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E-grāmata: Teaching Informational Text in K-3 Classrooms: Best Practices to Help Children Read, Write, and Learn from Nonfiction

2.00/5 (2 ratings by Goodreads)
(West Chester University of Pennsylvania, United States), (College Park, United States)
  • Formāts: 192 pages
  • Sērija : Best Practices in Action
  • Izdošanas datums: 09-Sep-2015
  • Izdevniecība: Guilford Press
  • Valoda: eng
  • ISBN-13: 9781462522286
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Teaching Informational Text in K-3 Classrooms: Best Practices to Help Children Read, Write, and Learn from NonfictionPalielināt
  • Formāts: 192 pages
  • Sērija : Best Practices in Action
  • Izdošanas datums: 09-Sep-2015
  • Izdevniecība: Guilford Press
  • Valoda: eng
  • ISBN-13: 9781462522286
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Specifically designed for K-3 teachers, this accessible guide describes ways to use informational text creatively and effectively in both reading and writing instruction. The book presents lessons, read-alouds, and activities that motivate students to engage with a wide variety of exemplary texts; links to the Common Core State Standards (CCSS) are explained throughout. Key topics include how to build academic vocabulary, balance fiction and nonfiction, and address the needs of English language learners. Examples from diverse classrooms and end-of-chapter discussion questions and engagement activities enhance the book's utility as a professional development resource. Reproducible handouts and other tools can be downloaded and printed in a convenient 8 1/2" x 11" size.

Recenzijas

"This is a book to keep on my desk and refer to throughout the year! Its well written, fast paced, easy to understand, and full of ready-to-use ideas. It will be valuable for primary-grade teachers and teachers-in-training, and its perfect for a teacher study group. Students who are lucky enough to have a savvy teacher using this book will have more and better access to information books and be better prepared for their future education and careers."--Laura Broach, MEd, reading specialist; past president, Massachusetts Reading Association

"An excellent guide. The inclusion of classroom examples and many hands-on application tools--such as the extensive list of sources for informational text, reproducible checklists for implementing the practices discussed, and rubrics for choosing quality texts--makes this a resource of great utility for the classroom and preservice teacher. The questions, reflections, and classroom engagement activities at the end of each chapter make the book a good choice for teacher-led book study groups. Students in primary-grades literacy methods classes at the graduate and undergraduate levels will find it a valuable text."--Carol A. Donovan, PhD, Director, BelserParton Literacy Center, University of Alabama

"This teacher-friendly, resource-rich book provides the reader with both contextual understanding of using informational text and practical knowledge of how to implement the strategies immediately in the classroom. Maximizing instructional time to incorporate the teaching of nonfiction is paramount to achieving high standards. The authors supply useful planning tools, samples of student work, and models for replication. This is a 'must read' for K-3 teachers, reading specialists, special educators, academic coaches/instructional support teachers, and administrators."--Ryan T. Monaghan, EdD, K-12 Supervisor of Instruction and Language Arts, Owen J. Roberts School District, Pottstown, Pennsylvania

"This book delivers on its title in a powerful way. It guides teachers to tackle the current demand for effective use of informational text in the primary grades. The authors skillfully show how to take students through the process of digging into, enjoying, developing, and learning from informational text in the classroom through reading, writing, and research. The format and writing style are ideal for a group book study for professional learners. I have been in education for more than 30 years, and find this book to be particularly helpful."--Elisa Magee, MEd, academic coach, Chandler, Arizona, public schools -

1 Supporting Motivation and Achievement with Informational Text 1(9)
What Is Informational Text?
2(1)
Stories and Informational Text in K-3 Classrooms
3(1)
Expectations about Children's Reading and Writing
3(3)
Improving Reading Achievement by Using Informational Text
6(1)
Beginning Reading Instruction and the Information Reader
6(1)
Reading Preferences and Informational Text
7(1)
Summary
8(1)
Questions and Reflections for Professional Learning Communities
9(1)
Classroom Engagement Activities
9(1)
2 Developing Classroom Libraries with a Full Range of Informational Text 10(22)
A 50/50 Balance of Fiction and Informational Text
11(1)
Informational Text Can Be Narrative, Expository, or Mixed
12(6)
Taking Stock of the Classroom Library
18(3)
Extending the Classroom Library
21(1)
Getting Resources for a Classroom Library
22(2)
Creating an Appealing Classroom Library Environment
24(2)
Ensuring Sufficient Time to Read
26(1)
Questions and Reflections for Professional Learning Communities
27(1)
Classroom Engagement Activities
27(1)
Appendix 2.1 Magazines and Newspapers (Organized by Publisher) That Feature Informational Text for K-3 Students
28(3)
Appendix 2.2 Checklist for a Well-Designed K-3 Classroom Library
31(1)
3 Choosing Information Books and Websites for the Classroom 32(26)
Accurate Content
32(3)
Appealing Design and Format
35(2)
Engaging Writing Style
37(1)
Text Complexity
38(2)
Good Organization
40(2)
Sources for Quality Information Books
42(1)
A Guide for Choosing Information Books
43(7)
Choosing E-Books and Websites
50(2)
Summary
52(1)
Questions and Reflections for Professional Learning Communities
52(1)
Classroom Engagement Activities
53(1)
Appendix 3.1 Websites for Information Book Lists
54(1)
Appendix 3.2 Guide for Choosing Information Books
55(3)
4 Using Information Books for Read-Alouds 58(11)
Why Information Books Make Good Read-Alouds
59(1)
A 50/50 Balance in Read-Alouds
60(1)
Read-Aloud Logs
60(1)
Paired Read-Alouds of Fiction and Information Books
61(1)
Read-Alouds from Content-Area Units
61(1)
Magazines, Newspapers, and Internet Resources
62(1)
Read-Alouds Can Help Support Struggling Readers-and Everyone Else!
63(1)
Making Read-Alouds Interactive
64(1)
Not All Information Books Need to Be Read from Start to Finish
65(1)
Summary
66(1)
Questions and Reflections for Professional Learning Communities
67(1)
Classroom Engagement Activities
67(1)
Appendix 4.1 Teacher's Read-Aloud Log
68(1)
5 Comprehension and Close Reading of Informational Text 69(29)
Comprehension Strategies
70(2)
Before-Reading Strategies
72(3)
During-Reading Strategies
75(10)
After-Reading Strategies
85(3)
Teaching Techniques
88(1)
Orchestrating Several Comprehension Strategies
88(2)
Discussion
90(1)
Close Reading of Informational Text
91(3)
Reading Digital Texts
94(2)
Summary
96(1)
Questions and Reflections for Professional Learning Communities
97(1)
Classroom Engagement Activities
97(1)
6 Vocabulary Development with Informational Text 98(19)
Academic Vocabulary
100(1)
Using Informational Texts to Foster Academic Vocabulary
100(2)
Vocabulary Instruction
102(12)
Using Digital Resources for Vocabulary Development
114(1)
Summary
115(1)
Questions and Reflections for Professional Learning Communities
115(1)
Classroom Engagement Activities
116(1)
7 Using Information Books and Internet Resources for Research 117(18)
High Expectations but Much Potential for Motivation
118(1)
Teaching Children about Information Book Features
119(4)
Teaching Children about Internet Resources
123(4)
Helping Children Monitor Their Hunt for Information
127(1)
Evaluating Information
128(1)
Taking Notes and Organizing Information
129(3)
Summary
132(1)
Questions and Reflections for Professional Learning Communities
133(1)
Classroom Engagement Activities
133(1)
Appendix 7.1 Examples of Questions to Help Children Monitor Their Hunt for Information
134(1)
8 Teaching Children to Write Informational Text 135(30)
Informational Texts as Models
137(1)
Quick Writes
138(1)
Writing Assignments
139(13)
Writing Frames
152(1)
Poetry as Informational Text
153(2)
Digital Writing
155(3)
Multimodal Writing
158(2)
Summary
160(1)
Questions and Reflections for Professional Learning Communities
160(1)
Classroom Engagement Activities
161(1)
Appendix 8.1 My Questions
162(1)
Appendix 8.2 Report Checklist
163(1)
Appendix 8.3 Sample Writing Frame for Procedural Text
164(1)
9 Putting It All Together 165(6)
Achieving a Balance
166(1)
Getting Started with Informational Text
167(1)
Moving Forward with Informational Text
168(2)
Appendix 9.1 My Reading Log
170(1)
Children's Book References 171(4)
References 175(14)
Index 189
Mariam Jean Dreher, PhD, is Professor in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland, College Park. Previously she was an elementary classroom teacher and Title I specialist. Her research interests include ways to integrate informational text into literacy instruction to enhance students comprehension, vocabulary, and motivation. Dr. Dreher has published numerous articles and books and has served on many editorial advisory boards, receiving the Outstanding Reviewer Award from the Journal of Literacy Research. She is a consultant to National Geographic Childrens Books on a series of information books for young children. Dr. Dreher is also a recipient of a Fulbright Senior Specialist Grant and was recently awarded an honorary doctorate from the University of Oulu, Finland.

Sharon Benge Kletzien, PhD, is Professor Emerita at West Chester University of Pennsylvania, where she was Chair of the Literacy Department, taught reading courses, and supervised the Reading Center. Previously she served as a reading specialist in elementary, middle, and high schools. Her research focuses on the areas of comprehension, using information books for instruction, and supporting students who struggle with reading. Dr. Kletzien has published many articles and book chapters and serves on the editorial boards of several major literacy journals. She is a recipient of the Outstanding Student Research Award from the American Educational Research Association, Division C, and the Program of Excellence Award from the National Council for the Social Studies.
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