Educators across content areas have turned to
Classroom Strategies for Interactive Learning for almost two decades. This fully updated fourth edition delivers rich, practical, research-based strategies that readers have found invaluable in the context of today's classrooms.
Doug has written all-new chapters that focus on the instructional shifts taking place as the Common Core State Standards are implemented across the United States. These introductory chapters will help you do the following:
- Understand the research base for comprehension strategies in content classrooms
- Learn how to tap into students' background knowledge to enhance comprehension of complex texts and build new knowledge
- Show learners how to question a text
- Teach reading and thinking through a disciplinary lens
At the heart of this edition are more than forty classroom strategies, with variations and strategy indexes that identify the instructional focus of each strategy, pinpoint the text frames in play as students read and learn, and correlate students' comprehension processes across the phases of strategy implementation. In addition, each strategy is cross-referenced with the Common Core's reading, writing, speaking/listening, and language standards.
Recenzijas
As instructional coach at a large urban high school, Doug Buehl's iconic Classroom Strategies for Interactive Learning is my go-to resource for every course. As a result, students in all disciplines receive content-based strategies that enhance and improve student learning. Peg Grafwallner, MEd, Instructional Coach/Reading Specialist
| About the Author |
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vii | |
| Preface |
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ix | |
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SECTION 1 Developing Strategic Readers and Learners |
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Chapter 1 Fostering Comprehension of Complex Texts |
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3 | (9) |
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Chapter 2 Frontloading: Addressing Knowledge Demands of Complex Texts |
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12 | (6) |
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Chapter 3 Questioning for Understanding Through Text Frames |
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18 | (10) |
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Chapter 4 Mentoring Reading Through Disciplinary Lenses |
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28 | (1) |
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SECTION 2 Classroom Strategies for Scaffolding Learning |
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28 | (201) |
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Integrating Strategies and Instruction |
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49 | (7) |
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56 | (3) |
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59 | (5) |
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61 | (3) |
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64 | (3) |
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65 | (2) |
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67 | (4) |
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Brainstorming Prior Knowledge |
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71 | (4) |
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71 | (1) |
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72 | (1) |
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72 | (1) |
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73 | (2) |
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75 | (4) |
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79 | (4) |
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81 | (2) |
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Concept/Definition Mapping |
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83 | (4) |
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84 | (3) |
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87 | (4) |
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88 | (3) |
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Different Perspectives for Reading |
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91 | (3) |
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94 | (4) |
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Point-Counterpoint Charts |
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96 | (2) |
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98 | (3) |
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101 | (5) |
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Eyewitness Testimony Charts |
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101 | (1) |
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102 | (1) |
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You Ought to Be in Pictures |
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102 | (4) |
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106 | (4) |
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110 | (5) |
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115 | (3) |
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118 | (5) |
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120 | (3) |
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123 | (3) |
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Interactive Reading Guides |
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126 | (5) |
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Knowledge/Question/Response Charts |
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131 | (4) |
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135 | (5) |
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Confirming to Extending Grid |
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137 | (3) |
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140 | (4) |
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144 | (4) |
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146 | (2) |
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148 | (3) |
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151 | (4) |
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151 | (1) |
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152 | (1) |
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152 | (1) |
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152 | (1) |
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153 | (2) |
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155 | (3) |
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Power Notes and Concept Maps |
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156 | (2) |
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158 | (3) |
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161 | (7) |
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Question--Answer Relationships |
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164 | (2) |
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Elaborative Interrogation |
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166 | (2) |
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168 | (5) |
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169 | (1) |
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170 | (1) |
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170 | (3) |
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173 | (4) |
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177 | (5) |
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Point-of-View Study Guides |
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177 | (1) |
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178 | (1) |
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179 | (3) |
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Save the Last Word for Me |
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182 | (2) |
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Science Connection Overview |
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184 | (4) |
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Self-Questioning Taxonomy |
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188 | (4) |
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192 | (4) |
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196 | (4) |
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200 | (6) |
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Proposition/Support Outlines |
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202 | (2) |
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204 | (2) |
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Student-Friendly Vocabulary Explanations |
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206 | (4) |
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210 | (4) |
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Three-Level Reading Guides |
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214 | (3) |
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Vocabulary Overview Guide |
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217 | (4) |
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221 | (4) |
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225 | (4) |
| Appendix Reproducibles |
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229 | |
Doug Buehl was a teacher in the Madison Metropolitan School District in Madison, Wisconsin, USA, for 33 years and is currently a teacher, professional development leader, and adolescent literacy consultant.
Biežāk uzdotie jautājumi par e-grāmatām