Strategies That Work Teaching Comprehension for Engagement Understanding and Building Knowledge Grades K 8 3rd Edition by Stephanie Harvey, Anne Goudvis ISBN 1625310633 9781625310637

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ISBN 10: 1625310633 
ISBN 13: 9781625310637
Author: Stephanie Harvey, Anne Goudvis

Strategies That Work Teaching Comprehension for Engagement Understanding and Building Knowledge Grades K 8 3rd Table of contents:

Part I: The Foundation of Meaning

Chapter 1: Reading Is Thinking

• The Reader Writes the Story

• Thinking-Intensive Reading

• Develop Awareness

• Become Strategic

• Recognize the Power of Thinking

• Comprehension as a Means to Building Knowledge and Understanding

• Reading with a Purpose

• Efferent Reading and Aesthetic Reading

Chapter 2: Reading is Strategic

• Strategic Reading as a Thinking Disposition

• Developing Metacognitive Knowledge: Monitoring Comprehension

• Leaving Tracks of Thinking

• Strategies That Work

  • Monitor Comprehension

  • Activate and Connect to Background Knowledge

  • Ask Questions

  • Infer and Visualize Meaning

  • Determine Importance

  • Summarize and Synthesize

• From Theory to Practice: Research That Supports Comprehension Instruction

  • Long-Standing Studies

  • Recent Research

• A Common Language for Teaching and Learning

Chapter 3: Comprehension at the Core: Building Knowledge Through Thinking-Intensive Reading

• Thinking-Intensive Learning

• The Comprehension Continuum

• Current Trends

• Career and College Readiness and 21st Century Skills

• Close Reading, Listening, and Viewing

• Text Complexity

• Critical Thinking

Chapter 4: Twenty-First Century Reading: Books and Beyond

• Text and Media Matter

• The Possibilities of Short Text

• Choosing Short Text for Instruction

• Choosing Short Text to Launch Comprehension Instruction

• Harnessing Technology to Enhance Comprehension Instruction

• Digital Reading

• Principles for Integrating Comprehension and Technology

• Access for All: Differentiate with Technology

• The Jury Is Still Out

• The Possibilities of Picture Books

• Building Background Knowledge and Teaching Content

• Challenging Kids to Think

• Differentiating Instruction

• Choosing Picture Books Just Because We Love Them

• Beyond Picture Books: Choosing Longer Text

• Choosing Books: Interest, Readability, and Purpose

  • Interest

  • Readability

  • Purpose

• Helping Kids Select Books to Read

• A Word About Reading Aloud

Chapter 5: Effective Comprehension Instruction: Teaching, Tone, and Assessment

• Effective Comprehension Instruction

• Explicit Instruction: The Gradual Release of Responsibility

• Teaching Comprehension in the Reading Workshop

• Strategy Instruction: A Means to an End

• Launching Strategy Instruction

• One at a Time? For How Long?

• Is There a Sequence?

• Setting the Tone: Building a Literate Community

  • Foster Passion and Curiosity

  • An Environment That Values Collaborative Learning and Thinking

  • Large Blocks of Time for Extended Reading and Writing

• Language Matters

• Authentic Response

• Responsive Teaching and Differentiation

• Text Matters

• Room Arrangement Matters

• Accessible Resources

• Assessing Comprehension: Teaching with the End in Mind

  • Finding Out What Students Are Thinking

  • What About Grades? Moving from Assessment to Evaluation

• Out of the Pens of Kids

Part II: Strategy Lessons

Chapter 6: Instructional Practices for Teaching Comprehension

• Instructional Practices

• Thinking Aloud

• Rereading

• Interactive Reading Aloud

• Annotating Text

• Co-constructing Anchor Charts

• Guiding Discussion and Student Conversation

• Sharing Our Own Literate Lives

• Plan Ahead to Highlight Specific Teaching Points

• Share Aspects of the Inner Conversation

• Beyond Dioramas: Responding to Reading

Chapter 7: Monitoring Comprehension: The Inner Conversation

• Strategy Lessons: Monitoring Comprehension

• Following the Inner Conversation

• Follow Your Inner Conversation When Reading Digital Text

• Noticing When We Stray from the Inner Conversation

• Noticing and Exploring Thinking

• Read, Write, and Talk

• Leave Tracks of Thinking: Annotating in the Primary Grades

• Read, Talk, and Jot: Annotating Nonfiction Text and Images

• Monitoring Comprehension While Reading on the Web

• Teaching with the End in Mind: Assessing What We’ve Taught

• Suggestions for Differentiation

Chapter 8: Activating, Connecting, and Building: Why Background Knowledge Matters

• Connecting the New to the Known and Building Knowledge

• Strategy Lessons: Activating, Connecting to, and Building Background Knowledge

• Surfacing Big Ideas with Personal Connections

• Connecting Text to Our Own Experiences: Relating the Characters to Ourselves

• Distracting Connections

• Reading to Build Content Knowledge About Important Concepts

• Making Connections Between Small Poems and Our Lives

• Using Background Knowledge About Reading to Enhance Your Viewing Experience

• Noticing and Thinking About New Learning

• Revising Misconceptions When Learning Something New

• “Research Lab” in Kindergarten

• Tangential Connections: Pitfalls to Understanding

• Connections in Common

• Will Any Connection Do?

• How Does That Connection Help You Understand?

• Teaching with the End in Mind: Assessing What We’ve Taught

• Suggestions for Differentiation

Chapter 9: Questioning: The Strategy That Propels Readers Forward

• Strategy Lessons: Questioning

• Share Your Questions About Your Own Reading

• Some Questions Are Answered, Others Are Not

• Collaborating on Questions

• Building in Time, Routines, and Structures for Asking Questions, Wondering, and Searching for Answers

• Asking and Answering Questions in Seesaw

• The More We Learn, the More We Wonder

• Reading with a Question in Mind

• Reading with a Question in Mind When Reading Digitally

• Thick and Thin Questions

• Reading to Answer a Question: Asking Questions to Gain Information

• Thinking Beyond the Book: Creating a Line of Research Questions

• Questioning That Leads to Inferential Thinking

• Lingering Questions

• Authentic Questions or Assessment Questions

• Teaching with the End in Mind: Assessing What We’ve Taught

• Suggestions for Differentiation

• Questioning Assessment Commentary

• Independent work examples

Chapter 10: Visualizing and Inferring: Making What’s Implicit Explicit

• Visualizing: Movies in the Mind

• Strategy Lessons: Visualizing

• Drawing to Respond to Reading

• Visualizing from a Vivid Piece of Text

• Visualizing and Sketchnoting Using Digital Tools

• Visualizing with Wordless Picture Books

• Visualizing in Reading, Showing Not Telling in Writing

• Beyond Words and Pictures: Musical Response to Literature

• Inferential Thinking: Reading Between the Lines

• Strategy Lessons: Inferring

• Inferring Feelings with Kindergartners

• Kindergartners Get the Message

• Making Inferences in Media

• Inferring and Visualizing with Poetry

• Inferring from Images and Text in Nonfiction

• Analyzing Infographics: Understanding and Interpreting Visual and Text Features

• Inferring the Meaning of Unfamiliar Words

• Recognizing Plot and Inferring Themes

• Distinguishing Between Major Themes and Minor Themes

• Understanding Graphic Novels: Inferring and Visualizing for Deeper Comprehension

• Inferring and Visualizing to Understand Historical Concepts

• Rereading to Clear Up Misconceptions

• Teaching with the End in Mind: Assessing What We’ve Taught

• Suggestions for Differentiation

• Examples of student work

Chapter 11: Determining Importance in Text: The Nonfiction Connection

• The Link Between the Strategy of Determining Importance and the Genre of Nonfiction

• Distilling the Essence of Nonfiction Text

• Overviewing

• Annotating, Coding, Underlining and Even Highlighting

• Nonfiction Features That Signal Importance

• Strategy Lessons: Determining Importance

• Determining Importance in Digital Media

• Recording Important Information Through Real-Time Observations

• Building Background Knowledge of Nonfiction Features

• Becoming Familiar with the Characteristics of Nonfiction Trade Books

• Determining What’s Important When Writing Information

• Using a Digital Tool to Record and Sort Important Versus Interesting Information

• Distinguishing Your Thinking from the Author’s

• Distinguishing Between an Opinion and an Informed Opinion

• Creating Listicles by Analyzing Nonfiction Text

• Using FQR Think Sheets to Understand Information

• Digital Note Taking with Primary Kids

• Reading for Details

• Teaching with the End in Mind: Assessing What We’ve Taught

• Suggestions for Differentiation

Chapter 12: Summarizing and Synthesizing Information: The Evolution of Thought

• How Background Knowledge Impacts Synthesizing

• Strategy Lessons: Summarizing and Synthesizing Information

• Making Synthesizing Concrete

• Retelling to Summarize Information

• Creating Field Guides in Science

• Synthesizing: How Reading Changes Thinking

• Synthesizing Media with Text

• Reading for the Gist

• Writing a Short Summary

• Synthesizing Big Ideas and Common Themes Across Several Texts

• Video Summaries

• Trying to Understand: Seeking Answers to Questions That Have None

• Teaching with the End in Mind: Assessing What We’ve Taught

• Suggestions for Differentiation

Part III: Comprehension Across the Curriculum

Chapter 13: Content Literacy: Reading, Writing, and Researching in Science and Social Studies

• Content Literacy Principles

• Current Trends in Science and Social Studies Instruction

• Active Learning in the Researcher’s Workshop

• Thinking About Content

• Hallmarks for Creating an Environment for Thoughtful Content Literacy Instruction

• Practices for Reading to Learn in Social Studies and Science

• Literacy Practices for Social Studies and History

• Literacy Practices for Science

Chapter 14: Researcher’s Workshop: Inquiry Across the Curriculum

• Inquiry Framework

• Essential Questions and Enduring Understandings

• Classroom Inquiries

• Investigating Community Workers: An Inquiry with Young Children

• Learning from Scientists: Exploring Paleontology, Dinosaurs, and Fossils

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Tags: Stephanie Harvey, Anne Goudvis, Strategies, Teaching Comprehension