Sale!

Strategies That Work Teaching Comprehension for Understanding and Engagement 2nd Edition by Stephanie Harvey, Anne Goudvis ISBN 157110481X 9781571104816

Original price was: $50.00.Current price is: $35.00.

Strategies That Work Teaching Comprehension for Understanding and Engagement 2nd Edition Stephanie Harvey Digital Instant Download

Author(s): Stephanie Harvey; Anne Goudvis
ISBN(s): 9781571104816, 157110481X
Edition: 2nd
File Details: PDF, 12.46 MB
Year: 2007
Language: english
SKU: EB-10010344 Category: Tags: ,

Strategies That Work Teaching Comprehension for Understanding and Engagement 2nd Edition by Stephanie Harvey, Anne Goudvis – Ebook PDF Instant Download/Delivery: 157110481X, 9781571104816
Full download Strategies That Work Teaching Comprehension for Understanding and Engagement 2nd Edition after payment

Product details:

ISBN 10: 157110481X
ISBN 13: 9781571104816
Author: Stephanie Harvey, Anne Goudvis

Since the first publication of Strategies That Work, numerous new books on reading comprehension have been published and more educators than ever are teaching comprehension. In this third edition of their groundbreaking book, authors Stephanie Harvey and Anne Goudvis bring you Strategies That Work: Teaching Comprehension for Understanding, Engagement, and Building Knowledge. This new edition is organized around three section: Part I: Starting with the Foundation of Meaning, these chapters provide readers with a solid introduction to reading comprehension instruction, including principles that guide practice, suggestions for text selection, and a review of recent research Part II: Part II contains lessons to put these principles into practices for all areas of reading comprehension Part III: This section shows you how to integrate comprehension instruction across the curriculum and the school day, with a focus on science and social studies. In addition, this new version includes updated bibliographies, including the popular Great Books for Teaching Content, online resources, and fully revised chapters focusing on digital reading, strategies for integrating comprehension and technology, and comprehension across the curriculum. Harvey and Goudvis tackle close reading, close listening, text complexity, and critical thinking and demonstrate how your students can build knowledge through thinking-intensive reading and learning. This third edition is a must-have resource for a generation of new teachers – and a welcome refresher for those with dog-eared copies of this timeless guide to reading comprehension.

Strategies That Work Teaching Comprehension for Understanding and Engagement 2nd 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
Thinking Aloud
Plan Ahead to Highlight Specific Teaching Points
Share Aspects of the Inner Conversation
Rereading
Interactive Reading Aloud
Annotating Text
Co-Constructing Anchor Charts
Guiding Discussion and Fostering Conversation
Sharing Our Own Literate Lives
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
Monitoring Comprehension
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
Activating, Connecting to, and Building Background Knowledge
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
Questioning
Suggestions for Differentiation
Questioning Assessment Commentary
Stopping to wonder and think about pictures and information. Independent work from the lesson titled “The More We Learn, the More We Wonder”
Creating question webs to address and answer questions from the lesson “Reading with a Question in Mind”
Researching answers to questions from the lesson “Reading to Answer a Question”
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
Inferring and Visualizing
Suggestions for Differentiation
Independent sticky notes demonstrating inferential thinking from the graphic novel El Deafo
Illustrated think sheet about the picture book Encounter from the lesson “Inferring and Visualizing to Understand Historical Concepts”
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
Determining Importance
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
Summarizing and Synthesizing
Suggestions for Differentiation
Part III Comprehension Across theCurriculum
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
Voice and Vote: From Inquiry to Action

People also search for Strategies That Work Teaching Comprehension for Understanding and Engagement 2nd:

strategies that work teaching comprehension
    
strategies that work teaching comprehension for understanding and engagement pdf
    
strategies for teaching comprehension
    
what are the 5 reading comprehension strategies
    
what are the 7 reading comprehension strategies

Tags: Stephanie Harvey, Anne Goudvis, Comprehension, Engagement