Read to Achieve: Comprehending Content Area Text, Content Reader PDF Download
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Author: McGraw Hill
Publisher: McGraw-Hill Education
ISBN: 9780076219896
Category : Language Arts & Disciplines
Languages : en
Pages : 0
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Book Description
In Read to Achieve: Comprehending Content Area Text, students work daily with content examples that reflect the structure and layout of popular science and social studies texts. The level of direct teacher guidance provided to the students begins strong and is gradually phased out as students demonstrate the ability to independently select and apply appropriate comprehension strategies for the content they are reading. In the final units of this module students stop using the example text provided in the Content Reader and begin working with their actual science and social studies textbooks!
Author: McGraw Hill
Publisher: McGraw-Hill Education
ISBN: 9780076219896
Category : Language Arts & Disciplines
Languages : en
Pages : 0
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Book Description
In Read to Achieve: Comprehending Content Area Text, students work daily with content examples that reflect the structure and layout of popular science and social studies texts. The level of direct teacher guidance provided to the students begins strong and is gradually phased out as students demonstrate the ability to independently select and apply appropriate comprehension strategies for the content they are reading. In the final units of this module students stop using the example text provided in the Content Reader and begin working with their actual science and social studies textbooks!
Author: McGraw Hill
Publisher: McGraw-Hill Education
ISBN: 9780076219902
Category : Language Arts & Disciplines
Languages : en
Pages : 0
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Book Description
Read to Achieve Comprehending Content-Area Text Workbook In Comprehending Content-Area Text Workbook, students will read material that replicates the content, style, and structure of science and social studies textbooks. Essential tools and strategies help teachers prepare students to effectively read content-area text, take notes, and learn real world study skills. All skills and strategies are practiced in an instructional sequence that progresses from strong teacher support to student independence. Sharing and comparing encourages student collaboration and builds motivation to complete program activities. Students spend their time immersed in comprehension, vocabulary, and fluency building activities Word learning strategies prepare student to encounter the wide range of vocabulary words presented in content-area text.
Author: Nancy Marchand-Martella
Publisher:
ISBN: 9780076219919
Category : Reading comprehension
Languages : en
Pages : 0
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Book Description
Author: McGraw-Hill Education
Publisher: McGraw-Hill Education
ISBN: 9780076219940
Category : Language Arts & Disciplines
Languages : en
Pages : 96
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Book Description
![Comprehension [Grades K-12] PDF](https://books.google.com/books/content/images/frontcover/wl75DwAAQBAJ?fife=w80-h100)
Author: Douglas Fisher
Publisher: Corwin
ISBN: 1071823876
Category : Education
Languages : en
Pages : 209
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Book Description
Radically change the way students learn from texts, extending beyond comprehension to critical reasoning and problem solving. Is your reading comprehension instruction just a pile of strategies? There is no evidence that teaching one strategy at a time, especially with pieces of text that require that readers use a variety of strategies to successfully negotiate meaning, is effective. And how can we extend comprehension beyond simple meaning? Bestselling authors Douglas Fisher, Nancy Frey, and Nicole Law propose a new, comprehensive model of reading instruction that goes beyond teaching skills to fostering engagement and motivation. Using a structured, three-pronged approach—skill, will, and thrill—students learn to experience reading as a purposeful act and embrace struggle as a natural part of the reading process. Instruction occurs in three phases: Skill. Holistically developing skills and strategies necessary for students to comprehend text, such as monitoring, predicting, summarizing, questioning, and inferring. Will. Creating the mindsets, motivations, and habits, including goal setting and choice, necessary for students to engage fully with texts. Thrill. Fostering the thrill of comprehension, so that students share their thinking with others or use their knowledge for something else. Comprehension is the structured framework you need to empower students to comprehend text and take action in the world.
Author: McGraw Hill
Publisher: McGraw-Hill Education
ISBN: 9780076219988
Category : Language Arts & Disciplines
Languages : en
Pages : 0
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Book Description
In Read to Achieve: Comprehending Narrative Text, students work daily to develop comprehension strategies appropriate for fictional and non-fictional texts. Examples using selections of authentic non-fiction trade books are provided in the Anthology. In later units instruction is based around examples taken from Gary Paulsen's award-winning novel Hatchet, as students read and work with the entire text. In the final units of this module the teacher selects a text of their own choosing that will be used for daily examples and classroom work.
Author: McGraw Hill
Publisher: McGraw-Hill Education
ISBN: 9780076220007
Category : Language Arts & Disciplines
Languages : en
Pages : 0
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Book Description
In Read to Achieve: Comprehending Narrative Text, students work daily to develop comprehension strategies appropriate for fictional and non-fictional texts. Examples using selections of authentic non-fiction trade books are provided in the Anthology.
Author: Nancy Marchand-Martella
Publisher:
ISBN: 9780076220038
Category : Reading comprehension
Languages : en
Pages : 0
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Book Description
Author: MARTELLA
Publisher: McGraw-Hill Education
ISBN: 9780076219995
Category : Language Arts & Disciplines
Languages : en
Pages : 192
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Book Description
After a plane crash, thirteen-year-old Brian spends fifty-four days in the wilderness, learning to survive with only the aid of a hatchet given him by his mother, and learning also to survive his parents' divorce.
Author: Cesare Cornoldi
Publisher: Routledge
ISBN: 1136488626
Category : Education
Languages : en
Pages : 498
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Book Description
Recognizing the characteristics of children with learning disabilities and deciding how to help them is a problem faced by schools all over the world. Although some disorders are fairly easily recognizable (e.g., mental retardation) or very specific to single components of performance and quite rare (e.g., developmental dyscalculia), schools must consider much larger populations of children with learning difficulties who cannot always be readily classified. These children present high-level learning difficulties that affect their performance on a variety of school tasks, but the underlying problem is often their difficulty in understanding written text. In many instances, despite good intellectual abilities and a superficial ability to cope with written texts and to use language appropriately, some children do not seem to grasp the most important elements, or cannot find the pieces of information they are looking for. Sometimes these difficulties are not immediately detected by the teacher in the early school years. They may be hidden because the most obvious early indicators of reading progress in the teacher's eyes do not involve comprehension of written texts or because the first texts a child encounters are quite simple and reflect only the difficulty level of the oral messages (sentences, short stories, etc.) with which the child is already familiar. However, as years go by and texts get more complex, comprehension difficulties will become increasingly apparent and increasingly detrimental to effective school learning. In turn, studying, assimilating new information, and many other situations requiring text comprehension -- from problem solving to reasoning with linguistic contents -- could be affected. Problems with decoding, dyslexia, and language disorders have attracted more interest from researchers than have specific comprehension problems and have occupied more room in specialized journals. Normal reading comprehension has also been a favorite with researchers. However, scarce interest has been paid to subjects who have comprehension difficulties. This book is an attempt to remedy this situation. In so doing, this volume answers the following questions: * Does a reading comprehension problem exist in schools? * How important and widespread is the problem? * Is the problem specific? * How can a reading comprehension difficulty be defined and identified? * Does the "syndrome" have a single pattern or can different subtypes be identified? * What are the main characteristics associated with a reading comprehension difficulty? * When can other well-identified problems add to our understanding of reading comprehension difficulties? * Which educational strategies are effective in preventing and treating reading comprehension difficulties? * What supplementary information can we get from an international perspective?
