Strategies for Powerful Comprehension Instruction: It Takes More Than Mentioning ebook
eBook - PDF

Strategies for Powerful Comprehension Instruction: It Takes More Than Mentioning ebook

It Takes More Than Mentioning!

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eBook - PDF

Strategies for Powerful Comprehension Instruction: It Takes More Than Mentioning ebook

It Takes More Than Mentioning!

About this book

Understanding text is key to students' learning success! This notebook, developed for grades K-8, provides explicit instructions for teaching six fundamental comprehension strategies; predicting, making connections, visualizing, questioning, inferring, and summarizing. Great for novice, experienced, and content-area teachers, this resource includes templates and tools as well as instructions on how to incorporate these strategies into a core curriculum. This resource is correlated to College and Career Readiness other state standards.

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Yes, you can access Strategies for Powerful Comprehension Instruction: It Takes More Than Mentioning ebook by Holly Diehl,Diane Nettles in PDF and/or ePUB format, as well as other popular books in Education & Teaching Methods for Reading. We have over one million books available in our catalogue for you to explore.

Information

Publisher
Shell Education
Year
2010
Print ISBN
9781425806323
eBook ISBN
9781425892265
Topic
Education
Subtopic
Teaching Methods for Reading

Table of contents

  1. Cover
  2. Credits
  3. Page 3 - Table of Contents
  4. Page 4 - Table of Contents Cont.
  5. Page 5 - Table of Contents Introduction
  6. Page 6 - Introduction
  7. Page 7 - What Is Reading Comprehension?
  8. Page 11 - Research
  9. Page 11 - How Do Good Readers Comprehend?
  10. Page 12 - How Do These Strategies Help Students?
  11. Page 13 - Best Practices
  12. Page 13 - The Interrelated Nature of the Six Comprehension Strategies
  13. Page 14 - How Can I Teach Comprehension?
  14. Page 14 - How Explicit Instruction Works
  15. Page 15 - A Model of Comprehension Instruction
  16. Page 16 - How Can I Create an Effective Reading Program?
  17. Page 16 - How Can I Organize Effective Comprehension Instruction?
  18. Page 19 - Embed Comprehension Instruction in Realistic Reading Settings
  19. Page 19 - Explain and Model the Strategy
  20. Page 20 - Support Students as They Try the Strategy
  21. Page 20 - Release Instructional Support
  22. Page 21 - How to Use This Notebook
  23. Page 21 - Planning Instruction
  24. Page 22 - Summary of Each Section
  25. Page 24 - Pulling It Together—Help Your Students Use All the Strategies Simultaneously
  26. Page 31 - Wrapping Up and Moving Forward
  27. Page 32 - Four Squares of Reflection
  28. Page 33 - Appendices/Teacher Resources
  29. Page 36 - Standards Correlations
  30. Page 37 - Standards Correlations Chart
  31. Page 39 - About the Featured Authors
  32. Page 41 - Strategy 1: Predicting
  33. Page 42 - What Is Predicting?
  34. Page 45 - How Can I Teach My Students to Make Predictions?
  35. Page 45 - Embed Comprehension Instruction in Realistic Reading Settings
  36. Page 48 - Explain and Model the Process of Making Predictions
  37. Page 54 - Support Students as They Try Making Predictions
  38. Page 57 - Release Students as They Gain Confidence
  39. Page 59 - Assessing Students’ Ability to Make Predictions
  40. Page 59 - Wrapping Up and Moving Forward
  41. Page 60 - Four Squares of Reflection—Predicting
  42. Page 61 - Scaffolding to Meet the Needs of Struggling Readers
  43. Page 61 - Scaffolding to Meet the Needs of EnglishLanguage Learners
  44. Page 62 - Appendices
  45. Page 62 - Teacher Resources
  46. Page 62 - Appendix 1.1: Poster: Making Predictions Strategy (Fiction)
  47. Page 63 - Appendix 1.2: Template for an Explicit Model of Making Predictionswith Fiction
  48. Page 64 - Appendix 1.3: Poster: Making Predictions Strategy (Nonfiction)
  49. Page 65 - Appendix 1.4: Template for an Explicit Model of Making Predictions withNonfiction
  50. Page 66 - Appendix 1.5: Checklist for Assessing Predicting Abilities with Fiction
  51. Page 67 - Appendix 1.6: Checklist for Assessing Predicting Abilities with Nonfiction
  52. Page 68 - Student Resources
  53. Page 68 - Appendix 1.7: Bookmarks: Clues That Help Me Make Predictions inFiction and Clues That Help Me Make Predictions in Nonfiction
  54. Page 69 - Appendix 1.8: Accordion-Style Prediction Chart
  55. Page 70 - Appendix 1.9: Booklet-Style Prediction Chart
  56. Page 71 - Appendix 1.10: My Prediction Chart
  57. Page 72 - Appendix 1.11: Making Predictions Chart
  58. Page 73 - Strategy 2: Making Connections
  59. Page 74 - What Does It Mean to Make Connections While Reading?
  60. Page 76 - How Can I Teach My Students to Make Connections?
  61. Page 77 - Embed Comprehension Instruction in Realistic Reading Settings
  62. Page 80 - Explain and Model the Process of Making Connections
  63. Page 89 - Support Students as They Try Making Connections
  64. Page 91 - Release Students as They Gain Confidence
  65. Page 94 - Assessing Students’ Ability to Make Connections
  66. Page 94 - Wrapping Up and Moving Forward
  67. Page 95 - Four Squares of Reflection—Making Connections
  68. Page 96 - Scaffolding to Meet the Needs of Struggling Readers
  69. Page 96 - Scaffolding to Meet the Needs of English Language Learners
  70. Page 98 - Appendices
  71. Page 98 - Teacher Resources
  72. Page 98 - Appendix 2.1: Poster: Making Connections Strategy (Fiction)
  73. Page 99 - Appendix 2.2: Template for an Explicit Model of MakingConnections with Fiction
  74. Page 100 - Appendix 2.3: Poster: Making Connections Strategy (Nonfiction)
  75. Page 101 - Appendix 2.4: Template for an Explicit Model of Making Connectionswith Nonfiction
  76. Page 102 - Appendix 2.5: Checklist for Assessing Making Connections Abilitieswith Fiction
  77. Page 103 - Appendix 2.6: Checklist for Assessing Making Connections Abilitieswith Nonfiction
  78. Page 104 - Student Resources
  79. Page 104 - Appendix 2.7: Bookmarks: Clues That Help Me Make Connections in Fiction andClues That Help Me Make Connections in Nonfiction
  80. Page 105 - Appendix 2.8: Accordion-Style Making Connections Chart
  81. Page 106 - Appendix 2.9: Booklet-Style Making Connections Chart
  82. Page 107 - Appendix 2.10: My Making Connections Chart
  83. Page 108 - Appendix 2.11: How I Make Connections Chart
  84. Page 109 - Strategy 3: Visualizing
  85. Page 110 - What Is Visualizing?
  86. Page 112 - How Can I Teach My Students to Visualize?
  87. Page 112 - Embed Comprehension Instruction in Realistic Reading Settings
  88. Page 115 - Explain and Model the Process of Visualizing
  89. Page 124 - Support Students as They Try Visualizing
  90. Page 127 - Release Students as They Gain Confidence
  91. Page 130 - Assessing Students’ Ability to Visualize
  92. Page 130 - Wrapping Up and Moving Forward
  93. Page 131 - Four Squares of Reflection—Visualizing
  94. Page 132 - Scaffolding to Meet the Needs of Struggling Readers
  95. Page 133 - Scaffolding to Meet the Needs of English Language Learners
  96. Page 134 - Appendices
  97. Page 134 - Teacher Resources
  98. Page 134 - Appendix 3.1: Poster: Visualizing Strategy Poster (Fiction)
  99. Page 135 - Appendix 3.2: Template for an Explicit Model of Visualizing with Fiction
  100. Page 137 - Appendix 3.3: Poster: Visualizing Strategy Poster (Nonfiction)
  101. Page 138 - Appendix 3.4: Template for an Explicit Model of Visualizing with Nonfiction
  102. Page 140 - Appendix 3.5: Checklist for Assessing Visualizing Abilities with Fiction
  103. Page 141 - Appendix 3.6: Checklist for Assessing Visualizing Abilities with Nonfiction
  104. Page 142 - Student Resources
  105. Page 142 - Appendix 3.7: Bookmarks: Clues That Help Me Visualize in Fiction andClues That Help Me Visualize in Nonfiction
  106. Page 143 - Appendix 3.8: Accordion-Style Visualizing Chart
  107. Page 144 - Appendix 3.9: Booklet-Style Visualizing Chart
  108. Page 145 - Appendix 3.10: My Visualizing Chart
  109. Page 146 - Appendix 3.11: Visualizing to Remember Chart
  110. Page 147 - Strategy 4: Questioning
  111. Page 149 - What Is Questioning?
  112. Page 151 - How Can I Teach My Students to Ask Questions?
  113. Page 151 - Embed Comprehension Instruction in Realistic Reading Settings
  114. Page 154 - Explain and Model the Process of Questioning
  115. Page 163 - Support Students as They Try Questioning
  116. Page 166 - Release Students as They Gain Confidence
  117. Page 169 - Assessing Students’ Ability to Ask Questions
  118. Page 169 - Wrapping Up and Moving Forward
  119. Page 170 - Four Squares of Reflection—Questioning
  120. Page 171 - Scaffolding to Meet the Needs of Struggling Readers
  121. Page 172 - Scaffolding to Meet the Needs of English Language Learners
  122. Page 174 - Appendices
  123. Page 174 - Teacher Resources
  124. Page 174 - Appendix 4.1: Poster: Questioning Strategy (Fiction)
  125. Page 175 - Appendix 4.2: Template for an Explicit Model of Questioning with Fiction
  126. Page 178 - Appendix 4.3: Poster: Questioning Strategy (Nonfiction)
  127. Page 179 - Appendix 4.4: Template for an Explicit Model of Questioning with Nonfiction
  128. Page 181 - Appendix 4.5: Checklist for Assessing Questioning Abilities with Fiction
  129. Page 182 - Appendix 4.6: Checklist for Assessing Questioning Abilities with Nonfiction
  130. Page 183 - Student Resources
  131. Page 183 - Appendix 4.7: Bookmarks: Clues That Help Me Ask Questions with Fictionand Clues That Help Me Ask Question with Nonfiction
  132. Page 184 - Appendix 4.8: Accordion-Style Questioning Chart
  133. Page 185 - Appendix 4.9: Booklet-Style Questioning Chart
  134. Page 186 - Appendix 4.10: My Questioning Chart
  135. Page 187 - Appendix 4.11: Questions I’m Asking Chart
  136. Page 189 - Strategy 5: Inferring
  137. Page 191 - What Does it Mean to Infer While Reading?
  138. Page 195 - How Can I Teach My Students to Infer?
  139. Page 195 - Embed Comprehension Instruction in Realistic Reading Settings
  140. Page 200 - Explain and Model the Process of Inferring
  141. Page 207 - Support Students as They Try Inferring
  142. Page 208 - Release Students as They Gain Confidence
  143. Page 212 - Assessing Students’ Ability to Infer
  144. Page 213 - Wrapping Up and Moving Forward
  145. Page 214 - Four Squares of Reflection—Inferring
  146. Page 215 - Scaffolding to Meet the Needs of Struggling Readers
  147. Page 215 - Scaffolding to Meet the Needs of English Language Learners
  148. Page 216 - Appendices
  149. Page 216 - Teacher Resources
  150. Page 216 - Appendix 5.1: Poster: Inferring Strategy (Fiction)
  151. Page 217 - Appendix 5.2: Template for an Explicit Model of Inferring with Fiction
  152. Page 218 - Appendix 5.3: Poster: Inferring Strategy (Nonfiction)
  153. Page 219 - Appendix 5.4: Template for an Explicit Model of Inferring with Nonfiction
  154. Page 220 - Appendix 5.5: Checklist for Assessing Inferring Abilities with Fiction
  155. Page 221 - Appendix 5.6: Checklist for Assessing Inferring Abilities with Nonfiction
  156. Page 222 - Student Resources
  157. Page 222 - Appendix 5.7: Bookmarks: Clues That Help Me Infer in Fiction andClues That Help Me Infer in Nonfiction
  158. Page 223 - Appendix 5.8: Accordion-Style Inferring Chart
  159. Page 224 - Appendix 5.9: Booklet-Style Inferring Chart
  160. Page 225 - Appendix 5.10: My Inferences Chart
  161. Page 226 - Appendix 5.11: Inferences Clues Chart
  162. Page 227 - Strategy 6: Summarizing
  163. Page 228 - What Is Summarizing?
  164. Page 230 - How Can I Teach My Students to Summarize?
  165. Page 230 - Embed Comprehension Instruction in Realistic Reading Settings
  166. Page 233 - Explain and Model the Process of Summarizing
  167. Page 242 - Support Students as They Try Summarizing
  168. Page 245 - Release Students as They Gain Confidence
  169. Page 247 - Assessing Students’ Ability to Summarize
  170. Page 248 - Wrapping Up and Moving Forward
  171. Page 248 - Four Squares of Reflection—Summarizing
  172. Page 249 - Scaffolding to Meet the Needs of Struggling Readers
  173. Page 249 - Scaffolding to Meet the Needs of English Language Learners
  174. Page 251 - Appendices
  175. Page 251 - Teacher Resources
  176. Page 251 - Appendix 6.1: Poster: Summarizing Strategy (Fiction)
  177. Page 252 - Appendix 6.2: Template for an Explicit Model of Summarizing with Fiction
  178. Page 254 - Appendix 6.3: Poster: Summarizing Strategy (Nonfiction)
  179. Page 255 - Appendix 6.4: Template for an Explicit Model ofSummarizing with Nonfiction
  180. Page 256 - Appendix 6.5: Checklist for Assessing Summarizing Abilities with Fiction
  181. Page 257 - Appendix 6.6: Checklist for Assessing Summarizing Abilities with Nonfiction
  182. Page 258 - Student Resources
  183. Page 258 - Appendix 6.7: Bookmarks: Clues That Help Me Summarize in Fictionand Clues That Help Me Summarize in Nonfiction
  184. Page 259 - Appendix 6.8: Accordion-Style Summarizing Chart
  185. Page 260 - Appendix 6.9: Booklet-Style Summarizing Chart
  186. Page 261 - Appendix 6.10: My Summarizing Chart for Fiction
  187. Page 262 - Appendix 6.11: My Summarizing Chart for Nonfiction
  188. Page 263 - Additional Resources
  189. Page 264 - Planning for Strategy Instruction with a Curriculum Guide or Basal Reading Series
  190. Page 273 - Planning for Strategy Instruction with a Scripted Program
  191. Page 277 - Conclusion
  192. Page 279 - Appendices
  193. Page 279 - Teacher Resources
  194. Page 279 - Appendix 7.1 Template for Enhancing the Suggestions in a Basal Reader Manual (for the Questioning Strategy)
  195. Page 280 - Student Resources
  196. Page 280 - Appendix 7.2 Bookmark: Stop-Point Thinkmark
  197. Page 281 - Appendix 7.3 Using All the Reading Strategies Checklist
  198. Page 282 - References Cited
  199. Page 285 - Bibliography of Children’s Literature
  200. Page 291 - Contents of Teacher Resource CD
  201. Thank You Page