LEADER 05705nam 2200553 a 450 001 9910812851503321 005 20230912165551.0 010 $a1-118-23452-9 010 $a1-280-69927-2 010 $a9786613676252 010 $a1-118-22071-4 035 $a(MiAaPQ)EBC837583 035 $a(EXLCZ)992670000000205427 100 $a20120430d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aReading for understanding$b[electronic resource] $ehow reading apprenticeship improves disciplinary learning in secondary and college classrooms /$fRuth Schoenbach, Cynthia Greenleaf, Lynn Murphy 205 $a2nd ed. 210 $aSan Francisco $cJossey-Bass$d2012 215 $a1 online resource (386 p.) 300 $aDescription based upon print version of record. 311 $a0-470-60831-5 320 $aIncludes bibliographical references and indexes. 327 $aCover; Title Page; Copyright; Contents; Foreword; Preface; Chapter 1 Engaged Academic Literacy for All; The Context for Change; Literacy in Middle and High School; Literacy in College and the Workplace; The Literacy Ceiling; "Solutions" That Don't Solve the Problem; Remediation Restart; Searching for Skills-in-a-Box Solutions; Teaching Around the Text; Protecting Them from Boredom; The Case for Optimism; Teachers' Untapped Resources; Students' Untapped Resources; Signs of Success: Changes in Students' Literacy, Learning, and Identities; Notes; Chapter 2 The Reading Apprenticeship Framework 327 $aWhat Is Reading?About Reading; Social Support for Learning; Cognitive Apprenticeships; Reading Apprenticeships; Demystifying Reading: Making the Invisible Visible; Text-Based Discussion: Collaborative Meaning Making; Developing Engaged, Strategic, and Independent Readers; Dimensions of the Reading Apprenticeship Classroom and Framework; Extensive Reading as the Context for Reading Apprenticeship; Metacognitive Conversation at the Center; The Social Dimension; The Personal Dimension; The Cognitive Dimension; The Knowledge-Building Dimension; Notes 327 $aChapter 3 The Social and Personal Dimensions: Building a Foundation for Engaged LearningStarting from Day One; Building the Social Dimension; Building Relationships and Norms for Classroom Collaboration; Building Safety: It's Cool to Be Confused; Investigating Relationships Between Literacy and Power; Building the Personal Dimension; Why Read? Setting Authentic Purposes; Building Reader Identity; Building Agency, Confidence, and Dispositions for Learning; Assessing Effort and Growth; Notes; Chapter 4 Metacognitive Conversation: Making Thinking Visible; Reading Happens in Your Mind 327 $aIntroducing MetacognitionThinking About Thinking; Capturing the Reading Process; Building a Reading Strategies List; Establishing an Inquiry Culture; Cultivating Metacognitive Conversation; Think Aloud Routine; Talking to the Text Routine; Metacognitive Double-Entry Journal Routine; Metacognitive Log Routine; Cultivating Collaboration; Collaborative Class Discussion; Partner Work; Small Groups; Deepening Disciplinary Uses of Metacognitive Conversation; Reflecting on Roles in a Metacognitive Classroom; Notes; Chapter 5 Extensive Academic Reading: Extending Opportunities and Support 327 $aThe Why of Extensive Academic ReadingThe What of Extensive Academic Reading; Extending Time for Reading Disciplinary Texts in Class; Extending Levels and Access for Reading; Extending Choice of Reading Material; Extending Support and Accountability; Notes; Chapter 6 Sustained Silent Reading+: Dedicating Time for Independent Reading; Getting Real Reading Going; Previewing Books with Book Pass; Giving Books a Ten-Page Chance; Building Book Buzz; Building Stamina; Using Metacognitive Logs in SSR+; Creating a Community of Readers; Supporting and Assessing Students' SSR+ Reading Behaviors 327 $aChapter 7 The Cognitive Dimension: Assembling a Reading Toolbox 330 $a"A teacher-tested, research-based resource for dramatically improving reading skills. Published in partnership with WestEd, this significantly updated second edition of the bestselling book contains strategies for helping students in middle school through community college gain the reading independence to master subject area textbooks and other material. Based on the Reading Apprenticeship program, which three rigorous "gold standard" research studies have shown to be effective in raising students' reading achievement. Presents a clear framework for improving the reading and subject area learning of all students, including English learners, students with special needs, as well as those in honors and AP courses. Provides concrete tools for classroom use and examples from a range of classrooms. Presents a clear how-to for teachers implementing the subject area literacies of the Common Core Standards. Reading for Understanding proves it's never too late for teachers and students to work together to boost literacy, engagement, and achievement"--$cProvided by publisher. 606 $aReading (Secondary)$zUnited States 606 $aReading (Higher education)$zUnited States 615 0$aReading (Secondary) 615 0$aReading (Higher education) 676 $a428.4071/2 686 $aEDU000000$2bisacsh 700 $aSchoenbach$b Ruth$01668893 701 $aGreenleaf$b Cynthia$01697672 701 $aMurphy$b Lynn$f1945-$01697673 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910812851503321 996 $aReading for understanding$94078574 997 $aUNINA