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Putting It All Together The Directed Reading Lesson in the Secondary Content Classroom

ISBN-10: 0205343848
ISBN-13: 9780205343843
Edition: 2004
List price: $59.60 Buy it from $0.01
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Description: This hands-on text includes a wealth of secondary reading strategies and lesson plans based on the Directed Reading framework developed by the authors. Just in time for the emphasis of using reading as a learning tool in the content areas, this  More...

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Book details

List price: $59.60
Copyright year: 2004
Publisher: Allyn & Bacon, Incorporated
Publication date: 11/4/2003
Binding: Paperback
Pages: 256
Size: 8.00" wide x 10.50" long x 0.50" tall
Weight: 1.496

This hands-on text includes a wealth of secondary reading strategies and lesson plans based on the Directed Reading framework developed by the authors. Just in time for the emphasis of using reading as a learning tool in the content areas, this highly practical book will revolutionalize the way your students develop lesson plans for their secondary students. The core of teachers' tasks is that of writing lessons, and this unparalled text provides the tools to do just that. Putting It All Together uses a unique model-analysis-application approach. It begins with course or workshop participants reading authentic lesson plans designed by real secondary teachers to teach content with supportive reading strategies. Through an inductive approach, participants read four sample lesson plansart, science, English and one in their content area (music, business education, social studies, special education, physical education, mathematics, foreign language, consumer/family science, health)in order to discern the parts of the Directed Reading Lesson. Once readers understand what the end productthe lesson plan formatlooks like, each step of the Directed Reading Lesson is explicated for the what, why, and how. After each step is explained, participants are guided through a series of questions to prepare the parts of a Directed Reading Lesson for their own students.

Patrick Barronis assistant professor of English at the University of Massachusetts–Boston. He is the recipient of a Fulbright Award, the Rome Prize, and a grant from the National Endowment for the Arts for the translation of the poetry of Andrea Zanzotto.

Acknowledgments
If You Are Reading This Book, You Are Exceptional
But I Didn't Become a Teacher to Teach Reading
What Is Reading?
So Why Require Reading in the Content Classroom?
Content + Reading = The Directed Reading Lesson
Motivation
Tapping and Developing Background of Experience
Tapping Background of Experience
Developing Background of Experience
Concept Development/Vocabulary
Incidental Learning of Vocabulary
Ineffective Practice
An Interactive Approach to Vocabulary Priming
Purpose-for-Reading
Text Structure
Graphic Organizers
Silent Reading
Metacognitive Monitoring during Silent Reading
Discussion
The Teacher as Discussion Facilitator
Small Groups during Discussion
Considerations When Implementing Small-Group Discussion
Oral Retelling during Discussion
Written Summaries after Discussion
Rereading
Higher-Level Questioning
Reading Stances
Follow-Up
Writing within the Directed Reading Lesson
To Edit or Not to Edit
To Guide or Not to Guide
Spelling
Grammar and Punctuation
One Final Check
A Variation of the Directed Reading Lesson: The Directed Reading-Thinking Lesson
Self-Regulated Reading
Sample Lesson Plans
The Cloze Procedure for Placement in Reading Material
Glossary
References
Index

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