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ERIC Number: ED497888
Record Type: Non-Journal
Publication Date: 2007
Pages: 248
Abstractor: ERIC
Reference Count: 0
ISBN: ISBN-978-0-87207-620-4
ISSN: N/A
Comprehension Shouldn't Be Silent: From Strategy Instruction to Student Independence
Kelley, Michelle J.; Clausen-Grace, Nicki
International Reading Association (NJ3)
Use the teaching ideas in this rich resource to improve your students' reading comprehension. By nurturing meaningful talk about reading and learning, you can monitor and support students' metacognitive use of strategies such as predicting, making connections, questioning, visualizing, and summarizing. A comprehensive breakdown of the components of each strategy helps you support learners from the introduction of a strategy to students' independent use of it. In these pages, teachers will learn how to: (1) set up the first six weeks of school for optimal success in reading instruction; (2) promote conversations about books, specifically through literature circles, textbook circles, and R[superscript 5]--the authors' unique independent reading block; (3) address some of the common problems associated with independent reading, such as avoidance behaviors, fake reading, and inappropriate book selection; and (4) make each cognitive strategy more accessible to students. Each chapter contains classroom transcripts as well as student samples and quotes that show the deep learning that occurs. Strategy chapters present numerous activities, and the appendixes contain a matrix that shows what activities can be used to teach each strategy, as well as numerous reproducible forms and graphic organizers. Following a preface, the book divides into three parts and nine chapters. Part I, The Metacognitive Teaching Framework in Your Classroom, contains: (1) Introducing the Metacognitive Teaching Framework; and (2) Laying the Foundation for the Metacognitive Teaching Framework. Part II, Encouraging Talk about Books, contains: (3) Cultivating Conversations: From Literature Circles to Textbook Circles; and (4) Promoting Engagement in Reading through R5. Part III, Encouraging Talk about Books, contains: (5) Predicting; (6) Making Connections; (7) Questioning; (8) Visualizing; (9) Summarizing; and Epilogue. The following are appended: (1) Activities for Teaching Metacognitive Strategies;and (2) Reproducible Forms, Templates, and Think Sheets. The book also includes references; literature cited, and an index.
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Publication Type: Books; Guides - Classroom - Teacher
Education Level: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: International Reading Association, Newark, DE.