You Can't Just Say It Louder! Differentiated Strat. for Comprehending Nonfiction ebook

Differentiated Strategies for Comprehending Nonfiction

Debby Murphy

• Publisher: Shell Education
• Year: 2009
• ISBN:
  9781425891947
• Topic: Pedagogía
• Subtopic: Enseñanza de métodos de lectura

This dynamic book provides the foundation you need to confidently and successfully teach comprehension to a diverse population of students. Filled with innovative, classroom-tested models for differentiating instruction, this professional development resource will leave you feeling empowered, equipped, and excited to implement the strategies! The classroom-tested strategies from acclaimed professional development specialist Debby Murphy and easy-to-read conversational style make this a "must-have" resource for any PreK-12 teacher. The model lessons feature concrete examples with sample texts from award-winning resources.

Table of contents

• Cover
• Credits
• Page 3 - Table of Contents
• Page 4 - Table of Contents Cont.
• Page 5 - Table of Contents Cont.
• Page 6 - Table of Contents Cont.
• Page 7 - Foreword
• Page 11 - Acknowledgements
• Page 13 - Introduction
• Page 14 - Overview of Chapters
• Page 16 - STAR (Strategic Thinker and Reader) Model Lessons
• Page 17 - Features of this Book
• Page 19 - Chapter 1: Constructing a Personal Theory About Learning
• Page 19 - Considerations from Research
• Page 21 - The Critical Role of Language in Teaching for Comprehension
• Page 22 - The Zone of Proximal Development
• Page 27 - The Gradual Release of Responsibility Model
• Page 29 - Phases of the Gradual Release of Responsibility Model
• Page 29 - I Do—Modeled Strategy Use
• Page 29 - We Do—Shared Strategy Use
• Page 30 - You Try—Guided Strategy Use
• Page 31 - You Do—Independent Strategy Use
• Page 32 - The Importance of Rich Input in Brain-Compatible Instruction
• Page 35 - Summary
• Page 37 - Chapter 2: Moving from Strategies to Skills: You Can’t Just Say It Louder!
• Page 37 - Considerations from Research
• Page 39 - Teaching for a Strategy
• Page 43 - Moving from a Strategy to a Skill
• Page 43 - Summary
• Page 45 - Chapter 3: Different Rules
• Page 45 - Considerations from Research
• Page 46 - Content—What Students Learn
• Page 54 - Process—How Students Learn
• Page 55 - Summary
• Page 59 - Chapter 4: Preparing Students to Read with Meaning—Activating Student Thinking Through Text Introductions
• Page 59 - Considerations from Research
• Page 62 - A Structure for Planning Before-Reading Activities
• Page 62 - Book
• Page 71 - Brain
• Page 71 - Build
• Page 72 - Before-Reading Strategies
• Page 73 - Sketch the Scene
• Page 78 - Act it Out
• Page 82 - Models, Artifacts, Primary Sources, Demonstrations and Experiments, and Other Visuals
• Page 84 - Tiny Texts
• Page 84 - Concept Chorals
• Page 87 - Packing Up Word Bags
• Page 90 - Making “Sense” of It
• Page 92 - Brain Boxes
• Page 96 - Summary
• Page 97 - Chapter 5: Understanding Word Meaning in Texts
• Page 97 - Considerations from Research
• Page 98 - The Role of Context
• Page 101 - The Role of Word Structure
• Page 101 - Activities with Word Parts
• Page 103 - Word Magician Strategy
• Page 105 - STAR Model Lessons
• Page 107 - STAR Model Lesson 1: Word Magician—Cell Phone Agreement
• Page 115 - STAR Model Lesson 2: Word Magician—A Visit to a Publisher
• Page 117 - STAR Model Lesson 3: Word Magician—Volcanoes
• Page 119 - Summary
• Page 121 - Chapter 6: Using Text Features to Determine Importance, Develop Main Ideas, and Create Text Summaries
• Page 121 - Considerations from Research
• Page 124 - Familiarizing Students with the Text Walk Strategy
• Page 128 - STAR Model Lessons
• Page 130 - STAR Model Lesson 1: Taking a Text Walk to Preview a Text for Main Ideas
• Page 139 - STAR Model Lesson 2: Using a Text Walk Puzzle to Preview Text Organizers and Develop a Main Idea Statement
• Page 145 - Read a Little, Think a Little Strategy
• Page 148 - STAR Model Lesson 3: Read a Little, Think a Little
• Page 156 - Using Annotation to Support Read a Little,Think a Little
• Page 158 - STAR Model Lesson 4: Pluses, Lines, and Stars
• Page 167 - Summary
• Page 169 - Chapter 7: Visualizing the Text
• Page 169 - Considerations from Research
• Page 172 - STAR Model Lessons
• Page 173 - STAR Model Lesson 1: Framing a Mind Picture
• Page 182 - STAR Model Lesson 2: Sketching Mind Pictures
• Page 186 - STAR Model Lesson 3: Read It, See It
• Page 194 - Summary
• Page 195 - Chapter 8: Asking Questions and Making Inferences
• Page 195 - Considerations from Research
• Page 201 - STAR Model Lessons
• Page 202 - STAR Model Lesson 1: On-the-Lines/Between-the-Lines Reading Detectives
• Page 212 - STAR Model Lesson 2: Tell Me What You See/Tell MeWhat You Think
• Page 215 - STAR Model Lesson 3: Think It Through Chart
• Page 221 - STAR Model Lesson 4: Ask Me
• Page 223 - Summary
• Page 225 - Chapter 9: Recognizing Nonfiction Text Structures and Author’s Purpose
• Page 225 - Considerations from Research
• Page 227 - Knowing About Text Structures
• Page 230 - Descriptive Text Structure
• Page 232 - Chronological or Sequenced Text Structure
• Page 233 - Cause-and-Effect Text Structure
• Page 235 - Problem-and-Solution Text Structure
• Page 237 - Proposition-and-Support Text Structure
• Page 238 - Compare-and-Contrast Text Structure
• Page 240 - STAR Model Lesson
• Page 241 - STAR Model Lesson: Determining a Text Structure
• Page 251 - A Problem-and-Solution Graphic Organizer
• Page 253 - A Cause-and-Effect Graphic Organizer
• Page 256 - Summary
• Page 259 - Chapter 10: Monitoring Comprehension: The Ongoing Orchestration of Meaning
• Page 259 - Considerations from Research
• Page 262 - Learning from a Skilled Reader: The Teacher
• Page 262 - Knowing How to Deal with Comprehension Confusion
• Page 263 - Dealing with the “Tricky Parts”
• Page 264 - Making Connections Between Self and the Text
• Page 266 - Maintaining Comprehension During Reading
• Page 270 - Summary
• Page 273 - Conclusion
• Page 277 - Appendix
• Page 283 - References Cited
• Page 293 - Instructional Resources and Children’s Literature
• Thank You Page