Talking about Text Guiding Students to Increase Comprehension Through Purposeful Talk

ISBN-10: 1425805329
ISBN-13: 9781425805326
Edition: 2008 (Revised)
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Book details

List price: $29.99
Copyright year: 2008
Publisher: Shell Educational Publishing
Publication date: 5/15/2008
Binding: Paperback
Pages: 112
Size: 7.25" wide x 9.00" long x 0.25" tall
Weight: 0.440
Language: English

Diane Lapp, EdD, is Distinguished Research Professor of Language and Literacy in the Department of Teacher Education at San Diego State University, and has taught in elementary and middle schools. Her major areas of research and instruction have been issues related to urban struggling readers and their families. Dr. Lapp directs and teaches in field-based preservice and graduate programs and continues to team-teach in public school classrooms. She has coauthored and edited many articles, columns, handbooks, and children's materials on reading and language arts, and has chaired or cochaired several International Reading Association (IRA) and National Reading Conference committees. The recipient of many awards for her teaching and research, Dr. Lapp is the coeditor of the literacy journal The California Reader. James Flood, PhD, is Distinguished Research Professor of Language and Literacy at San Diego State University (SDSU); has taught in preschool, elementary, and secondary schools; and has been a language arts supervisor and vice principal. He was a Fulbright scholar at the University of Lisbon in Portugal and the President of the National Reading Conference. Dr. Flood has chaired and cochaired many committees of the International Reading Association (IRA), National Council of Teachers of English, National Council of Researchers in English, and National Reading Conference. Currently Dr. Flood teaches graduate courses at SDSU. He has coauthored and edited many articles, columns, handbooks, and children's materials on reading and language arts. The recipient of many awards for his teaching and research, Dr. Flood is the coeditor of The California Reader and a member of the board of directors of the IRA. Kelly Moore, PhD, is a literacy resource teacher in the San Diego Unified School District, where she teaches at a large urban elementary school that has formed a unique collaboration with a middle school, high school, and San Diego State University. Within this partnership, Dr. Moore collaborates with teachers from all grade levels on literacy staff development, preservice education, and beginning teacher support. Her primary interest is the assessment/n-/instruction connection in early literacy classrooms. Her recently completed dissertation focused on teachers' effectiveness at planning diagnostic instruction. She was awarded the Constance McCullough Research Award by the California Reading Association for this study. Through her continued research, writing, and teaching, Dr. Moore hopes to promote teacher education and future research in the area of early literacy. Maria Nichols, MA, is a literacy staff developer in the San Diego Unified School District. An elementary school teacher for 16 years and a National Board Certified teacher, Ms. Nichols now supports teachers at all grade levels in urban elementary schools as they strengthen their content knowledge and instructional practice. She has worked as a demonstration and resource teacher in an elementary professional development site and has led workshops nationwide on literacy content and instruction. Ms. Nichols received the Outstanding Achievement in Literacy Award from the Greater San Diego Reading Council of the California Reading Association in 1998 and the Distinguished Elementary Educator of 2002 Award from the San Diego Chapter of Phi Delta Kappa. Her current focus is on classroom environments and instructional design that encourage students of all ages to use talk as a tool for developing comprehension.

Foreword
Acknowledgements
Introduction
Purposeful Talk: What Is It, and Why Do I Need It in My Classroom?
The Changing Role of the Teacher
Defining Goals
Navigating This Book
Getting the Talk Started: Lessons That Teach Purposeful Talk Behavior
Building Beginning Talk Behavior
Determining the Lesson Focus
Lesson Design
Using the Lessons
Focus Questions for Deconstructing Lessons
Purposeful Talk Behavior: Hearing All Voices
Classroom Context
Lesson Plan
Lesson Narrative
Deconstructing the Lesson
Purposeful Talk Behavior: Say Something Meaningful
Classroom Context
Lesson Plan
Lesson Narrative
Deconstructing the Lesson
Purposeful Talk Behavior: Listening with Intent and Keeping Lines of Thinking Alive
Classroom Context
Lesson Plan
Lesson Narrative
Deconstructing the Lesson
Purposeful Talk Behavior: Negotiating Meaning
Classroom Context
Lesson Plan
Lesson Narrative
Deconstructing the Lesson
Creating Habits of Mind: Lessons That Teach Students to Read, Think, and Talk Independently
Creating Independence Using the Gradual Release of Responsibility Model
Informative Feedback
Shared Reading
Lesson Plan
Lesson Narrative
Guided Reading
Partner and Independent Reading
Maintaining the Momentum with Purposeful Talk
A Focus on Purposeful Talk Slips Away
Slipping Back into the "Right Answer" Paradigm
Community Difficulties
Partnership Woes
Talk Dominators
Shy Students
Who's in Charge?
Length of Conversations
What Can Be
Planning Form for Teaching Purposeful Talk Behavior to Support the Construction of Meaning-Lesson Plan Template
Planning Form for the Release of Responsibility for Thinking and Talking About Texts-Lesson Plan Template
References Cited

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