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35 Strategies for Guiding Readers through Informational Texts Barbara Moss

35 Strategies for Guiding Readers through Informational Texts By Barbara Moss

35 Strategies for Guiding Readers through Informational Texts by Barbara Moss


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Summary

A guide that presents 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, it enables seasoned and preservice teachers learn ways to help students select engaging, and challenging reading materials.

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35 Strategies for Guiding Readers through Informational Texts Summary

35 Strategies for Guiding Readers through Informational Texts by Barbara Moss

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.

35 Strategies for Guiding Readers through Informational Texts Reviews

What a great resource for teachers at all levels! The strategies are presented in a way that helps the teacher focus on the purpose for teaching and the goal for student learning. Teachers can use these research-based strategies alongside any curriculum in order to guide students through many different types of informational texts. I will recommend this book to my colleagues and teacher candidates. - Julie Barkley, reading specialist/interventionist, St. Cloud School District, Minnesota, USA

Each of the strategies in this practical guide is clearly explained and paired with a model of practice in action. As I worked through Moss and Loh's suggestions, I often found myself nodding in agreement. The strategies are not only appropriate, they are also interesting and easy to apply in any classroom setting. Teachers in content areas like science and social studies who aren't trained as reading teachers will be able to pick up this book and quickly improve their practices. Even as an accomplished reading teacher, I added several new strategies to my own bag of professional tricks in just a few short days. - Bill Ferriter, sixth-grade teacher, Salem Middle School, Wake County Public School System, North Carolina, USA

About Barbara Moss

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's 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's Literature Association, was a qualitative study on the cultural authenticity of Asian American children's 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.

Table of Contents

Part I: Getting Started Strategies. Selecting Informational Texts. Informational Text Interest Survey. Reading Informational Texts Aloud. Shared Reading with Informational Texts and Text Feature Search. Part II: Building Background Strategies. Anticipation Guide. KWHL. I See . . . I Wonder . . . I Know . . . Table of Contents Prediction. Imagine, Elaborate, Predict, and Confirm. Part III: Vocabulary Strategies. Word Map. List-Group-Label. Word Sort. Concept Circles. Semantic Feature Analysis. Possible Sentences. Part IV: Comprehension Strategies. Three-Minute Pause. Sticky Notes Bookmark. 4-3-2-1 Discussion Guide. Four-Box Comment Card. Discussion Web. Data Chart. Study Guide. Semantic Map. Series of Events Chart. Venn Diagram. Cause-Effect Map. Problem-Solution Outline. Part V: Writing Strategies. I Remember. Written Retelling. Readers' Theatre. Two-Column Journal. Learning Log. Paragraph Writing Frame. I Used to Think . . . But Now I Know . . . Summary Writing. Appendix: Recommended Materials.

Additional information

CIN1606239260G
9781606239261
1606239260
35 Strategies for Guiding Readers through Informational Texts by Barbara Moss
Used - Good
Paperback
Guilford Publications
20101015
176
N/A
Book picture is for illustrative purposes only, actual binding, cover or edition may vary.
This is a used book - there is no escaping the fact it has been read by someone else and it will show signs of wear and previous use. Overall we expect it to be in good condition, but if you are not entirely satisfied please get in touch with us

Customer Reviews - 35 Strategies for Guiding Readers through Informational Texts