Ages 11-18
Do I Really Have to Teach Reading? Content Comprehension
Cris Tovani
‘Do I really have to teach reading?’ This question is asked by many teachers of older students wondering how they can possibly add a new element to an already overloaded curriculum. Most find that the answer is ‘yes’. If they want their students to learn complex new concepts in different disciplines, they often have to help their students become better readers.
Building on the experiences gained in her own English language classroom as well as those of colleagues in different disciplines the author takes on the challenge of helping students apply reading comprehension strategies across the curriculum. In this practical and honest title the author shows how teachers can expand on their subject expertise to provide the instruction students need to understand specific technical and narrative texts. The book includes:
- ideas for supplementing and enhancing the use of required textbooks;
- detailed descriptions of specific strategies taught in context;
- stories from different secondary school classrooms to show how reading instruction varies according to content;
- samples of student work, including both struggling readers and those bound for tertiary education;
- a variety of ‘comprehension constructors’: guides designed to help students recognise and capture their thinking in writing while reading;
- guidance on assessing students;
- tips for balancing curriculum requirements and reading instruction.
Contents
Introduction; The ‘So What?’ of Reading Comprehension; Parallel Experiences: Tapping the Mother Lode; Real Rigor: Connecting Students with Accessible Text; ‘Why Am I Reading This?’; Holding Thinking to Remember and Reuse; Group Work That Grows Understanding; ‘What Do I Do with All These Sticky Notes?’; ‘Did I Miss Anything? Did I Miss Everything’; Last Thoughts; Appendix; Bibliography.
2004 144pp paperback
978-1-57110-376-7
£19.99
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