Literaturnachweis - Detailanzeige
| Autor/in | Cummins, Sunday |
|---|---|
| Titel | Close reading of informational sources. Assessment-driven instruction in grades 3-8. 2nd ed. Einheitssachtitel: Close reading of informational texts. |
| Quelle | New York: Guilford Press (2019), XII, 258 S. |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9781462539390 (gebundene Ausgabe); 9781462539451 (Taschenbuch) |
| Schlagwörter | Language arts (Elementary); English language; Composition and exercises; Study and teaching (Elementary); Exposition (Rhetoric); Bildungstheorie; Bildungspraxis |
| Abstract | Strategic close reading of informational sources -- A repertoire of strategies needed for close reading -- An assessment-driven, three-phase plan for learning -- Selecting sources -- Introducing sources and teaching students to make informed predictions -- Synthesis and identifying main ideas -- Monitoring for meaning -- Identifying and explaining key details -- Learning from a source's visual images and other features -- Using context clues to make sense of unfamiliar vocabulary -- Synthesis of information from multiple sources. "Given the number of well-developed informational sources available to educators and students and the focus of departments of education on learning from these sources, there is so much potential for students to grow as critical consumers of information. Being able to read informational sources closely or watch and listen to sources carefully--across all content areas--creates a path for being able to understand the world better. More than ever before, close reading has become an essential approach with students and the informational sources they are attempting to understand. In addition to addressing instruction with traditional printed texts, I address how to teach for understanding of content in videos and infographics. I have also developed a three-phase plan for learning and a matching template for lesson planning"--Provided by publisher. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2019/4/12 |
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