9781425805197

You Can't Just Say It Louder: Differentiated Strategies for Comprehending Nonfiction

by
  • ISBN13:

    9781425805197

  • ISBN10:

    1425805191

  • Format: Paperback
  • Copyright: 2009-11-15
  • Publisher: Shell Education
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Supplemental Materials

What is included with this book?

  • The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.

Summary

From acclaimed professional development specialist Debby Murphy, this dynamic book provides the foundation you need to confidently and successfully teach comprehension to a diverse population of students. With classroom-tested models for differentiating instruction, Debby outlines the steps you need to captivate your students' interest with innovative strategies that increase comprehension. Debby's friendly, conversational style makes this professional development resource fun and easy-to-read, and best of all, it leaves you feeling empowered, equipped, and excited to implement the strategies she shares. Book jacket.

Author Biography

Debby Murphy, M.Ed., is an experienced national literacy consultant who provides engaging training for teachers on multiple current literacy topics. Debby worked in public schools for over thirty years as a classroom teacher and district reading specialist, and she has presented on literacy topics in various venues for over 24 years.

Table of Contents

Forewordp. 7
Acknowledgementsp. 11
Introductionp. 13
Overview of Chaptersp. 14
STAR (Strategic Thinker and Reader) Model Lessonsp. 16
Features of this Bookp. 17
Constructing a Personal Theory About Learningp. 19
Considerations from Researchp. 19
The Critical Role of Language in Teaching for Comprehensionp. 21
The Zone of Proximal Developmentp. 22
The Gradual Release of Responsibility Modelp. 27
Phases of the Gradual Release of Responsibility Modelp. 29
I Do-Modeled Strategy Usep. 29
We Do-Shared Strategy Usep. 29
You Try-Guided Strategy Usep. 30
You Do-Independent Strategy Usep. 31
The Importance of Rich Input in Brain-Compatible Instructionp. 32
Summaryp. 35
Moving from Strategies to Skills: You Can't Just Say It Louder!p. 37
Considerations from Researchp. 37
Teaching for a Strategyp. 39
Moving from a Strategy to a Skillp. 43
Summaryp. 43
Differentiation Rulesp. 45
Considerations from Researchp. 45
Content-What Students Learnp. 46
Content-What Students Learnp. 46
Process-How Students Learnp. 54
Summaryp. 55
Preparing Students to Read with Meaning-Activating Student Thinking Through Text Introductionsp. 59
Considerations from Researchp. 59
A Structure for Planning Before-Reading Activitiesp. 62
Bookp. 62
Brainp. 71
Buildp. 71
Before-Reading Strategiesp. 72
Sketch the Scenep. 73
Act it Outp. 78
Models, Artifacts, Primary Sources, Demonstrations and Experiments, and Other Visualsp. 82
Tiny Textsp. 84
Concept Choralsp. 84
Packing Up Word Bagsp. 87
Making "Sense" of Itp. 90
Brain Boxesp. 92
Summaryp. 96
Understanding Word Meaning in Textsp. 97
Considerations from Researchp. 97
The Role of Contextp. 98
The Role of Word Structurep. 101
Activities with Word Partsp. 101
Word Magician Strategyp. 103
STAR Model Lessonsp. 105
STAR Model Lesson 1: Word Magician-Cell Phone Agreementp. 107
STAR Model Lesson 2: Word Magician-A Visit to a Publisherp. 115
STAR Model Lesson 3: Word Magician-Volcanoesp. 117
Summaryp. 119
Using Text Features to Determine Importance, Develop Main Ideas, and Create Text Summariesp. 121
Considerations from Researchp. 121
Familiarizing Students with the Text Walk Strategyp. 124
STAR Model Lessonsp. 128
STAR Model Lesson 1: Taking a Text Walk to Preview a Text for Main Ideasp. 130
STAR Model Lesson 2: Using a Text Walk Puzzle to Preview Text Organizers and Develop a Main Idea Statementp. 139
Read a Little, Think a Little Strategyp. 145
STAR Model Lesson 3: Read a Little, Think a Littlep. 148
Using Annotation to Support Read a Little, Think a Littlep. 156
STAR Model Lesson 4: Pluses, Lines, and Starsp. 158
Summaryp. 167
Visualizing the Textp. 169
Considerations from Researchp. 169
STAR Model Lessonsp. 172
STAR Model Lesson 1: Framing a Mind Picturep. 173
STAR Model Lesson 2: Sketching Mind Picturesp. 182
STAR Model Lesson 3: Read It, See Itp. 186
Summaryp. 194
Asking Questions and Making Inferencesp. 195
Considerations from Researchp. 195
STAR Model Lessonsp. 201
STAR Model Lesson 1: On-the-Lines/Between-the-Lines Reading Detectivesp. 202
STAR Model Lesson 2: Tell Me What You See/Tell Me What You Thinkp. 212
STAR Model Lesson 3: Think It Through Chartp. 215
STAR Model Lesson 4: Ask Mep. 221
Summaryp. 223
Recognizing Nonfiction Text Structures and Author's Purposep. 225
Considerations from Researchp. 225
Knowing About Text Structuresp. 227
Descriptive Text Structurep. 230
Chronological or Sequenced Text Structurep. 232
Cause-and-Effect Text Structurep. 233
Problem-and-Solution Text Structurep. 235
Proposition-and-Support Text Structurep. 237
Compare-and-Contrast Text Structurep. 238
STAR Model Lessonp. 240
STAR, Model Lesson: Determining a Text Structurep. 241
A Problem-and-Solution Graphic Organizerp. 251
A Cause-and-Effect Graphic Organizerp. 253
Summaryp. 256
Monitoring Comprehension: The Ongoing Orchestration of Meaningp. 259
Considerations from Researchp. 259
Learning from a Skilled Reader: The Teacherp. 262
Knowing How to Deal with Comprehension Confusionp. 262
Dealing with the "Tricky Parts"p. 263
Making Connections Between Self and the Textp. 264
Maintaining Comprehension During Readingp. 266
Summaryp. 270
Conclusionp. 273
Appendix p. 277
References Citedp. 283
Instructional Resources and Children's Literaturep. 293
Table of Contents provided by Ingram. All Rights Reserved.

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