Young Meaning Makers--Teaching Comprehension, Grades K-2. Common Core State Standards in Literacy Series

Autor/inn/en	Reutzel, D. Ray; Clark, Sarah K.; Jones, Cindy D.; Gillam, Sandra L.
Titel	Young Meaning Makers--Teaching Comprehension, Grades K-2. Common Core State Standards in Literacy Series
Quelle	(2016), (168 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-8077-5761-1
Schlagwörter	Leitfaden; Unterricht; Lehrer; Common Core State Standards; Reading Comprehension; Reading Instruction; Academic Standards; Teaching Methods; Reading Material Selection; Oral Language; Reading Skills; Models; Classroom Environment; Primary Education + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Common core curriculum; Curriculum; Kerncurriculum; Leseverstehen; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Oral interpretation; Mündlicher Sprachgebrauch; Reading skill; Lesefertigkeit; Analogiemodell; Klassenklima; Unterrichtsklima; Primarbereich
Abstract	One of the most critical elements in the Common Core State Standards (CCSS) is the effective teaching of reading comprehension in the early years. This timely resource provides evidence-based practices for teachers to use as they work to meet standards associated with comprehending complex literature and informational texts. The authors offer a practical model with classroom applications that draw on the "Construction-Integration (CI) model of text comprehension." Illustrating why comprehension is so important in the CCSS framework, the book distills six key principles for meeting CCSS and other high-challenge standards. Chapters show teachers how to build oral language and text comprehension skills with young readers, including selecting texts, organizing materials, scheduling time, and assessing the acquisition of knowledge. Book Features: (1) A practitioner-friendly model for teaching comprehension of informational and narrative texts in the early grades; (2) Guidance for how to create a classroom environment that supports oral language acquisition; (3) Instructional strategies, including teaching children to understand text structures, key details, and main ideas of a story or information text; and (4) A standards-based series of formative comprehension assessments. [Foreword by P. David Pearson.] (As Provided).
Anmerkungen	Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01