Muutke küpsiste eelistusi

Close Reading of Informational Sources, Second Edition: Assessment-Driven Instruction in Grades 3-8 2nd edition [Pehme köide]

4.06/5 (127 hinnangut Goodreads-ist)
  • Formaat: Paperback / softback, 258 pages, kõrgus x laius: 267x203 mm, kaal: 572 g
  • Ilmumisaeg: 14-Aug-2019
  • Kirjastus: Guilford Press
  • ISBN-10: 1462539459
  • ISBN-13: 9781462539451
Teised raamatud teemal:
Close Reading of Informational Sources, Second Edition: Assessment-Driven Instruction in Grades 3-8 2nd editionSuurem pilt
  • Formaat: Paperback / softback, 258 pages, kõrgus x laius: 267x203 mm, kaal: 572 g
  • Ilmumisaeg: 14-Aug-2019
  • Kirjastus: Guilford Press
  • ISBN-10: 1462539459
  • ISBN-13: 9781462539451
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781462539451.html
Märksõnad:
Cummins, a literacy consultant and author, explains how to teach students in grades three through eight close reading of informational sources using an assessment-driven approach. She addresses what it means to engage in close reading of traditional printed texts, infographics, and videos; strategies students need to be aware of when engaging in making sense of informational sources; a three-phase plan for learning that is assessment-driven and the instructional practices needed to implement it; introducing sources and teaching students to make informed predictions before engaging with them; and specific purposes for close reading, including synthesis and identifying main ideas, monitoring for meaning, identifying and explaining key details, learning from a resource’s visual images and other features, using context clues to make sense of unfamiliar vocabulary, and synthesis of information from multiple sources, with discussion of planning lessons and assessment. This edition has a new three-phase learning plan; close reading of video, audio, and infographics; chapters on new topics like locating and vetting informational sources and teaching the use of context clues to learn new vocabulary; and additional features, such as sidebars with explanations of comprehension strategies, sample lessons, examples of students' written responses, suggestions for assessment, tips for follow-up instruction, and a companion website. Annotation ©2019 Ringgold, Inc., Portland, OR (protoview.com)

This widely used teacher resource and course text--now significantly revised with 75% new content--provides a flexible approach to fostering high-level understanding of a wide variety of informational sources in grades 3–8. Through the lens of a new three-phase lesson plan, the author explains how to teach students to think critically about sources, monitor for meaning, identify main ideas, explain key details, and make sense of unfamiliar vocabulary. Now in a convenient large-size format, the second edition is packed with practical features, including a detailed study guide and links to recommended online videos. The companion website allows readers to download and print a reproducible lesson planning template and quick-reference tools, as well as additional resources referenced in the book. Prior edition title: Close Reading of Informational Texts.
 
New to This Edition
*Substantially revised and updated to reflect the ongoing development of the author's approach; lessons now comprise three clearly defined phases. 
*Expanded to cover close "reading” of video, audio, and infographics, as well as traditional texts.
*Chapters on new topics: selecting sources and teaching the use of context clues to learn new vocabulary.
*Additional practical features: sidebars with clear explanations of comprehension strategies, sample lessons, examples of students’ written responses, suggestions for assessment, tips for follow-up instruction, companion website, and more.

Arvustused

"What an awesome book for teachers and reading specialists! Teachers often struggle with how to teach students to actively read, interact with, and synthesize multiple informational sources. I love the three-phase plan for learning in the second edition, as well as the suggestions for follow-up instruction. Teachers can use the Stages of Development rubric to determine where their students are on the continuum and how to move students further along. This is an essential tool for my teaching--it is filled with great resources, anchor charts, student work, and student-friendly explanations for the strategies taught."--Beth Herrig, MA, reading specialist, Indian Prairie School District #204, Aurora, Illinois

"Like the prior edition, the second edition demonstrates Cummins's ongoing research and her passion for working with teachers and students. Her firm belief in explicit instruction and the gradual release of responsibility is evident in her clear and concise lesson plans. Dr. Cummins's goal is to develop strategic readers, viewers, and listeners. This is accomplished by her three-phase plan for learning and matching template for lesson planning. This text is an excellent resource for professional learning communities and grade meetings for inservice teachers, as well as literacy classes for preservice teachers."--Harriet Y. Pitts, EdD, Department of Teaching and Learning (Emeritus), New York University

"In today's multi-informational world, students are challenged with a wide variety of sources that they must learn to read and understand beyond a superficial level. Cummins's second edition builds on the first by providing an expanded instructional roadmap, replete with close reading strategies for a variety of learning contexts. Each chapter has the feel of a workshop as Cummins guides teachers through a rich three-phase plan for learning with informational sources."--Richard T. Vacca, PhD, College of Education (Emeritus), Kent State University -

Introduction 1(2)
Overview of
Chapters		 3(2)
Closing Thoughts 5(2)
Chapter One Strategic Close Reading of Informational Sources
7(9)
What Does Strategic Close Reading of a Traditional Text Look Like?
8(1)
What Does Strategic Close Viewing--Listening to a Video Look Like?
9(2)
What Does Strategic Close Reading of an Infographic Look Like?
11(2)
How Do We Sum Up Strategic Close Reading--Viewing--Listening?
13(2)
Closing Thoughts
15(1)
Chapter Two A Repertoire of Strategies Needed for Close Reading
16(15)
Being Clear about the Purpose
17(2)
Tapping Prior Knowledge Related to the Topic of the Source
19(3)
Tapping Prior Knowledge Related to How Sources Work
22(2)
Monitoring for Meaning
24(1)
Determining What Is Important (That Is, Identifying Key Details)
25(3)
Synthesis
28(2)
Closing Thoughts
30(1)
Chapter Three An Assessment-Driven, Three-Phase Plan for Learning
31(16)
How Do We Implement This Plan Effectively?
35(7)
How Does the Three-Phase Plan for Learning Meet the Needs of Different Learners?
42(4)
Closing Thoughts
46(1)
Chapter Four Selecting Sources
47(14)
Key Questions to Guide Source Selection
48(6)
"Leveled" Sources Can Be Problematic
54(1)
On Selecting Sources to Read Aloud
55(3)
Develop "Go-To" Resources for Sources
58(1)
Closing Thoughts
58(3)
Chapter Five Introducing Sources and Teaching Students to Make Informed Predictions
61(21)
Planning Purposeful Introductions
63(9)
Releasing Responsibility for Previewing and Predicting with THIEVES
72(9)
Closing Thoughts
81(1)
Chapter Six Synthesis and Identifying Main Ideas
82(26)
What Do We Mean by "Identify a Main Idea" and "Synthesis"?
84(4)
Do Your Students Need to Work at Identifying Main Ideas?
88(1)
Where to Start? Introduce the Framed Photograph Analogy
89(3)
How Do We Plan and Teach for Identifying a Main Idea?
92(5)
How Do We Assess?
97(2)
What Does Follow-Up Instruction Look Like?
99(7)
Closing Thoughts
106(2)
Chapter Seven Monitoring for Meaning
108(24)
What Do We Mean by "Monitoring for Meaning"?
109(3)
Do Your Students Need to Work on Monitoring for Meaning?
112(1)
Where to Start? Introduce the Coding Strategy
113(3)
How Do We Plan and Teach for Monitoring for Meaning?
116(5)
How Do We Assess?
121(1)
What Does Follow-Up Instruction Look Like?
121(8)
Closing Thoughts
129(3)
Chapter Eight Identifying and Explaining Key Details
132(30)
What Do We Mean by "Determine What Is Important" or "Identify Key Details"?
134(3)
Do Your Students Need to Work on This?
137(1)
Where to Start? Identify Key Details
137(12)
How Do We Plan and Teach for Identifying Key Details?
149(5)
How Do We Assess?
154(2)
What Does Follow-Up Instruction Look Like?
156(2)
Closing Thoughts
158(4)
Chapter Nine Learning from a Source's Visual Images and Other Features
162(28)
What Do We Mean by "Learning from a Source's Features"?
164(3)
Do Your Students Need to Work on This?
167(1)
Where to Start? Introduce Key Questions and Relevant Language
168(6)
How Do We Plan and Teach for Learning from Visual Images?
174(4)
How Do We Assess?
178(4)
What Does Follow-Up Instruction Look Like?
182(6)
Closing Thoughts
188(2)
Chapter Ten Using Context Clues to Make Sense of Unfamiliar Vocabulary
190(17)
What Do We Mean by "Use Context Clues to Make Sense of Unfamiliar Vocabulary"?
191(3)
Do Your Students Need to Work on This?
194(1)
Where to Start? Explicitly Teach Types of Clues
195(2)
How Do We Plan and Teach for Identifying Context Clues?
197(1)
How Do We Assess?
198(6)
What Does Follow-Up Instruction Look Like?
204(1)
Closing Thoughts
205(2)
Chapter Eleven Synthesis of Information from Multiple Sources
207(20)
What Do We Mean by "Synthesis across Sources"?
208(2)
Do Your Students Need to Work at Synthesizing Information from Multiple Sources?
210(1)
Where to Start? Introduce Inquiry Charts with Guiding Questions
211(2)
How Do We Plan and Teach for Learning from Multiple Sources?
213(10)
How Do We Assess?
223(1)
What Does Follow-Up Instruction Look Like?
224(2)
Closing Thoughts
226(3)
Appendix A Lessons for Phase 2--- Meet the Strategies 227(12)
1 Synthesis and Identifying Main Ideas Using the Framed Photo Analogy
229(1)
2 Monitoring for Meaning Using the Coding Strategy
230(1)
3 Identifying Key Details Using the Pasta Analogy
231(1)
4 Recognizing the Types of Details Authors Use
232(1)
5 Explaining Key Details with "Explode to Explain"
233(1)
6 Recognizing a Source's Structure
234(1)
7 Learning from the Features in a Source
235(1)
8 Using Context Clues to Figure Out the Meaning of New Vocabulary
236(1)
9 Identifying an Author's Purpose
237(1)
10 Synthesizing Information from Two Sources
238(1)
Appendix B Study Guide 239(8)
References 247(6)
Index 253
Sunday Cummins, PhD, is a literacy consultant and author of professional books on assessment-driven instruction with informational sources. Formerly, she was Assistant Professor in the Reading and Language Department at National Louis University, before which she worked in public schools for 10 years as a middle school and third-grade teacher and as a literacy coach. Dr. Cummins teaches and learns alongside educators and students as a consultant and researcher with a focus on the power of informational sources to transform students thinking. She shares her experiences by presenting at state and national conferences, writing articles for numerous publications, and blogging regularly. Her website is www.sunday-cummins.com.