LEADER 05514nam 22004333 450 001 9910795554203321 005 20230630002428.0 010 $a9781551389516$b(electronic bk.) 010 $z9781551383514 035 $a(MiAaPQ)EBC6823802 035 $a(Au-PeEL)EBL6823802 035 $a(CKB)20094144100041 035 $a(BIP)078932589 035 $a(EXLCZ)9920094144100041 100 $a20211213d2021 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aSometimes Reading is Hard $eUsing decoding, vocabulary, and comprehension strategies to inspire fluent, passionate, lifelong readers 210 1$aMarkham :$cPembroke Publishers,$d2021. 210 4$dİ2021. 215 $a1 online resource (178 pages) 311 08$aPrint version: Bright, Robin Sometimes Reading is Hard Markham : Pembroke Publishers,c2021 9781551383514 327 $aCover -- Title Page -- Copyright Page -- Contents -- Introduction: Setting Off Down the Path -- Learning to Read Is Work -- A Responsibility to Break the Cycle -- Learning How to Teach Reading Is Work -- The Spark for This Book -- What You Will Find in This Book -- Chapter 1: What Do You Mean I Have to Teach Reading? -- The Whole Is Greater Than the Sum of Its Parts -- Underlying Considerations in Teaching Reading -- 1. Sometimes Reading Is Hard -- 2. Structures of Language Support Reading Instruction -- 3. The Components of Reading Need to Be Taught Daily -- 4. Every Teacher Is a Reading Teacher -- 5. Meaningful Relationships Are Key -- 6. Students Need Good Reasons to Read -- 7. Teachers Must Be Readers -- 8. Reading Engagement Leads to the Goal: Capable, Passionate, Lifelong Readers -- 9. Reading Skills and Motivation Factors Are Synergistic -- Chapter 2: Decoding: On the Path to Fluency -- Before Children Read, They Talk -- Learning the Sounds of Language -- Code Breaking -- When Guessing Doesn't Cut It -- Make It Fun -- Is Decoding for Older Readers Too? -- From Talk to Print -- Love at First "Sight" -- The Place for Assessment -- Key Strategies to Help You Teach Decoding -- 1. Lead Guided Reading Groups -- 2. Teach Decoding through Shared Reading -- 3. Inspire Students to Be Word Detectives -- 4. Put Their Names in Lights -- 5. Get Older Students Decoding -- 6. Provide Write-to-Read Activities -- 7. Choose the Right Books -- Chapter 3: Fluency: Teaching How to Recognize Words Automatically -- What Is Reading Fluency? -- Reading Fluency: More than Speed -- Target the Reasons Fluency Is Hard to Achieve -- What Doesn't Work: Round Robin Reading -- What Does Work: Teachers Reading Aloud to Students -- Get Them Reading: Offer Books Tailored to Students' Interests or Just Plain Good Books -- Collaborative Reading Opportunities. 327 $aKey Strategies to Help You Teach Fluency -- 1. Get Students Reading to One Another in Groups -- 2. Get Students Reading Together in Pairs -- 3. Stage a Choral Reading -- 4. Stage a Poetry Academy -- 5. Stage Readers Theatre -- 6. Try Tongue Twisters -- 7. Make Time for Independent Reading -- 8. Keep Tabs on Where Your Students Are At -- 9. Practice Retelling with a Story Vine -- Chapter 4: Vocabulary: Teaching How to Build a Library of Words -- The Word-Rich Get Richer, The Word-Poor Get Poorer -- Continual Exposure to Reading -- Which Words to Teach? -- The Role of Dedication in Vocabulary Development -- Vocabulary Instruction in Middle and High School -- Key Strategies to Help You Teach Vocabulary -- 1. Encourage Word Wonder -- 2. Teach Vocabulary through a Teacher Read-Aloud -- 3. Introduce Vocabulary Self-Collection -- 4. Harness Visualization -- 5. Get Students Playing Word Games -- 6. Galvanize a Vocabulary-Growth Mindset -- 7. Preview Vocabulary before Independent Reading -- 8. Build an Interactive Word Wall -- Chapter 5: Comprehension: Teaching How to Construct Meaning from Reading -- Why Comprehension Is Sometimes Hard -- Comprehension: An Interactive Personal Experience -- Creating a Mindset Primed for Comprehension -- Three Stages of Reading: Three Opportunities to Boost Comprehension -- Key Strategies to Help You Teach Comprehension -- 1. Engage Students in Self-Aware, Active Reading -- 2. Teach the Practices of Good Readers -- 3. Teach Text Structures -- 4. Seek Out Mentor Texts -- 5. Organize Book Clubs -- Chapter 6: Sustaining the Journey: How to Inspire Your Students to Love Reading -- The One Book That Changes Everything! -- Key Strategies for Inspiring a Life-Long Relationship with Reading -- 1. Bring Picture Books into Students' Lives -- 2. Provide Diverse Literature -- 3. Use Reading Interest Surveys. 327 $a4. Visit Libraries with Your Students -- 5. Create a Classroom Library -- Bolster the Reading Relationship with Action -- Conclusion: Where Does the Path Lead Now? -- Why We Do It -- Acknowledgements -- References -- Index. 330 $aTeaching strategies such as mentor texts, guided reading, poetry, and reading conferences are used to encourage students to be proficient and tenacious even when reading is hard. Teachers learn how to weave the factors of motivation into their daily instructional practices. 610 $aLanguage Arts 610 $aEducation, Elementary 610 $aEducation 700 $aBright$b Robin$01465185 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 912 $a9910795554203321 996 $aSometimes Reading is Hard$93675065 997 $aUNINA LEADER 05158oam 2200829 a 450 001 9910808067503321 005 20250322110044.0 010 $a9780814725252 010 $a0814725252 010 $a9780814723920 010 $a0814723926 024 7 $a10.18574/9780814723920 035 $a(CKB)2550000000100669 035 $a(EBL)865421 035 $a(OCoLC)793995957 035 $a(SSID)ssj0000678876 035 $a(PQKBManifestationID)11387211 035 $a(PQKBTitleCode)TC0000678876 035 $a(PQKBWorkID)10737694 035 $a(PQKB)10593734 035 $a(StDuBDS)EDZ0001326210 035 $a(MiAaPQ)EBC865421 035 $a(OCoLC)794004264 035 $a(MdBmJHUP)muse19847 035 $a(DE-B1597)547274 035 $a(DE-B1597)9780814723920 035 $a(Au-PeEL)EBL865421 035 $a(CaPaEBR)ebr10562034 035 $a(OCoLC)953991747 035 $a(MiAaPQ)EBC4050762 035 $a(Au-PeEL)EBL4050762 035 $a(OCoLC)935245429 035 $a(Perlego)719414 035 $a(ODN)ODN0002472369 035 $a(EXLCZ)992550000000100669 100 $a20111213h20122012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aRace in translation $eculture wars around the postcolonial Atlantic /$fRobert Stam, Ella Shohat 205 $a1st ed. 210 1$aNew York :$cNew York University Press,$d2012. 210 4$dİ2012 215 $a1 online resource (xx, 363 pages) 300 $aDescription based upon print version of record. 311 08$a0-8147-9837-3 311 08$a0-8147-9838-1 320 $aIncludes bibliographical references and index. 327 $tFrontmatter --$tContents --$tAcknowledgments --$tPreface --$t1. The Atlantic Enlightenment --$t2. A Tale of Three Republics --$t3. The Seismic Shift and the Decolonization of Knowledge --$t4. Identity Politics and the Right/Left Convergence --$t5. France, the United States, and the Culture Wars --$t6. Brazil, the United States, and the Culture Wars --$t7. From Affirmative Action to Interrogating Whiteness --$t8. French Intellectuals and the Postcolonial --$t9. The Transnational Traffic of Ideas --$tNotes --$tIndex --$tAbout the Authors 330 $aWhile the term ?culture wars? often designates the heated arguments in the English-speaking world spiraling around race, the canon, and affirmative action, in fact these discussions have raged in diverse sites and languages. Race in Translation charts the transatlantic traffic of the debates within and between three zones?the U.S., France, and Brazil. Stam and Shohat trace the literal and figurative translation of these multidirectional intellectual debates, seen most recently in the emergence of postcolonial studies in France, and whiteness studies in Brazil. The authors also interrogate an ironic convergence whereby rightist politicians like Sarkozy and Cameron join hands with some leftist intellectuals like Benn Michaels, ?i?ek, and Bourdieu in condemning ?multiculturalism? and ?identity politics.? At once a report from various ?fronts? in the culture wars, a mapping of the germane literatures, and an argument about methods of reading the cross-border movement of ideas, the book constitutes a major contribution to our understanding of the Diasporic and the Transnational.While the term ?culture wars? often designates the heated arguments in the English-speaking world spiraling around race, the canon, and affirmative action, in fact these discussions have raged in diverse sites and languages. Race in Translation charts the transatlantic traffic of the debates within and between three zones?the U.S., France, and Brazil. Stam and Shohat trace the literal and figurative translation of these multidirectional intellectual debates, seen most recently in the emergence of postcolonial studies in France, and whiteness studies in Brazil. The authors also interrogate an ironic convergence whereby rightist politicians like Sarkozy and Cameron join hands with some leftist intellectuals like Benn Michaels, ?i?ek, and Bourdieu in condemning ?multiculturalism? and ?identity politics.? 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