| |
| |
| About the Authors | |
| |
| |
| Introduction: Comprehension Occurs Through Text-Based Analysis and Discussion | |
| |
| |
| The Community Defines Literacs | |
| |
| |
| The Common Core State Standards | |
| |
| |
| Discussing Worthy Texts | |
| |
| |
| What Is Text-Based Discussion? | |
| |
| |
| What You Can Expect From This Book | |
| |
| |
| |
| Readers and Texts: Why Both Are Necessary for Understanding | |
| |
| |
| Interacting With Texts | |
| |
| |
| Comprehending, Analyzing, and-Discussing-Texts | |
| |
| |
| Acknowledging That Students Have Something to Say | |
| |
| |
| Relinquishing Some Control of the Discourse | |
| |
| |
| Balancing Discussion and Instruction | |
| |
| |
| Scaffolding Text-Based Analysis and Discussion | |
| |
| |
| Using Cognitive Strategies | |
| |
| |
| Making Connections | |
| |
| |
| Visualizing | |
| |
| |
| Questioning | |
| |
| |
| Predicting | |
| |
| |
| Inferring | |
| |
| |
| Synthesizing and Summarizing | |
| |
| |
| Monitoring | |
| |
| |
| Conclusion | |
| |
| |
| |
| Argumentation: Gateway to Text-Based Analysis and Discussion | |
| |
| |
| Exploring Argumentation | |
| |
| |
| X-Raying the Book to Find Its Argumentation Bones | |
| |
| |
| Reading Rhetorically | |
| |
| |
| Using Ethos, Pathos, and Logos in Argumentation | |
| |
| |
| Teaching Toulmin's Model of Argument | |
| |
| |
| Teaching Accountable Talk | |
| |
| |
| Framing the Argument | |
| |
| |
| Conclusion | |
| |
| |
| |
| Analyzing and Discussing Narrative Texts | |
| |
| |
| Literature's Ability to Transform | |
| |
| |
| How Literature Works | |
| |
| |
| Genre | |
| |
| |
| Character | |
| |
| |
| Dialogue | |
| |
| |
| Setting | |
| |
| |
| Literary Devices | |
| |
| |
| Illustrations | |
| |
| |
| Critical Literacy | |
| |
| |
| Question the Commonplace | |
| |
| |
| Consider the Role of the Author | |
| |
| |
| Seek Alternative Perspectives | |
| |
| |
| Read Critically | |
| |
| |
| Useful Instructional Routines for Text-Based Analysis and Discussion | |
| |
| |
| Thinking Aloud Through Read-Alouds and Shared Readings | |
| |
| |
| Book Clubs and Literature Circles | |
| |
| |
| DialecticalJournals | |
| |
| |
| Socratic seminar | |
| |
| |
| Modeling Inquiry for Students | |
| |
| |
| Supporting Investigation of Multiple Perspectives | |
| |
| |
| Conclusion | |
| |
| |
| |
| Analyzing and Discussing Expository Texts | |
| |
| |
| Expository Text Defined | |
| |
| |
| The Importance of Expository Text | |
| |
| |
| Tapping Into Students' Interests | |
| |
| |
| Why Expository Texts Are Difficult | |
| |
| |
| Genres of Expository Text | |
| |
| |
| Biographies and Autobiographies | |
| |
| |
| Concept Books | |
| |
| |
| Nature Books | |
| |
| |
| Reference Books and Search Engines | |
| |
| |
| Experiment and Activity Books | |
| |
| |
| How-to Books and Procedural Manuals | |
| |
| |
| Editorial Cartoons and Opinion Pieces | |
| |
| |
| Structures of Expository Texts | |
| |
| |
| Description or List | |
| |
| |
| Cause and Effect | |
| |
| |
| Problem and Solution | |
| |
| |
| Compare and Contrast | |
| |
| |
| Sequence | |
| |
| |
| Signal Words | |
| |
| |
| Text Features | |
| |
| |
| Print Features | |
| |
| |
| Illustrations | |
| |
| |
| Organizational Aids | |
| |
| |
| Graphic Aids | |
| |
| |
| Specialized Vocabulary | |
| |
| |
| Useful Instructional Routines for Discussing Expository Texts | |
| |
| |
| Thinking Aloud With Expository Texts | |
| |
| |
| Text Impressions | |
| |
| |
| Reciprocal Teaching | |
| |
| |
| Graphic Organizers With Relational Words | |
| |
| |
| Note-Making | |
| |
| |
| Summarizing | |
| |
| |
| Conclusion | |
| |
| |
| |
| Analyzing and Discussing New-Media Texts | |
| |
| |
| Expanding Notions of Reading, Writing, and Sharing Texts | |
| |
| |
| What Are New-Media Texts? | |
| |
| |
| Understanding Comprehension | |
| |
| |
| Proficient Reading | |
| |
| |
| Motivation | |
| |
| |
| Understanding Web 2.0 Comprehension | |
| |
| |
| Implementing Web 2.0 Classroom Instruction | |
| |
| |
| Modeling:. Introducing Topical Knowledge and Language | |
| |
| |
| Guided Instruction: Assessing, Supporting, and Guiding Students' Growing Understandings | |
| |
| |
| Collaborative Work: Using New Language and Ideas to Complete a Related Task | |
| |
| |
| Independent Work: Transferring the Newly Acquired Information to Novel Tasks | |
| |
| |
| Younger Students and Online Research | |
| |
| |
| Conclusion | |
| |
| |
| References and Resources | |
| |
| |
| Index | |