: A First-Grade Group -- Considering Meaning: What's It About? What Might It Really Be About? -- Analyzing a Text for Meaning: What's It About? -- Analyzing a Text for Meaning: What Might It Really Be About? -- Constructing a Meaning Statement -- Student Engagement and Meaning-Making -- Crafting a Launching Statement: Keeping Meaning at the Forefront -- Pulling It All Together -- Considering How Books Work: Text Structures and Features -- How Books Work: Structures and Literary Devices -- How Narrative Texts Work -- How Expository Texts Work -- Book and Print Features Across Genres -- Considering Language Structure: Oral Language, Syntax, and Sentence Complexity -- Syntax: How Language Works and Sounds -- Process for Identifying Potentially Challenging Structures -- Supporting Readers with Language and Sentence Structure: A Few Tips -- Considering Words: Identification, Decoding, and Vocabulary Development -- Word Solving: Word Identification, Decoding, and Vocabulary Development -- Thinking Together: Extending Meaning Through Discussion -- Discussion Deepens Understanding -- Common Pitfalls and Unintended Consequences -- What's Worth Talking About? Initiating and Facilitating Meaningful Conversations -- Establishing Routines and a Culture of Talk -- Hats Teachers Might Wear During Text Discussions -- Final Thought: Trust. |
| ctrlnum | (OCoLC)989520086 |
| dewey-full | 372.41/62 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 372 - Primary education (Elementary education) |
| dewey-raw | 372.41/62 |
| dewey-search | 372.41/62 |
| dewey-sort | 3372.41 262 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| id | ZDB-4-EDU-ocn989520086 |
| illustrated | Not Illustrated |
| indexdate | 2025-03-18T14:31:23Z |
| institution | BVB |
| isbn | 9781625310514 162531051X 1003839630 9781003839637 |
| language | English |
| lccn | 2017026893 |
| oclc_num | 989520086 |
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| psigel | ZDB-4-EDU FWS_PDA_EDU ZDB-4-EDU |
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| publisher | Stenhouse Publishers, |
| record_format | marc |
| spelling | Fay, Kathleen, 1967- author. http://id.loc.gov/authorities/names/n2003119523 Powerful book introductions : leading with meaning for deeper thinking / Kathleen Fay, Chrisie Moritz, and Suzanne Whaley. 1707 Portland, Maine : Stenhouse Publishers, [2017] ©2017 1 online resource text txt rdacontent computer n rdamedia online resource nc rdacarrier Includes bibliographical references and index. Print version record and CIP data provided by publisher; resource not viewed. Machine generated contents note: 1. What's Reading About? A Child's Perspective -- Hierarchy of Meaning -- Book Introductions: Doorways to Meaning-Making -- Crafting Effective Book Introductions -- Go Slow to Go Fast -- 2. Kids First: Matching Readers with Texts -- Text Levels: Merely a Starting Point -- Case for Using High-Quality Instructional-Level Texts -- Looking Beyond the Level: Getting to Know Our Readers -- Case Study: A First-Grade Group -- 3. Considering Meaning: What's It About? What Might It Really Be About? -- Analyzing a Text for Meaning: What's It About? -- Analyzing a Text for Meaning: What Might It Really Be About? -- Constructing a Meaning Statement -- Student Engagement and Meaning-Making -- Crafting a Launching Statement: Keeping Meaning at the Forefront -- Pulling It All Together -- 4. Considering How Books Work: Text Structures and Features -- How Books Work: Structures and Literary Devices -- How Narrative Texts Work -- How Expository Texts Work -- Book and Print Features Across Genres -- Pulling It All Together -- 5. Considering Language Structure: Oral Language, Syntax, and Sentence Complexity -- Syntax: How Language Works and Sounds -- Process for Identifying Potentially Challenging Structures -- Pulling It All Together -- Supporting Readers with Language and Sentence Structure: A Few Tips -- 6. Considering Words: Identification, Decoding, and Vocabulary Development -- Word Solving: Word Identification, Decoding, and Vocabulary Development -- Pulling It All Together -- 7. Thinking Together: Extending Meaning Through Discussion -- Discussion Deepens Understanding -- Common Pitfalls and Unintended Consequences -- What's Worth Talking About? Initiating and Facilitating Meaningful Conversations -- Establishing Routines and a Culture of Talk -- Hats Teachers Might Wear During Text Discussions -- Final Thought: Trust. "Through relatable classroom examples and the wisdom of their shared teaching experiences, the authors show you how to: select texts for your small-group lessons specifically based on your students' needs; amplify meaning-making from the first moments of your guided reading book introductions and maintain this emphasis through discussion; introduce visual and structural information as a way to support your readers in meaning-making."--Publisher's website. Guided reading. http://id.loc.gov/authorities/subjects/sh2001006304 Lecture dirigée. EDUCATION Elementary. bisacsh Guided reading fast Moritz, Chrisie, 1977- author. http://id.loc.gov/authorities/names/n2017025426 Whaley, Suzanne, 1966- author. http://id.loc.gov/authorities/names/n2003119526 has work: Powerful book introductions (Text) https://id.oclc.org/worldcat/entity/E39PCFCqX3jV3fKxGKcQrccPFC https://id.oclc.org/worldcat/ontology/hasWork Print version: Fay, Kathleen, 1967- Powerful book introductions. Portland, Maine : Stenhouse Publishers, [2017] 9781625310507 (DLC) 2017010327 |
| spellingShingle | Fay, Kathleen, 1967- Moritz, Chrisie, 1977- Whaley, Suzanne, 1966- Powerful book introductions : leading with meaning for deeper thinking / What's Reading About? A Child's Perspective -- Hierarchy of Meaning -- Book Introductions: Doorways to Meaning-Making -- Crafting Effective Book Introductions -- Go Slow to Go Fast -- Kids First: Matching Readers with Texts -- Text Levels: Merely a Starting Point -- Case for Using High-Quality Instructional-Level Texts -- Looking Beyond the Level: Getting to Know Our Readers -- Case Study: A First-Grade Group -- Considering Meaning: What's It About? What Might It Really Be About? -- Analyzing a Text for Meaning: What's It About? -- Analyzing a Text for Meaning: What Might It Really Be About? -- Constructing a Meaning Statement -- Student Engagement and Meaning-Making -- Crafting a Launching Statement: Keeping Meaning at the Forefront -- Pulling It All Together -- Considering How Books Work: Text Structures and Features -- How Books Work: Structures and Literary Devices -- How Narrative Texts Work -- How Expository Texts Work -- Book and Print Features Across Genres -- Considering Language Structure: Oral Language, Syntax, and Sentence Complexity -- Syntax: How Language Works and Sounds -- Process for Identifying Potentially Challenging Structures -- Supporting Readers with Language and Sentence Structure: A Few Tips -- Considering Words: Identification, Decoding, and Vocabulary Development -- Word Solving: Word Identification, Decoding, and Vocabulary Development -- Thinking Together: Extending Meaning Through Discussion -- Discussion Deepens Understanding -- Common Pitfalls and Unintended Consequences -- What's Worth Talking About? Initiating and Facilitating Meaningful Conversations -- Establishing Routines and a Culture of Talk -- Hats Teachers Might Wear During Text Discussions -- Final Thought: Trust. Guided reading. http://id.loc.gov/authorities/subjects/sh2001006304 Lecture dirigée. EDUCATION Elementary. bisacsh Guided reading fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh2001006304 |
| title | Powerful book introductions : leading with meaning for deeper thinking / |
| title_alt | What's Reading About? A Child's Perspective -- Hierarchy of Meaning -- Book Introductions: Doorways to Meaning-Making -- Crafting Effective Book Introductions -- Go Slow to Go Fast -- Kids First: Matching Readers with Texts -- Text Levels: Merely a Starting Point -- Case for Using High-Quality Instructional-Level Texts -- Looking Beyond the Level: Getting to Know Our Readers -- Case Study: A First-Grade Group -- Considering Meaning: What's It About? What Might It Really Be About? -- Analyzing a Text for Meaning: What's It About? -- Analyzing a Text for Meaning: What Might It Really Be About? -- Constructing a Meaning Statement -- Student Engagement and Meaning-Making -- Crafting a Launching Statement: Keeping Meaning at the Forefront -- Pulling It All Together -- Considering How Books Work: Text Structures and Features -- How Books Work: Structures and Literary Devices -- How Narrative Texts Work -- How Expository Texts Work -- Book and Print Features Across Genres -- Considering Language Structure: Oral Language, Syntax, and Sentence Complexity -- Syntax: How Language Works and Sounds -- Process for Identifying Potentially Challenging Structures -- Supporting Readers with Language and Sentence Structure: A Few Tips -- Considering Words: Identification, Decoding, and Vocabulary Development -- Word Solving: Word Identification, Decoding, and Vocabulary Development -- Thinking Together: Extending Meaning Through Discussion -- Discussion Deepens Understanding -- Common Pitfalls and Unintended Consequences -- What's Worth Talking About? Initiating and Facilitating Meaningful Conversations -- Establishing Routines and a Culture of Talk -- Hats Teachers Might Wear During Text Discussions -- Final Thought: Trust. |
| title_auth | Powerful book introductions : leading with meaning for deeper thinking / |
| title_exact_search | Powerful book introductions : leading with meaning for deeper thinking / |
| title_full | Powerful book introductions : leading with meaning for deeper thinking / Kathleen Fay, Chrisie Moritz, and Suzanne Whaley. |
| title_fullStr | Powerful book introductions : leading with meaning for deeper thinking / Kathleen Fay, Chrisie Moritz, and Suzanne Whaley. |
| title_full_unstemmed | Powerful book introductions : leading with meaning for deeper thinking / Kathleen Fay, Chrisie Moritz, and Suzanne Whaley. |
| title_short | Powerful book introductions : |
| title_sort | powerful book introductions leading with meaning for deeper thinking |
| title_sub | leading with meaning for deeper thinking / |
| topic | Guided reading. http://id.loc.gov/authorities/subjects/sh2001006304 Lecture dirigée. EDUCATION Elementary. bisacsh Guided reading fast |
| topic_facet | Guided reading. Lecture dirigée. EDUCATION Elementary. Guided reading |
| work_keys_str_mv | AT faykathleen powerfulbookintroductionsleadingwithmeaningfordeeperthinking AT moritzchrisie powerfulbookintroductionsleadingwithmeaningfordeeperthinking AT whaleysuzanne powerfulbookintroductionsleadingwithmeaningfordeeperthinking |