Reading and Responding in the Middle Grades Approaches for All Classrooms

by Galda, Lee; Graves, Michael F.

• ISBN13: 9780205491223
• ISBN10: 0205491227
• Edition: 1st
• Format: Paperback
• Copyright: 2006-02-17
• Publisher: Pearson

Summary

This book focuses on practical, research-based approaches middle-grade teachers can use to help their students hone their reading abilities, learn from what they read, and become increasingly motivated to read and competent in responding to the sophisticated narrative and expository texts they encounter in the middle grades and beyond. The authors, one a leading scholar in childrenrs"s and adolescent literature and the other a leading scholar in reading education, emphasize the relevance of giving equal attention to both cognitive and affective factors. Through a clear and friendly writing style Lee Galda and Mike Graves carefully analyze and describe the unique characteristics of middle-grade students and their learning, give equal attention to the cognitive-constructivist view of reading familiar to reading educators and the transactional theory and reader response theory familiar to literary scholars. This book is unique in that it encompasses learning to read (comprehension), reading to learn (across the curriculum), and adolescent literature and response. While these areas are entirely compatible, they are not often combined. Major topics, each of which is treated in a chapter, include the middle school learner, motivation and engagement, literature for adolescents, scaffolding students'comprehension, teaching comprehension and study strategies, teaching literature, higher-order thinking and deep understanding, vocabulary instruction, assessment, and classroom organization. Glowing Reviews! "I thoroughly enjoyed reading this book. My knowledge base was definitely broadened and I found much merit and much to commend. In fact, I made notes in the margins filled with such statements as "easy to read," "terrific idea," and "important insight." shy;--Maria Ceprano, Buffalo State College "The inclusion of ELL issues in the deliberations about teaching are quite useful and appropriate. This book does an excellent job describing ELL studentsrs" instructional needs and offering alternative or modified instructional approaches." --Kurtis S. Meredith-University of Northern Iowa. Meet the Authors Lee Galdais Professor of Childrenrs"s and Adolescent Literature at the University of Minnesota. Her research and development interests focus on literature and its role in motivation and engagement, and reader response. Her recent books includeLiterature and the Child (6 th edition),with Bernice Cullinan, andLanguage Arts: Learning and Teaching, with Dorothy Strickland and Bernice Cullinan, both published by Wadsworth/Thomson. Michael F. Gravesis Professor of Literacy Education at the University of Minnesota. His research and development efforts focus on comprehension instruction and vocabulary learning and instruction. His recent books includeTeaching Reading in the 21st Century(4th edition in press, with Connie Juel and Bonnie Graves, Allyn & Bacon) andThe Vocabulary Book(2006, Teachers College Press, IRA, and NCTE).

Table of Contents

Preface	ix
About the Authors	xi
The Middle-School Learner: Theory and Research That Inform Practice	1	(18)
What This Book Is About	2	(1)
The Middle-Grade Learner	3	(4)
The Cognitive--Constructivist View of Reading	7	(6)
The Cognitive Orientation	7	(4)
The Social--Constructivist Orientation	11	(2)
Transactional Theory: Response to Literature	13	(4)
Reading as Transactional	14	(1)
Reading as Temporal	15	(1)
Reading as Social and Cultural	16	(1)
Reading as Transformational	17	(1)
Concluding Remarks	17	(1)
Extending Learning	18	(1)
Motivation and Engagement	19	(28)
Creating a Literate Environment	21	(7)
Demonstration	21	(1)
Time	22	(1)
Materials	23	(2)
Choice	25	(2)
Classroom Climate	27	(1)
The Importance of Positive Attributions	28	(3)
Attribution Theory	29	(1)
Learned Helplessness	29	(2)
Concrete Approaches to Motivating Students	31	(11)
Ensuring Student Success	31	(1)
Providing Appropriate Challenges	32	(3)
Grouping Students to Promote Learning and Positive Attitudes	35	(2)
Promoting Academic Values and Goals	37	(2)
Fostering Higher-Order Thinking and Deep Understanding	39	(1)
Ensuring Active Participation, Using Cooperative Activities, and Including Variety	40	(1)
Making Connections to Students' Cultures and Lives Outside of School	41	(1)
Praising Students, Rewarding Them, and Helping Them Set Goals	42	(1)
Concluding Remarks	42	(2)
Motivational Strategies Gleaned from Brophy	43	(1)
Motivational Strategies Gleaned from Pressley and His Colleagues	44	(1)
Motivational Strategies Listed by the National Research Council	44	(1)
Extending Learning	44	(1)
Books for Middle-Grade Students	45	(2)
Literature for Adolescents	47	(30)
Defining Adolescent Literature	48	(1)
Selecting Books for Adolescents	49	(1)
Language	49	(1)
Illustration	49	(1)
Other Literary Considerations	50	(1)
Understanding Narrative Fiction	50	(12)
Setting	50	(1)
Characterization	51	(1)
Plot	51	(1)
Theme	52	(1)
Point of View	53	(1)
Style	54	(2)
Genres in Narrative Fiction	56	(6)
Understanding Nonfiction	62	(3)
Style	64	(1)
Organization	64	(1)
Accuracy	64	(1)
Expository and Narrative Nonfiction	65	(1)
Expository Nonfiction	65	(1)
Authentic Biography	66	(1)
Understanding Poetry	66	(2)
Figurative Language/Imagery	67	(1)
Sound	67	(1)
Form	68	(1)
Building a Classroom Collection	68	(4)
Finding Good Books	69	(2)
Selection versus Censorship	71	(1)
Concluding Remarks	72	(1)
Extending Learning	72	(1)
Books for Middle-Grade Readers	73	(4)
Scaffolding Students' Comprehension, Learning, and Engagement with Text	77	(28)
The Purpose, the Selection, and the Students	79	(3)
The Purpose	79	(1)
The Selection	79	(2)
The Students	81	(1)
The Scaffolded Reading Experience	82	(1)
Prereading Activities	83	(6)
Motivating	84	(1)
Relating the Reading to Students' Lives	84	(1)
Activating or Building Background Knowledge	85	(1)
Providing Text-Specific Knowledge	86	(1)
Preteaching Vocabulary	86	(1)
Preteaching Concepts	86	(1)
Prequestioning, Predicting, and Direction Setting	87	(1)
Using Students' Native Language	87	(1)
Involving English-Language Learner Communities, Parents, and Siblings	88	(1)
Suggesting Strategies	88	(1)
Sample Prereading Activity: Prereading Questionnaire	89	(1)
During-Reading Activities	89	(4)
Silent Reading	91	(1)
Reading to Students	91	(1)
Supported Reading	91	(1)
Oral Reading by Students	92	(1)
Modifying the Text	93	(1)
Sample During-Reading Activity: Supported Reading	93	(1)
Postreading Activities	93	(8)
Questioning	95	(1)
Discussion	96	(1)
Writing	96	(1)
Drama	97	(1)
Artistic and Nonverbal Activities	98	(1)
Application and Outreach Activities	98	(1)
Sample Postreading Activity	99	(2)
A Comprehensive Scaffolded Reading Experience	101	(1)
Concluding Remarks	101	(2)
Extending Learning	103	(1)
Books for Middle-Grade Readers	104	(1)
Teaching Comprehension and Study Strategies	105	(30)
Reading Comprehension and Study Strategies	106	(11)
Characteristics of Comprehension and Study Strategies	107	(1)
Key Comprehension and Study Strategies	108	(7)
Concepts Underlying Our Approach to Teaching Strategies	115	(2)
A Powerful Approach to Teaching Strategies	117	(10)
Instruction for Determining What Is Important	119	(6)
Overview of a Unit	125	(1)
The Constructive Nature of Good Strategy Instruction	126	(1)
Review and Followup Activities	126	(1)
Widely Recommended Sequences of Strategies	127	(5)
The K-W-L Procedure	128	(1)
Reciprocal Teaching	129	(1)
The SQ3R Method	130	(1)
Teaching Sequences of Strategies	131	(1)
Concluding Remarks	132	(1)
Extending Learning	132	(1)
Books for Middle-Grade Readers	133	(2)
Teaching Literature	135	(24)
Developing Engaged Readers	137	(7)
Sharing Good Books	137	(3)
Reading Good Books	140	(1)
Reading Strategically	141	(1)
Reading Responsively	142	(2)
Developing a Community of Responsive Readers	144	(5)
Talking About Books	145	(3)
Drama, Choral Reading, and Other Oral Presentations	148	(1)
Developing Literary Understanding	149	(7)
Making Connections	150	(1)
Other Ways to Learn about Literature	150	(2)
Teaching Nonfiction	152	(2)
Teaching Narrative Fiction	154	(1)
Teaching Poetry	155	(1)
Concluding Remarks	156	(1)
Extending Learning	157	(1)
Books for Middle-Grade Readers	157	(2)
Fostering Higher-Order Thinking and Deep Understanding	159	(28)
Fostering Higher-Order Thinking	160	(5)
Just What Is Higher-Order Thinking?	161	(1)
A Taxonomy of Higher-Order Questions	162	(1)
An Additional Perspective for Considering Questions	163	(2)
Teaching for Understanding	165	(19)
Some Key Attributes of Teaching for Understanding	166	(4)
Teaching for Understanding Units	170	(4)
Jigsaw Cooperative Learning	174	(3)
Knowledge as Design	177	(7)
Concluding Remarks	184	(1)
Extending Learning	184	(1)
Books for Middle-Grade Readers	185	(2)
Vocabulary Instruction	187	(32)
Providing Frequent, Extensive, and Varied Language Experiences	189	(2)
Teaching Individual Words	191	(12)
The Word-Learning Tasks Students Face	191	(2)
Identifying Vocabulary to Teach	193	(1)
Methods of Teaching Individual Words	194	(9)
Teaching Students Word-Learning Strategies	203	(7)
Using Context Cues to Unlock the Meanings of Unknown Words	203	(3)
Using Word Parts to Unlock the Meanings of Unknown Words	206	(2)
Using the Dictionary to Identify or Clarify Word Meanings	208	(2)
Fostering Word Consciousness	210	(5)
Modeling, Recognizing, and Encouraging Adept Diction	211	(2)
Promoting Word Play	213	(1)
Providing Intensive and Expressive Instruction	214	(1)
Concluding Remarks	215	(1)
Extending Learning	216	(1)
Books for Middle-Grade Readers	217	(2)
Assessment	219	(30)
Beyond Standardized Tests	220	(6)
Norm-Referenced Standardized Tests	221	(1)
Criterion-Referenced Standardized Tests	222	(2)
Authentic Assessment	224	(2)
Assessing Student Performance	226	(14)
What Needs Assessing?	226	(1)
Formal Observations	227	(7)
Informal Observations	234	(2)
Student Artifacts	236	(2)
Talking with Students	238	(2)
Combining Assessment Strategies	240	(1)
Encouraging Student Self-Evaluation	240	(3)
Talking with Students about Progress	241	(1)
Student Collection of Self-Assessment Data	242	(1)
Helping Students Understanding Their Own Needs	242	(1)
Documenting Student Progress	243	(1)
Portfolios	243	(1)
Keeping Track of the Whole Class	244	(1)
Assessing the Effectiveness of Your Teaching	244	(2)
Concluding Remarks	246	(1)
Extending Learning	247	(1)
Books for Middle-Grade Readers	247	(2)
Organizing Classrooms to Promote Reading and Responding	249	(20)
Creative Effective Instruction	251	(15)
Organizational Patterns	252	(8)
Effective Instruction in Action	260	(6)
Concluding Remarks	266	(1)
Extending Learning	267	(1)
Books for Middle-Grade Readers	267	(2)
References	269	(14)
Index	283