9781606239261

This practical guide presents inspiring, research-based activities for teaching students in grades K–12 how to read and think critically about informational texts. With five essential types of strategies, seasoned and preservice teachers learn ways to help students select engaging, challenging reading materials; develop their knowledge of history, science, and other content areas; master vocabulary that aids understanding; build essential comprehension skills across the curriculum; and write effectively about texts they have read. Each of the 35 strategies features a helpful reproducible worksheet in a large-size format. The teacher-friendly appendix lists recommended books, magazines, and websites for each grade level.

Barbara Moss, PhD, is Professor of Literacy Education in the Department of Teacher Education at San Diego State University. She has taught English and language arts in elementary, middle, and high school settings, and has worked as a reading supervisor. In addition to her role as a university professor, she presently works as a literacy coach at an urban high school in San Diego. Dr. Moss\u2019s research focuses on issues surrounding the teaching of informational texts at the elementary and secondary levels. She regularly presents at professional conferences at the local, state, national, and international levels, and has published numerous journal articles, columns, book chapters, and books. Virginia S. Loh, EdD, is a part-time faculty member at San Diego State University, Director and Educational Consultant for Wells Academics, Ghosteditor/Entrepreneur of In the Margins, and a former K-8 schoolteacher. Her doctoral dissertation, for which she received a Beiter Research Grant Award from the Children\u2019s Literature Association, was a qualitative study on the cultural authenticity of Asian American children\u2019s literature. She has published peer-reviewed articles and conducted presentations on this topic. Dr. Loh has worked with diverse student populations and has a strong knowledge of instructional methods, assessments, and educational research and theories. She has her Multiple Subject and Cross-Cultural Language and Academic Development teaching credentials. Dr. Loh is committed to teacher excellence, educational policymaking, and student achievement, and she is actively involved in community boards and organizations.

I. Getting Started Strategies 1. Selecting Informational Texts 2. Informational Text Interest Survey 3. Reading Informational Texts Aloud 4. Shared Reading with Informational Texts and Text Feature Search II. Building Background Strategies 5. Anticipation Guide 6. KWHL 7. I See . . . I Wonder . . . I Know . . . 8. Table of Contents Prediction 9. Imagine, Elaborate, Predict, and Confirm III. Vocabulary Strategies 10. Word Map 11. List–Group–Label 12. Word Sort 13. Concept Circles 14. Semantic Feature Analysis 15. Possible Sentences IV. Comprehension Strategies 16. Three-Minute Pause 17. Sticky Notes Bookmark 18. 4–3–2–1 Discussion Guide 19. Four-Box Comment Card 20. Discussion Web 21. Data Chart 22. Study Guide 23. Semantic Map 24. Series of Events Chart 25. Venn Diagram 26. Cause–Effect Map 27. Problem–Solution Outline V. Writing Strategies 28. I Remember 29. Written Retelling 30. Readers\u2019 Theatre 31. Two-Column Journal 32. Learning Log 33. Paragraph Writing Frame 34. I Used to Think . . . But Now I Know . . . 35. Summary Writing Appendix: Recommended Materials

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35 Strategies for Guiding Readers through Informational Texts

35 Strategies for Guiding Readers through Informational Texts

1606239260

Summary

Author Biography

Table of Contents

Supplemental Materials