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.
Основен автор: | McEwan-Adkins, Elaine K., 1941- |
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Формат: | Електронен |
Език: | English |
Публикувано: |
Thousand Oaks, Calif. :
Corwin,
2007.
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Предмети: | |
Онлайн достъп: |
http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=762392 |
Подобни документи: |
Print version::
40 ways to support struggling readers in content classrooms grades 6-12. |
Съдържание:
- 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.