Samantha Cleaver

Every Reader a Close Reader

Expand and Deepen Close Reading in Your Classroom

• Gebundenes Buch

Produktbeschreibung

Drawing expertise and ideas from research, as well as teachers from across the country, Every Reader, a Close Reader serves as both an instructional guide and professional development tool for classroom teachers and instructional leaders to use when starting or strengthening close reading at the classroom level.

Produktdetails

• Verlag: Rowman & Littlefield Publishers
• Seitenzahl: 252
• Erscheinungstermin: 17. Juli 2015
• Englisch
• Abmessung: 257mm x 180mm x 23mm
• Gewicht: 771g
• ISBN-13: 9781475814736
• ISBN-10: 1475814739
• Artikelnr.: 42556739

Autorenporträt

Samantha Cleaver has worked in education for more than a decade as a special education teacher and instructional coach. As a coach, Cleaver has worked with middle grade teachers and school leaders to focus and strengthen reading instruction.

Inhaltsangabe

Contents Acknowledgments About the Author Foreword Introduction ·Close
Reading: The Best Reading You Can Do ·Reading Theory: A Brief History
·Close Reading and the Middle School Reader ·Every Reader a Close Reader
Overview oIn This Book oUsing This Book ·WeAreTeachers Survey ·Getting
Started: Understanding Yourself as a Reader Chapter 1: Close Reading and
the Common Core ·Introduction to the Common Core State Standards oKey
Points ·Using the Common Core ELA Standards ·Close Reading and the Common
Core oKey Points ·What's Different? The Shifts in the Common Core oShift 1:
Balancing Informational and Literary Text §Shift 1: Implications for Close
Reading oShift 2: Knowledge in the Disciplines §Shift 2: Implications for
Close Reading oShift 3: The Staircase of Complexity §Shift 3: Implications
for Close Reading oShift 4: Text-Based Answers §Shift 4: Implications for
Close Reading oShift 5: Writing From Sources §Shift 5: Implications for
Close Reading oShift 6: Academic Vocabulary §Shift 6: Implications for
Close Reading oKey Points ·Writing Close Reading Objectives oKey Points
·Next Step: Getting Ready to Read Chapter 2: Getting Complex: Selecting and
Using Close Reading Texts ·Reading Complex Texts: A Gatekeeper Skill oKey
Points ·Defining Text Complexity oQuantitative Measures oQualitative
Measures oInterpretive Complexity: Reader and Task Considerations oKey
Points ·Planning to Use Complex Texts oSelecting Perfect Passages in
Literature oSelecting Perfect Passages in Informational Text oChoosing
Multiple Texts oKey Points ·Gaining Purpose Chapter 3: Setting the Stage:
Welcome Students to Text and Set a Purpose for Reading ·The Purpose Behind
the Purpose oKey Points ·Welcoming Students to The Text: A Case for
Frontloading oKey Points ·Using Questions to Set a Purpose for Reading
oCreating Text-Based Essential Questions §Questions §Statements §Should
Questions oKey Points ·Purpose Setting to Dig Deep oFirst Reading:
Comprehension Seeking oSecond Reading: Analyze the Text oThird Reading:
Digging Deeper oKey Points ·Making Every Reading Purposeful Chapter 4:
Talking to Text: Enhance Student Comprehension through Text-Dependent
Questions and Annotation ·Crafting Text-Dependent Questions oKey Points
oCreating Sequences of TDQs oKey Points ·Annotation: Talking to Text oKey
Points ·Citing Text oQuotations oParaphrasing oKey Points ·Citing Evidence
from Multiple Texts oKey Points ·Using Text Evidence Chapter 5: Applying
Close Reading: Create Dialogue and Craft Arguments ·Logic, Evidence and
Critical Thinking: Defining Argument oKey Points ·Crafting Argument oLogos,
Ethos, and Pathos oKey Points ·Dialogic Discussion oKey Points
oFacilitating Discussion oSetting Norms for Discussion: Accountable Talk
oKey Points ·Writing Argument oKey Points ·Building Student Ownership
Chapter 6: Letting Students Lead: Create Ownership over Close Reading
·Transfer of Close Reading Skills oKey Points ·Identifying Student
Strengths oKey Points ·Applying the Gradual Release Model to Close Reading
oKey Points ·Getting Specific: Releasing Various Aspects of Close Reading
oStudent-Selected Texts oStudent-Created Questions oIndependent Annotation
oStudent-Led Discussion ·Building the Foundation Chapter 7: Leveling the
Field: Empower Struggling Readers with Close Reading ·The Common Core and
Special Education oProvide Multiple Means of Representation oProvide
Multiple Means of Action and Expression oProvide Multiple Means of
Engagement oKey Points ·Understanding Why Students Struggle with Close
Reading oKey Points ·Planning and Leading Close Reading Lessons for
Struggling Readers oWorking with Complex Text §Accessing Complex Text in
the General Education Classrom §Accessing Complex Text in the Resource
Classroom oQuestioning oInteracting with Text: Annotation and Citing Text
Evidence oDiscussion and Writing ·Leveling the Playing Field Chapter 8:
Engage English Language Learners in Close Reading ·English Language
Learners and Close Reading in the Common Core oLearning Academic Vocabulary
oEngaging in Higher Order Thinking oOpportunities to Interact oKey Points
·Strategies to Plan and Lead Close Reading with English Language Learners
oWorking with Text oQuestioning and Citing Text Evidence oParticipating in
Discussion oArgument Writing ·Close Reading with ELLs Chapter 9: Raise the
Bar: Challenging High-Achieving and Gifted Learners in Close Reading
·Gifted Students, the Common Core, and Close Reading oThe Common Core and
Gifted Students oA Framework for Gifted Students oKey Points ·Planning and
Leading Close Reading for Gifted Learners oWorking with Complex Text
oReading (and Rereading) for Purpose oParticipating in Discussion oWriting
Argument oExecutive Functioning ·Keeping Close Reading a Challenge Chapter
10: The Ultimate Question: Assessing Close Reading ·Developing Effective
Formative Assessment oQuestioning oObservation oWriting oKey Points ·Using
Formative Assessment Information oGiving Effective Feedback §Deep Feedback
§Impression Feedback oKey Points ·Summative Assessment oUsing Rubrics
oClose Reading and Standardized Tests oKey Points A Worthwhile Task
Appendix A: The MDR/WeAreTeachers Close Reading Survey ·Planning and Text
Selection ·Setting a Purpose for Reading ·Annotation and Working with Text
·Respondent Demographics Appendix B: Literature for Close Reading in Middle
School ·Works of Literature: Novels ·Works of Literature: Short Stories
·Works of Literature: Poetry ·Picture Books for Middle School Readers
·Nonfiction: Books ·Nonfiction: Articles and Shorter Texts ·Nonfiction:
Primary Sources Appendix C: Lesson Plans ·Lesson Plan 4.1: Declaration of
Sentiments ·Lesson Plan 4.2: Letters between John and Abigail Adams ·Lesson
Plan 7.1: 6th Mass Extinction ·Lesson Plan 8.1: Oranges by Gary Soto
Appendix D: Additional Tools ·Tool 1.1: Common Core Shifts: Self-Assessment
·Tool 2.1: Planning for Levels of Complexity in Text ·Tool 3.1: Survey: Why
do Students Read? ·Tool 4.1: Annotation Self-Reflection ·Tool 5.1: Assess
Students' Argument Skills ·Tool 5.2: Dialogic Classroom Rating Scale ·Tool
5.3: Argument Writing Foldable ·Tool 6.1: Assess Student Readiness ·Tool
6.2: Assess Student Strengths ·Tool 6.3: Student Discussion Rating Scale
·Tool 7.1: Struggling Reader Needs Assessment ·Tool 8.1: ELL Needs
Assessment ·Tool 9.1: Gifted Student Needs Assessment ·Tool 10.1: Format
for a Dual Feedback Form References Index