04348nam 2200493 450 991081253200332120230617012909.01-4833-6083-01-4833-6302-3(CKB)3710000000456229(EBL)1656841(OCoLC)923707549(MiAaPQ)EBC1656841(EXLCZ)99371000000045622920150822h20042004 uy 0engur|n|---|||||rdacontentrdamediardacarrier7 strategies of highly effective readers using cognitive research to boost K-8 achievement /Elaine K. McEwan ; cover designer, Tracy E. MillerThousand Oaks, California :Corwin Press,2004.©20041 online resource (225 p.)Description based upon print version of record.0-7619-4621-7 Includes bibliographical references and index.Contents -- Instructional Aids -- Preface -- The Goals of This Book -- Special Features of This Book -- Who This Book is for -- Overview of the Contents -- Acknowledgements -- About the Author -- Chapter 1. The Power of Strategic Reading Instruction -- What is Strategic Reading? -- What is Strategic Reading Instruction? -- What are the Seven Strategies of Highly Effective Readers? -- What are the Prerequisites for Strategic Reading Instruction? -- When is a Strategy Not a Strategy? -- Instructional Activities are Not Cognitive Strategies -- Study Skills are Not Cognitive Strategies -- Reading Skills are Not Cognitive Strategies -- When is a Strategy a Cognitive Strategy? -- What's Ahead? -- Chapter 2. Becoming a Strategic Teacher -- What Does a Strategic Teacher Look Like? -- The Teaching Moves of a Strategic Teacher -- Direct Instructing and Explaining -- Modeling -- Giving Directions -- Scaffolding -- Coaching -- Attributing -- Constructing Meaning -- The Challenges of Strategic Reading Instruction -- Time -- Staff Development -- Ambiguity -- The Benefits of Strategic Reading Instruction -- What's Ahead? -- Chapter 3. Understanding the Seven Strategies -- Cognitive Strategy 1: Activating -- Cognitive Strategy 2: Inferring -- Cognitive Strategy 3: Monitoring-Clarifying -- Cognitive Strategy 4: Questioning -- Cognitive Strategy 5: Searching-Selecting -- Cognitive Strategy 6: Summarizing -- Cognitive Strategy 7: Visualizing-Organizing -- What's Ahead? -- Chapter 4. Instructional Activities to Engage Your Students -- Turn on Your CPU (Central Processing Unit): Grades 1-8 -- Description -- Background Information -- Anticipatory Set -- I Do it: Modeling and Explaining the Strategy (Activity) for Students -- We Do it: Further Explaining and Guided Practice -- You Do it: Students Work in Small Groups or Individually -- Turn on Your Math CPU (Central Processing Unit): Grades 4-8 -- Description -- Background Information -- Anticipatory Set -- I Do it: Modeling and Explaining the Strategy (Activity) for Students -- We Do it: Further Explaining and Guided Practice -- You Do it: Students Work in Small Groups or Individually -- Add it up: Grades 3 -- Description -- Background Information -- Anticipatory Set -- I Do it: Modeling and Explaining the Strategy (Activity) for Students -- We Do it: Further Explaining and Guided Practice -- You Do it: Students Work in Small Groups or Individually -- A Dozen Ways to Infer: Grades 3-8 -- Description -- Background Information -- Anticipatory Set -- I Do it: Modeling and Explaining the Strategy (Activity) for Students -- We Do it: Further Explaining and Guided Practice -- You Do it: Students Work in Small Groups or Individually -- A Dozen Ways to Say Infer: Grades 4-8.Reading (Kindergarten)Reading (Elementary)Reading (Middle school)Reading (Kindergarten)Reading (Elementary)Reading (Middle school)372.41McEwan-Adkins Elaine K.1941-1600854Miller Tracy E.MiAaPQMiAaPQMiAaPQBOOK99108125320033217 strategies of highly effective readers4030985UNINA