| Description |
1 online resource (vi, 138 page) : illustrations |
| Contents |
Introduction : "I'm the stupid lady from Denver ..." -- The "so what?" of reading comprehension -- Parallel experiences : tapping the mother lode -- Real rigor : connecting students with accessible text -- "Why am I reading this?" -- Holding thinking to remember and reuse -- Group work that grows understanding -- "What do I do with all these sticky notes?" : assessment that drives instruction -- "Did I miss anything? Did I miss everything?" : last thoughts |
| Summary |
"Do I really have to teach reading?" This is the question many teachers of adolescents are asking, wondering how they can possibly add a new element to an already overloaded curriculum. And most are finding that the answer is "yes." If they want their students to learn complex new concepts in different disciplines, they often have to help their students become better readers. Building on the experiences gained in her own language arts classroom as well as those of colleagues in different disciplines, Cris Tovani, author of I Read It, but I Don't Get It, takes on the challenge of helping stude |
| Bibliography |
Includes bibliographical references (pages 137-138) |
| Notes |
Text in English |
|
Print version record |
| Subject |
Content area reading.
|
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Reading (Middle school)
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Reading (Secondary)
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LANGUAGE ARTS & DISCIPLINES -- Reading Skills.
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Content area reading
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Reading (Middle school)
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Reading (Secondary)
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Fächerübergreifender Unterricht
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Qualitätssteigerung
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Sekundarstufe
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Textverstehen
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Content area reading.
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Reading.
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| Form |
Electronic book
|
| ISBN |
9781571108975 |
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1571108971 |
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