Reading for Information in Elementary School Content Literacy Strategies to Build Comprehension

by Frey, Nancy

• ISBN13: 9780131707498
• ISBN10: 0131707493
• Edition: 1st
• Format: Paperback
• Copyright: 2006-04-03
• Publisher: Pearson

Summary

Reading for Information in Elementary School: Content Literacy Strategies to Build Comprehension was written to give k-5 teachers the tools they need to lay an educational groundwork that promotes studentsrs" success with informational text from the early grades. Packed with research-based, classroom-proven strategies, the text follows a before, during, and after reading format that models the most effective approach to reading for information, focusing on the processes required to develop content literacy. Yours"ll meet the teachers, sit in on their lessons, witness their studentsrs" responses, and come away from this text with a model for teaching your students to read successfully for information and a handbook of proven strategies to implement. Chapter 1 Reading for Information in the Elementary School Chapter 2 Conversations for Learning: Classroom and School Structures that Support Reading for Information Chapter 3 Attention Getters: Anticipatory Activities Chapter 4 Word for Word: Vocabulary Development Across the Curriculum Chapter 5 Read-Alouds and Shared Readings Chapter 6 Questions, Questions, Everywhere Chapter 7 Picture This: Graphic Organizers Chapter 8 Structured Note-Taking and Note-Making Chapter 9 Writing to Learn Chapter 10 Measurement Growth: Assessment and Testing

Author Biography

Douglas Fisher is a Professor in the Department of Teacher Education at San Diego State University. Nancy Frey is Associate Professor of Language and Literacy Education in the School of Teacher Education at San Diego State University.

Table of Contents

PART 1: Organizing Texts, Students, and Classrooms for Students to Learn to Read for Information	1	(42)
Reading for Information in the Elementary School	2	(21)
Why Do Many Students Have Difficulty Reading for Information?	4	(1)
What Are Common Types of Informational Texts?	4	(5)
Textbooks	4	(1)
Trade Books	5	(1)
Chapter Books	5	(1)
Picture Books	5	(2)
Photo-Essays	7	(1)
Newspapers	7	(1)
Digital Sources	8	(1)
Graphic Novels and Anime	8	(1)
What Are the Characteristics of Informational Texts?	9	(4)
Common Expository Text Structures	10	(1)
Text Features	11	(1)
Common Text Styles	11	(2)
What Is Critical Literacy and How Does It Relate to Reading for Information?	13	(2)
How Do We Support Reading for Information?	15	(1)
How Is Reading Comprehension Developed?	16	(2)
Conclusion	18	(1)
References	18	(2)
Children's Literature Cited	20	(1)
Appendix: Children's Informational Texts by Genre	21	(2)
Conversations for Learning: Classroom and School Structures That Support Reading for Information	23	(20)
Grouping Strategies to Promote Peer Learning	24	(9)
Think-Pair-Share	25	(1)
Learning Centers	26	(1)
Jigsaw	26	(2)
Collaborative Strategic Reading	28	(4)
Reciprocal Teaching	32	(1)
School-Wide Conversations That Promote Learning	33	(5)
Does a School-Wide Approach Matter?	35	(2)
Teaching Strategies That Are Transportable and Transparent	37	(1)
What Do We Mean by Reflective Teaching?	38	(1)
Conclusion and a Professional Invitation	38	(2)
References	40	(3)
PART 2: Before Reading Activities	43	(92)
Attention Getters: Using Anticipatory Activities to Build Background Knowledge	44	(26)
Types of Anticipatory Activities	45	(10)
Demonstrations	46	(2)
Discrepant Events	48	(1)
Visual Displays	48	(2)
Thought-Provoking Questions	50	(1)
Quick Writes and Found Poems in Fifth Grade	51	(4)
Strategies at Work	55	(11)
Visual Displays in Kindergarten Science	55	(2)
K-W-L Charts in First-Grade Art	57	(2)
Visual Displays in Second-Grade Social Studies	59	(1)
Discrepant Events in Third-Grade Mathematics	60	(1)
Demonstration in Fourth-Grade Science	61	(3)
Thought-Provoking Questions in Fifth-Grade Social Studies	64	(2)
Conclusion	66	(1)
References	67	(2)
Children's Literature Cited	69	(1)
Word for Word: Vocabulary Development for Informational Texts	70	(28)
The Importance of Word Knowledge	72	(4)
Vocabulary Acquisition	72	(2)
Vocabulary Instruction	74	(2)
Sound Practices in Vocabulary Development	76	(6)
Strategies at Work	82	(12)
Vocabulary in Kindergarten Science	82	(2)
Word Sorts in First-Grade Science	84	(1)
Vocabulary in Second-Grade Science	85	(2)
Vocabulary in Third-Grade Mathematics	87	(3)
Vocabulary in Fourth-Grade Social Studies, Science, and Mathematics	90	(1)
Vocabulary in Fifth-Grade Science	91	(3)
Conclusion	94	(1)
References	94	(3)
Children's Literature Cited	97	(1)
Read--Alouds and Shared Readings: Building Vocabulary and Background Knowledge During Reading	98	(37)
Read-Alouds	100	(1)
Effectiveness of Read-Alouds	100	(1)
The Benefits for English Language Learners	101	(1)
Planning for Read-Alouds in Content Instruction	101	(5)
Shared Reading	106	(1)
Implementing Shared Reading	107	(1)
Selecting Texts for Shared Reading	107	(6)
Strategies at Work	113	(15)
Interactive Read-Alouds in Kindergarten Mathematics	113	(2)
Cross-Age Peer Tutoring in First-Grade Social Studies	115	(3)
Reader's Theatre in Second-Grade Science	118	(2)
Think-Alouds in Third-Grade Visual Arts	120	(2)
Read-Alouds in Fourth-Grade Mathematics	122	(2)
Nontraditional Texts in Fifth-Grade Social Studies	124	(4)
Conclusion	128	(1)
References	129	(4)
Children's Literature Cited	133	(2)
PART 3: During Reading Activities	135	(82)
Questions, Questions, Everywhere	136	(33)
Why Use Questioning?	137	(1)
How Do You Create Quality Questions?	138	(1)
What Are ``Higher-Order'' Questions?	139	(2)
Fostering Student-Generated Questions Through Question-Answer Relationships	141	(3)
Spotlight on Instruction: QAR in Fifth-Grade Art	144	(1)
The Importance of Inquiry in Learning	145	(1)
Strategies at Work	146	(20)
Generating Questions in Kindergarten Social Studies	146	(2)
ReQuest	148	(1)
ReQuest in First-Grade Social Studies	148	(2)
Building Academic Background Knowledge Through Questioning	150	(1)
Socratic Questioning in Second-Grade Mathematics	151	(2)
Using Questioning for Study (SQ3R, SQ4R, and SQRQCQ)	153	(2)
SQRQCQ in Third-Grade Mathematics	155	(2)
Questioning the Author (QtA)	157	(2)
QtA in Fourth-Grade Science	159	(2)
Directed Reading-Thinking Activity	161	(3)
DR-TA in Fifth-Grade Social Studies	164	(2)
Conclusion	166	(1)
References	166	(2)
Children's Literature Cited	168	(1)
Picture this: Graphic Organizers in the Classroom	169	(27)
Teaching and Learning with Graphic Organizers	171	(9)
Why Use Graphic Organizers?	171	(1)
When Can I Use a Graphic Organizer?	172	(7)
How Can I Teach the Use of Graphic Organizers?	179	(1)
How Can Graphic Organizers Be Used for Assessment?	179	(1)
Strategies at Work	180	(11)
Graphic Organizers in Kindergarten Art	180	(2)
Graphic Organizers in First-Grade Mathematics	182	(2)
Graphic Organizers in Second-Grade Mathematics	184	(1)
Graphic Organizers in Third-Grade Social Studies	185	(2)
Graphic Organizers in Fourth-Grade Social Studies	187	(1)
Graphic Organizers in Fifth-Grade Science	188	(3)
Conclusion	191	(3)
References	194	(1)
Children's Literature Cited	195	(1)
Getting It Down: Teaching Students to Take and Make Notes	196	(21)
Why Teach Students How to Make and Take Notes?	197	(1)
Preparing Students for Successful Note Taking	197	(5)
Strategies at Work	202	(13)
Interactive Note Taking in Kindergarten Social Studies	202	(1)
Note-Making Scavenger Hunt in First-Grade Science	203	(1)
Note Making in Second-Grade Music	204	(3)
Research Grid in Third-Grade Science	207	(5)
Note-Taking Technology in Fourth-Grade Social Studies	212	(1)
Dictoglos in Fifth-Grade Mathematics	212	(3)
Conclusion	215	(1)
References	216	(1)
Children's Literature Cited	216	(1)
PART 4: After Reading Activities	217	(50)
The Power in the Pen: Writing to Learn	218	(19)
Writing to Learn and Reading for Information	219	(8)
Applying Three Kinds of Knowledge	220	(2)
Why Is Writing Neglected Outside of the Literacy Block?	222	(1)
Effectiveness of Writing to Learn	222	(1)
Using Writing Prompts	223	(1)
Perspective Writing Through RAFT	224	(3)
Strategies at Work	227	(7)
Writing to Learn in Kindergarten Mathematics	227	(1)
Entry Slips in First-Grade Science	228	(1)
Writing to Learn in Second-Grade Science	229	(1)
Exit Slips in Third-Grade Science	230	(1)
Writing to Learn in Fourth-Grade Social Studies	231	(1)
Writing to Learn in Fifth-Grade Mathematics	232	(2)
Conclusion	234	(1)
References	235	(1)
Children's Literature Cited	236	(1)
Assessing and Testing Reading for Information	237	(30)
Classroom Assessment Practices	238	(11)
How Do I Select an Assessment?	240	(2)
Types of Informal Assessments	242	(7)
Reading for Information and Its Role in Formal Testing	249	(14)
How Did We Get Here? Legislative Support for Testing	249	(1)
Concerns About Testing	250	(1)
Characteristics of Formal Assessments	250	(1)
Addressing High-Stakes Tests	250	(2)
Area #1: Test Format Practice	252	(7)
Area #2: Reading for Information on Standardized Tests	259	(3)
Area #3: Student Engagement in Reading for Information	262	(1)
Using the Results of Informal and Formal Assessments	263	(1)
Conclusion	264	(1)
References	265	(2)
Index	267