| Description |
vi, 138 pages : illustrations ; 23 cm |
| Contents |
1. Introduction : "I'm the stupid lady from Denver..." -- 2. The "so what?" of reading comprehension -- 3. Parallel experiences : tapping the mother lode -- 4. Real rigor : connecting students with accessible text -- 5. "Why am I reading this?" -- 6. Holding thinking to remember and reuse -- 7. Group work that grows understanding -- 8. "What do I do with all these sticky notes?" : assessment that drives instruction -- 9. "Did I miss anything? Did I miss everything?" : last thoughts |
| Summary |
Takes on the challenge of helping students apply reading comprehension strategies in any subject. Shows how teachers can expand on their content expertise to provide instruction students need to understand specific technical and narrative texts. The book includes: examples of how teachers can model their reading process for students; ideas for supplementing and enhancing the use of required textbooks; detailed descriptions of specific strategies taught in context; stories from different high school classrooms to show how reading instruction varies according to content; samples of student work, including both struggling readers and college-bound seniors; a variety of 'comprehension constructors': guides designed to help students recognize and capture their thinking in writing while reading; guidance on assessing students; tips for balancing content and reading instruction |
| Bibliography |
Includes bibliographical references (pages 137-138) |
| Subject |
Content area reading.
|
|
Reading (Middle school)
|
|
Reading (Secondary)
|
| LC no. |
2003065348 |
| ISBN |
1571103767 alkaline paper |
|
