Literaturnachweis - Detailanzeige
| Autor/inn/en | Fisher, Douglas; Frey, Nancy |
|---|---|
| Titel | Rigorous reading. 5 access points for comprehending complex texts. Rigorous reading. Texas ed. |
| Quelle | Thousand Oaks: Corwin literacy (2018), XVIII, 157 S. |
| Beigaben | Illustrationen; Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9781544336350 |
| Schlagwörter | Texas; USA; Reading comprehension; Language arts; Standards; Curricula; Bildungstheorie; Bildungspraxis |
| Abstract | Contents -- List of videos -- Foreword -- Introduction: your access point -- Ramping up for complex texts -- Reading complex texts -- A new definition of text complexity -- Quantitative evaluation -- Qualitative evaluation -- Matching readers with texts and tasks -- Reading closely and carefully -- The importance of comprehension strategies instruction for accessing complex texts accessing complex texts through a gradual release of responsibility -- Summary -- Access point one: modeling and learning intentions -- Accessing complex text requires modeling -- Model that which is difficult for students -- Model ways to resolve problems -- Model how you interact with text -- Model through think-alouds -- Model through interactive shared readings -- Accessing complex text requires a clear learning intention -- Components of the learning intention -- Social -- Communicate the learning intention -- Summary -- Access point two: close and scaffolded -- Reading instruction -- Accessing complex text requires close reading -- Short, worthy passages -- Students' rereading -- Limited frontloading -- Text-dependent questions -- Annotation -- After-reading tasks -- Close reading for young readers -- Accessing complex text requires scaffolded reading instruction -- The student, not the teacher, is the reader -- Small groups help differentiate support -- Students have similar strengths and needs -- Grouping patterns change frequently -- Using questions and providing prompts and cues guide learners -- The trouble with whole-class scaffolded reading instruction -- Summary -- Access point three: collaborative conversations -- Accessing complex texts requires collaborative conversations -- Building structures for collaborative learning -- Accessing complex texts requires student-to-student interaction -- Reciprocal teaching -- Collaborative strategic reading -- Summary -- Access point four: an independent reading staircase -- The goals of independent learning -- Accessing complex texts requires wide, independent reading -- Differences between ssr and independent reading -- Students respond during independent reading -- Students talk about texts -- Increasing at-home reading -- Accessing complex texts requires conferring -- Summary -- Access point five: assessing students' understanding -- Checking for understanding -- Providing effective feedback -- Engaging in feed-forward instruction -- Summary -- Coda -- References -- Index. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2019/1/03 |
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