Guided Comprehension in Grades 3–8

International Reading Assoc.
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The Guided Comprehension Model is a step-by-step teaching framework that encourages students to become active, strategic readers by providing explicit strategy instruction, opportunities for engagement, and a variety of texts and instructional settings. This book has everything you need to use the Guided Comprehension Model effectively with your students.

Part I introduces new ideas for teaching Guided Comprehension and updated resources that support its evidence base. Part II features 16 new lessons and includes planning forms, teacher commentaries and think-alouds, samples of student work, and theme-based resources. Suggestions for differentiating instruction, including teaching English learners, are integrated throughout.

Helpful appendixes offer teaching ideas, new classroom applications, reproducible blackline masters, forms for organizing and managing Guided Comprehension centers and routines, literature response prompts, leveled book resources, and assessment forms.

This book combines and completely updates the bestsellers Guided Comprehension: A Teaching Model for Grades 3–8 and Guided Comprehension in Action: Lessons for Grades 3–8 into one comprehensive resource.

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About the author

MARY BETH ALLEN is Applied Life Studies librarian at the University of Illinois, Urbana-Champaign.

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Additional Information

Publisher
International Reading Assoc.
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Published on
Jul 1, 2009
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Pages
384
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ISBN
9780872077126
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Best For
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Language
English
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Genres
Education / Elementary
Education / Teaching Methods & Materials / Reading & Phonics
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Content Protection
This content is DRM protected.
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Reading information

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This title is only available as a loose-leaf version with Pearson eText.

Note: This is the loose-leaf version of Content Area Reading and does not include access to the Pearson eText. To order the Pearson eText packaged with the loose-leaf version, use ISBN 0133830950.

A comprehensive resource for future and in-service grade 6 - 12 teachers, Content Area Reading, 2/e provides a unique, Common Core-based, student-centered approach using innovative features to help students make connections between what they read and how they apply it in the classroom; the book translates theory into practice through a wide range of innovative instructional approaches. The teaching ideas are initially taught using explicit instruction to scaffold student learning, and student examples from a variety of disciplines are featured throughout the text, along with a variety of readily available teaching resources.

With a central theme of multiple literacies and their effects on today’s teachers and classrooms, the book emphasizes today’s need to be able to reading and write and also to understand a variety of disciplines, navigate a myriad of information sources, examine the author’s intent, and comprehend beyond the printed pages.

The new edition features an entirely new chapter on the Common Core, in which both the College and Career Readiness Standards and the Common Core State Standards are emphasized and “rich instructional tasks” are introduced; a new “Making Connections to the Common Core” feature that appears throughout the text; updated theoretical information; revised websites; and numerous new student examples integrated throughout. In addition, the Appendixes have been revitalized to include a variety of new graphic organizers that focus on using multi-modal text and recognizing and creating text structures, plus new examples of completed student projects.

'Every chapter reeks of intellectual integrity, a strong knowledge of pertinent research literatures, and the wisdom of practice.' - Professor Ken Clements, co-founder of the Mathematics Education Research Group of Australasia

'This is an outstanding book: it should be high on the list of any primary school teacher's set of references and a required text for pre-service teachers.' - Kath Truran in Australian Primary Mathematics Classroom

Teaching Mathematics in Primary Schools moves beyond traditional lock-step approaches to teaching mathematics to emphasise how students can learn to think mathematically in the new times of globalisation and a technology-rich society.

Based on current international research, the book focuses on learning outcomes and the general principles that underlie educational practices rather than any specific curriculum. Current approaches to mathematics education are explained and critiqued, and insights into why some students have difficulties with mathematics are provided. Teachers are shown how to encourage their students to develop deep learning in mathematics, and to relate mathematics to the rest of the curriculum.

The authors firstly examine the philosophy behind mathematics and its impact on curriculum design, the history of learning outcomes, and theories on how students learn mathematics. They then present the key areas of mathematics teaching in detail: number, chance and data, measurement, space, and algebra. In each area, the emphasis is on problem-solving. Finally, they discuss practical classroom issues such as the trend towards developing students' capacity to think mathematically, broad approaches to teaching mathematics, planning for a whole school approach to mathematics, diversity and access, and assessment, reporting and evaluation.

New material on numeracy, early numbers and fractions has been added to this second edition. It also includes new material on teaching mathematics in the middle years of schooling.

With practical activities that can be implemented in the classroom, this book is an invaluable resource for students and teachers.
This title is only available as a loose-leaf version with Pearson eText.

Note: This is the loose-leaf version of Content Area Reading and does not include access to the Pearson eText. To order the Pearson eText packaged with the loose-leaf version, use ISBN 0133830950.

A comprehensive resource for future and in-service grade 6 - 12 teachers, Content Area Reading, 2/e provides a unique, Common Core-based, student-centered approach using innovative features to help students make connections between what they read and how they apply it in the classroom; the book translates theory into practice through a wide range of innovative instructional approaches. The teaching ideas are initially taught using explicit instruction to scaffold student learning, and student examples from a variety of disciplines are featured throughout the text, along with a variety of readily available teaching resources.

With a central theme of multiple literacies and their effects on today’s teachers and classrooms, the book emphasizes today’s need to be able to reading and write and also to understand a variety of disciplines, navigate a myriad of information sources, examine the author’s intent, and comprehend beyond the printed pages.

The new edition features an entirely new chapter on the Common Core, in which both the College and Career Readiness Standards and the Common Core State Standards are emphasized and “rich instructional tasks” are introduced; a new “Making Connections to the Common Core” feature that appears throughout the text; updated theoretical information; revised websites; and numerous new student examples integrated throughout. In addition, the Appendixes have been revitalized to include a variety of new graphic organizers that focus on using multi-modal text and recognizing and creating text structures, plus new examples of completed student projects.

Teaching struggling students to become active, engaged, and successful readers is the focus of this idea-filled, comprehensive teaching resource. In this volume, best-selling authors Maureen McLaughlin and Tim Rasinski explore the multifaceted nature of struggling readers, provide practical approaches to teaching, and detail the roles that motivation and engagement play in the process. The book features a strong research base, a sound theoretical framework, and numerous practical ideas for teaching struggling readers.

Chapter 1 serves as an introduction to Maureen and Tim's teaching beliefs. They begin by discussing the nature of struggling readers and then focus on the importance of knowing our students, their preferred modes of learning, and their need to represent their thinking in multiple ways. The authors also emphasize the importance of teaching through authentic tasks and basing instruction on the Gradual Release of Responsibility Model.

In Chapters 2–8, Maureen and Tim address a variety of essential topics, including motivation and engagement, the nature of text, phonics and decoding, fluency, vocabulary, and reading comprehension. In Chapter 9, the authors focus on writing and reading, processes that they believe to be inextricably linked, and in Chapter 10, they relate all that they have written to their long-standing belief that teaching is an art.

The Appendix is filled with more than 20 reproducibles that include teaching ideas to stimulate motivation and engagement, as well as the teaching of phonics, vocabulary, and comprehension of narrative and informational texts.

Struggling Readers: Engaging and Teaching in Grades 3–8 is based on Maureen and Tim's combined 80 years of teaching experience. It is an essential resource for classroom teachers, staff developers, reading specialists, literacy coaches, curriculum coordinators, and teacher educators.

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