Foreword |
|
ix | |
|
Acknowledgments |
|
x | |
|
PART I THE "NOW" FACTOR OF NONFICTION READING |
|
|
1 | (48) |
|
Chapter 1 Yes, We Are Asking More of Our Nonfiction Readers |
|
|
2 | (7) |
|
What Is a Collaborative, Problem-Solving Reader? |
|
|
2 | (5) |
|
The Distinctions Between Types of Nonfiction Texts |
|
|
7 | (2) |
|
Chapter 2 Model It: Four Lessons for Introducing Close Reading |
|
|
9 | (18) |
|
Close and Critical Reading |
|
|
10 | (3) |
|
Four Lessons for Introducing the Fundamental Steps of Close Reading |
|
|
13 | (11) |
|
Sample Lesson: Close Reading a Picture |
|
|
13 | (1) |
|
Sample Lesson: Close Reading a Cartoon |
|
|
14 | (1) |
|
Sample Lesson: Close Reading a Short Article |
|
|
15 | (6) |
|
Sample Lesson: Close Reading a Challenging Text |
|
|
21 | (3) |
|
What to Do if Students Are Not Ready for Close Reading |
|
|
24 | (1) |
|
How the Four Close Reading Questions Tap Different Purposes for Reading and Distinct Levels of Understanding |
|
|
25 | (1) |
|
|
25 | (1) |
|
Selecting Texts for Close Reading |
|
|
26 | (1) |
|
Chapter 3 Taming the Textbook: Strategies for Helping Students Handle These Tomes |
|
|
27 | (13) |
|
Protocols and Graphic Organizers to the Rescue |
|
|
28 | (1) |
|
Five Graphic Organizers That Help Readers Connect, Map, and Remember |
|
|
29 | (3) |
|
Using the Textbook Tamers Daily |
|
|
32 | (6) |
|
Graphic Organizer: Scanning Text Features |
|
|
32 | (1) |
|
Graphic Organizer: Skimming for Information |
|
|
33 | (1) |
|
Graphic Organizer: Summarizing With Notes |
|
|
34 | (1) |
|
Graphic Organizer: Analyzing Sections |
|
|
35 | (2) |
|
Graphic Organizer: Interpreting Text |
|
|
37 | (1) |
|
Troubleshooting Tips That Maximize the Benefits of Graphic Organizers |
|
|
38 | (2) |
|
Chapter 4 The Key Strategies for Deep Reading Nonfiction |
|
|
40 | (9) |
|
|
41 | (1) |
|
Understanding Text Structure |
|
|
41 | (1) |
|
Identifying Main Ideas and Key Details |
|
|
42 | (2) |
|
Recognizing Key Vocabulary |
|
|
44 | (1) |
|
|
45 | (3) |
|
|
48 | (1) |
|
|
49 | (60) |
|
Chapter 5 The Daily Duo: A Sequence That Promotes Student Reading and Writing to Learn |
|
|
50 | (8) |
|
|
50 | (2) |
|
|
52 | (1) |
|
|
53 | (4) |
|
The Premise Behind the Daily Duo |
|
|
57 | (1) |
|
Chapter 6 The Daily Layout of Teaching Nonfiction |
|
|
58 | (14) |
|
The Focus Lesson: What to Do |
|
|
58 | (2) |
|
Practice: What Students Do |
|
|
60 | (1) |
|
The Share: Recapping the Learning Together |
|
|
60 | (3) |
|
Organize Instruction: Consider Sequences of Reading and Writing |
|
|
63 | (4) |
|
The Daily Duo in Action Over a Week |
|
|
67 | (4) |
|
|
71 | (1) |
|
Chapter 7 Planning Instruction for Student Success |
|
|
72 | (37) |
|
Planning Using Units of Study |
|
|
73 | (1) |
|
Got Your Calendar Out? Backward Planning |
|
|
74 | (1) |
|
Let's Get Our Hands on Planning |
|
|
74 | (4) |
|
Sample Nonfiction Unit of Study: Writing an Argument |
|
|
78 | (3) |
|
Planning Resources for Dynamic Daily Teaching |
|
|
81 | (28) |
|
PART III THE LESSONS AND TEXTS |
|
|
109 | (138) |
|
Note: For titles of texts to use with lessons, see the Appendix |
|
|
|
Lessons for Getting Main Idea by Understanding Text Structures |
|
|
110 | (21) |
|
|
|
|
112 | (2) |
|
|
114 | (2) |
|
Use Concept Maps for Problem-Solution Pieces |
|
|
116 | (2) |
|
Recognize Many Text Structures |
|
|
118 | (13) |
|
Prereading and Think-Aloud Lessons for Main Idea and Details |
|
|
131 | (14) |
|
|
|
|
132 | (2) |
|
|
134 | (3) |
|
|
137 | (3) |
|
Looking for Important Information |
|
|
140 | (2) |
|
Using Anticipation Guides to Practice Adjusting Understandings |
|
|
142 | (3) |
|
Lessons That Support Students While Reading for Main Idea and Details |
|
|
145 | (19) |
|
|
|
|
146 | (4) |
|
|
150 | (1) |
|
|
151 | (1) |
|
|
152 | (3) |
|
Connecting to the Author's Big Idea |
|
|
155 | (2) |
|
Pause, Describe, and Infer |
|
|
157 | (3) |
|
|
160 | (2) |
|
|
162 | (2) |
|
After-Reading Engagements: Exploring the Main Ideas and Details in Texts |
|
|
164 | (10) |
|
|
|
|
165 | (1) |
|
|
166 | (4) |
|
Informing Others About Reading |
|
|
170 | (2) |
|
|
172 | (2) |
|
Summarizing to Comprehend |
|
|
174 | (33) |
|
|
|
Say Something to Develop Understanding |
|
|
176 | (3) |
|
Using 3-2-1 Exit Cards to Assess Students' Understanding |
|
|
179 | (2) |
|
Using Response Logs to Track Information and Understandings |
|
|
181 | (3) |
|
Using Inquiry Chart Summaries to Scaffold Text-to-Text Learning |
|
|
184 | (5) |
|
Get the Gist to Get Good at Section-by-Section Summarizing |
|
|
189 | (4) |
|
Posing the Five Ws, One H to Promote Summarizing Reading |
|
|
193 | (2) |
|
Using On-the-Fly Summaries to Check Student Understanding |
|
|
195 | (1) |
|
Using Visual Summaries to Support Learning |
|
|
196 | (2) |
|
Teaching the Four Rules of Summary Writing |
|
|
198 | (3) |
|
|
201 | (3) |
|
Using Backward Summaries to Develop Reasoning |
|
|
204 | (3) |
|
Understanding Key Vocabulary |
|
|
207 | (17) |
|
|
|
Knowing Words Well Enough to Generate Them |
|
|
209 | (4) |
|
|
213 | (3) |
|
|
216 | (2) |
|
|
218 | (3) |
|
|
221 | (3) |
|
|
224 | (23) |
|
The Focus Lesson Structure |
|
|
225 | (1) |
|
|
|
|
226 | (1) |
|
|
226 | (1) |
|
|
227 | (3) |
|
|
|
|
230 | (2) |
|
|
232 | (3) |
|
|
235 | (5) |
|
|
240 | (5) |
|
Writing and Text Structure |
|
|
245 | (2) |
|
APPENDIX: THE READY-TO-USE TEXTS |
|
|
247 | (27) |
|
A Day at School in Kyrgyzstan |
|
|
248 | (1) |
|
|
249 | (1) |
|
|
250 | (1) |
|
The Child, the Tablet, and the Developing Mind |
|
|
251 | (2) |
|
The Consequences of Modern Agriculture |
|
|
253 | (1) |
|
Disney Channel Stars Speak Out Against Cyberbullying |
|
|
254 | (2) |
|
|
256 | (1) |
|
|
257 | (1) |
|
|
258 | (1) |
|
Ozone and the Greenhouse Effect: Environmental Issues That Affect Our Lives |
|
|
259 | (1) |
|
Pin the Tail on the Dolphin |
|
|
260 | (1) |
|
Polymer Balls Raise Alarm |
|
|
261 | (1) |
|
|
262 | (2) |
|
Text-Message Bullying Becoming More Common |
|
|
264 | (1) |
|
|
265 | (1) |
|
|
266 | (8) |
|
|
|
|
274 | (1) |
|
|
275 | (1) |
|
|
276 | (1) |
|
Daily Duo Focus Lesson Plan |
|
|
277 | (1) |
|
Do I Know This Word? Assessment Sheet |
|
|
278 | (1) |
|
|
279 | (1) |
|
|
280 | (1) |
|
|
281 | (1) |
|
|
282 | (1) |
|
I-Chart (Multiple Sources) |
|
|
283 | (1) |
|
|
284 | (1) |
|
List, Group, Label Graphic Organizer |
|
|
285 | (1) |
|
|
286 | (1) |
|
Textbook Tamer: Analyzing Sections |
|
|
287 | (1) |
|
Textbook Tamer: Interpreting Text |
|
|
288 | (1) |
|
Textbook Tamer: Scanning Text Features |
|
|
289 | (1) |
|
Textbook Tamer: Skimming Tab |
|
|
290 | (1) |
|
Textbook Tamer: Summarizing With Notes |
|
|
291 | (1) |
|
|
292 | (1) |
References |
|
293 | (5) |
Photo Credits |
|
298 | (1) |
Index |
|
299 | |