35 Strategies for Guiding Readers Through Informational Texts

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Guilford Press, 2010 - Language Arts & Disciplines - 178 pages
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This practical guide presents inspiring, research-based activities for teaching students in grades K?12 how to read and think critically about informational texts. With five essential types of strategies, seasoned and preservice teachers learn ways to help students select engaging, challenging reading materials; develop their knowledge of history, science, and other content areas; master vocabulary that aids understanding; build essential comprehension skills across the curriculum; and write effectively about texts they have read. Each of the 35 strategies features a helpful reproducible worksheet in a large-size format. The teacher-friendly appendix lists recommended books, magazines, and websites for each grade level.

 

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Contents

Strategy 1
3
Strategy 2
8
Strategy 3
12
Strategy 4
18
Strategy 5
27
Strategy 6
31
Strategy 7
35
Strategy 8
39
Strategy 20
100
Strategy 21
105
Strategy 22
109
Strategy 23
113
Strategy 24
118
Strategy 25
123
Strategy 26
127
Strategy 27
131

Strategy 9
43
Strategy 10
51
Strategy 11
55
Strategy 12
60
Strategy 13
64
Strategy 14
68
Strategy 15
72
Strategy 16
79
Strategy 17
84
Strategy 18
88
Strategy 19
93
Strategy 28
137
Strategy 29
141
Strategy 30
146
Strategy 31
150
Strategy 32
154
Strategy 33
158
Strategy 33
163
Strategy 35
167
Appendix
171
Index
176
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About the author (2010)

Barbara Moss, PhD, is Professor of Literacy Education in the Department of Teacher Education at San Diego State University. She has taught English and language arts in elementary, middle, and high school settings, and has worked as a reading supervisor. In addition to her role as a university professor, she presently works as a literacy coach at an urban high school in San Diego. Dr. Moss?s research focuses on issues surrounding the teaching of informational texts at the elementary and secondary levels. She regularly presents at professional conferences at the local, state, national, and international levels, and has published numerous journal articles, columns, book chapters, and books. ? Virginia S. Loh, EdD, is a part-time faculty member at San Diego State University, Director and Educational Consultant for Wells Academics, Ghosteditor/Entrepreneur of In the Margins, and a former K-8 schoolteacher. Her doctoral dissertation, for which she received a Beiter Research Grant Award from the Children?s Literature Association, was a qualitative study on the cultural authenticity of Asian American children?s literature. She has published peer?-reviewed articles and conducted presentations on this topic. Dr. Loh has worked with diverse student populations and has a strong knowledge of instructional methods, assessments, and educational research and theories. She has her Multiple Subject and Cross-?Cultural Language and Academic Development teaching credentials. Dr. Loh is committed to teacher excellence, educational policymaking, and student achievement, and she is actively involved in community boards and organizations.

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