LEADER 05447nam 2200661 450 001 9910811176403321 005 20230808191804.0 010 $a1-119-10425-4 010 $a1-119-10434-3 035 $a(CKB)3710000000604078 035 $a(EBL)4418734 035 $a(SSID)ssj0001614500 035 $a(PQKBManifestationID)16339665 035 $a(PQKBTitleCode)TC0001614500 035 $a(PQKBWorkID)14914962 035 $a(PQKB)10620834 035 $a(PQKBManifestationID)16346141 035 $a(PQKB)21914159 035 $a(MiAaPQ)EBC4418734 035 $a(DLC) 2015049348 035 $a(Au-PeEL)EBL4418734 035 $a(CaPaEBR)ebr11161509 035 $a(CaONFJC)MIL900907 035 $a(OCoLC)943826971 035 $a(EXLCZ)993710000000604078 100 $a20151211h20162016 uy| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aReading reconsidered $ea practical guide to rigorous literacy instruction /$fDoug Lemov, Colleen Driggs, Erica Woolway 210 1$aSan Francisco, CA :$cJossey-Bass & Pfeiffer Imprints, Wiley,$d[2016] 210 4$dİ2016 215 $a1 online resource (443 p.) 300 $aDescription based upon print version of record. 311 $a1-119-10424-6 320 $aIncludes bibliographical references and index. 327 $aMachine generated contents note: Video Contents Acknowledgments The Authors About Uncommon Schools Introduction Part 1 The Core of the Core 1 Text Selection Module 1.1 The Decline of the Canon Module 1.2 Text Attributes and Leveling Systems Module 1.3 The Five Plagues of the Developing Reader Module 1.4 Book Choice Module 1.5 Managing Selection 2 Close Reading Module 2.1 Layered Reading Module 2.2 Establish Meaning Via Text-Dependent Questions Module 2.3 Rigorous and Text-Focused Analyzing of Meaning Module 2.4 Processing Ideas and Insights in Writing, and the Power of Clear Focus Module 2.5 Close Reading Bursts 3 Reading Non-Fiction and Other Thoughts on Building Background Knowledge Module 3.1 The Key Challenge: Background Knowledge Module 3.2 Absorption Rate Module 3.3 Embedding Texts to Increase Absorption Rate and Build Background Knowledge Module 3.4 Other Ways to Build Background Knowledge Module 3.5 Two Challenges of Non-Fiction Conventions 4 Writing for Reading Module 4.1 Reading Class Cycles Module 4.2 Writing is Revising Module 4.3 Art of the Sentence Module 4.4 Building Stamina Module 4.5 Accountability: Stack Audit Part 2 The Fundamentals 5 Approaches to Reading: Reading More, Reading Better Module 5.1 Approaches to Reading Module 5.2 Accountable Independent Reading (AIR) Module 5.3 Control the Game Module 5.4 Read Aloud 6 Vocabulary Instruction: Breadth and Depth Module 6.1 Explicit and Implicit Instruction Compared Module 6.2 Explicit Instruction: The Daily Word Roll Out to Achieve Deep Word Knowledge Module 6.3 Implicit Vocabulary Instruction: Building Vocabulary During Reading Module 6.4 Maintenance and Extension 7 Reading Systems Module 7.1 Interactive Reading: An Overview Module 7.2 Phases of Implementation: Roll Out, Model, Prompting, Autonomy Module 7.3 Interactive Reading System: How to Mark Up a Text (And What to Mark) Module 7.4 Discussion Systems: Laying the Groundwork for Habits of Discussion Module 7.5 Discussion Systems: Beyond the Groundwork 8 Intellectual Autonomy Module 8.1 Frameworks for Interpretation Module 8.2 Tier Three Vocabulary Requisite Module 8.3 Phases of Development Module 8.4 Autonomous Writing Structures Module 8.5 Autonomous Discussion Structures Appendix Notes Index How to Access the Video Contents How to Use the DVD More Ways to Engage and Learn with the Teach Like a Champion Team. 330 $a"In the 2010 article "Building a Better Teacher"--the article that "launched" Teach Like a Champion, journalist Elizabeth Green compared two schools of thought--one that teaching skills were the most important driver of classroom learning, the other that content knowledge was the true driver. Some readers saw a conflict between these two perspectives. The authors of Reading Reconsidered have always thought that the answer was more complex: that technique was irreplaceable and helped teachers maximize the application of their subject knowledge but there was also no substitute for content knowledge. Moreover, they believed, there were in fact techniques specific to each of the content areas that drive results and could be delineated and learned like the general techniques in Teach Like a Champion. Reading Reconsidered is the authors' first effort to take on the challenge of defining subject specific methods. It is an anxious time for many teachers but also a time of great opportunity. This book will provide a road map from confusion to success"--$cProvided by publisher. 606 $aReading 606 $aReading comprehension 606 $aLanguage arts$xCorrelation with content subjects 615 0$aReading. 615 0$aReading comprehension. 615 0$aLanguage arts$xCorrelation with content subjects. 676 $a372.4 686 $aEDU029020$2bisacsh 700 $aLemov$b Doug$f1967-$01655441 702 $aDriggs$b Colleen 702 $aWoolway$b Erica$f1979- 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910811176403321 996 $aReading reconsidered$94020630 997 $aUNINA