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