Reading Reminders Tools, Tips, and Techniques

ISBN-10: 0867095008

ISBN-13: 9780867095005

Edition: 2000

Authors: Jim Burke

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Description:

Do you have a minute? That's how quickly this book will help you improve your students' reading skills. Designed to be read on the run and make every minute count in your classroom, Reading Reminders features Jim Burke's one hundred best techniques for teaching reading, complete with tools and tips on how to implement them. Jim wrote this book to help teachers like himself whose often large and always diverse classrooms contain a wide range of reading abilities and needs. All of the strategies have been tested and tested again with his students, and each one has achieved significant gains in student performance, confidence, and engagement. Together, the reminders will challenge your best students and support struggling ones. This book will help you: teach students to read a variety of types of texts, including websites, tests, literature, and textbooks use a wide range of teaching and reading strategies based on current reading research anchor your teaching in state and national readin
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Book details

List price: $46.88
Copyright year: 2000
Publisher: Heinemann
Publication date: 10/16/2000
Binding: Paperback
Pages: 416
Size: 7.50" wide x 9.25" long x 0.75" tall
Weight: 1.782
Language: English

Nancy Steineke consults nationally as a keynote speaker, workshop presenter, and literacy coach for middle and high school teachers. She specializes in content-area literacy, nonfiction writing, purposeful close reading, literature circles, and student engagement. Nancy keeps the focus on manageable teaching strategies that best benefit students. A published author and accomplished teacher, Nancy has been featured in classroom videos for Best Practice and Comprehension and Collaboration. Her groundbreaking work with book clubs and student led discussion groups is captured in her books Assessment Live! and Reading and Writing Together. A frequent collaborator with Harvey "Smokey" Daniels, they have co-authored Mini-Lessons for Literature Circles; Texts and Lessons for Content Area Reading; and Texts and Lessons for Literature. Nancy presents annually at the National Council of Teachers of English, International Reading Association, and various state conferences. She is also an Illinois Writing Project leader. Along with Harvey Daniels, Nancy has organized and led over 50 multi-day residential institutes for teachers in locations around the United States.Jim Burke is the author of numerous bestselling Heinemann titles, including the English Teacher's Companion, Fourth Edition and What's the Big Idea? The question he's always tried to answer is "How can we teach our students better?" He seeks these answers daily through his work in his own classroom at Burlingame High School in California where he still teaches after twenty years. Facing the same constraints and challenges as every other teacher, Jim shares his creative solutions in bestselling professional titles with Heinemann such as Reading Reminders and Writing Reminders as well as through Heinemann Professional Development Services. As part of his commitment to helping teachers and learning how to use the latest technologies, he founded the English Companion Ning, described by Education Week as "the world's largest English department" and winner of several Edublog Awards for Best Social Network for Education. In addition to the EC Ning, Jim offers a steady stream of recommended resources through his website (www.englishcompanion.com) and Twitter (@englishcomp) where he is ranked in the top 100 educators to follow at the top within the online English teacher community. Jim serves on several national commissions related to adolescent literacy and standards, including the Advanced Placement English Literature and Language Course and Exam Review Commission with the College Board and the Partnership for Assessment of Readiness for College and Careers (PARCC) where he serves on the Content Technical Working Group, which advises PARCC on the national assessments being developed for the Common Core State Standards. In addition, he is a senior author on the Holt McDougal Harcourt Literature series. Jim has received numerous awards, including the NCTE Intellectual Freedom Award, the NCTE Conference on English Leadership Award, and the California Reading Association Hall of Fame Award. He served on the National Board for Professional Teaching Standards Committee on Adolescence and Young Adulthood English Language Arts Standards. Through his work in the class and on such commissions, Jim Burke seeks not only to clarify but reimagine what English should be, honoring the past even as he works with others to create the future of the discipline he loves so much. Visit his website (www.englishcompanion.com) for more information.

Introduction
How to Use This Book
What Teachers Must Do
Establish a Reading Culture
Use Sustained Silent Reading (SSR)
Read Aloud
Help Students Write Their Reading Autobiography
Keep Reading Fresh
Create the Conditions for Effective Learning
Be a Model Reader
Use Literature Circles
Talk About Reading
Make Room for Essential Conversations
Teach and Support Students
Make Connections
Make Available the Necessary Reading Tools
Choose Texts Wisely
Provide Options for Student Response
Use the Dense Question Strategy
Prepare Students to Read (Prereading)
Use Video to Support, Not Replace, Reading
Use Graphic Organizers
Develop Guidelines for Group Discussion
Use Questions to Support Reading
Teach Vocabulary Strategies
Teach Students How to Ask for Help
Challenge and Support Students While They Are Reading
Provide Good Directions
Create and Use Study Guides
Support Students with Special Needs
Support English-Language Learners
Support Students with Learning Difficulties
Evaluate Your Own Teaching
Remember Why We Read
Consider Richard Allington's Ten Principles of Good Instruction
Teach by Design
Stop and Reflect Periodically
Consult the Standards
Revisit the Six Features of Effective English Instruction
Evaluate Your Students
Use Reading Surveys
Develop Portfolio Guidelines
Compare Effective and Ineffective Readers
Have Them Use the Reading Scale
Troubleshoot Reading Difficulties
Check for Understanding and Growth
What Students Must Be Able to Do
Read a Variety of Texts for Different Purposes
Textbooks
Poems
Web Pages
Narrative Texts
Expository Texts
Images
Tests
Primary Source Documents
Plays
Essays
Read in Different Ways: To Think, to Study, to Gather
Read for Style, Argument, Form, and Genre
Ask Different Types of Questions
Self-Select Books
Use Various Strategies
Question the Author (Q and A)
ReQuest (Reciprocal Questioning)
Concept Cards
Repeated Reading
PreReading Plan (PReP)
Directed Reading and Thinking Activity (DRTA)
SQ3R
KWL
CRITICS Procedure
Anticipation Guides
Think-Alouds
Reciprocal Teaching
Ask Questions to Understand Stories
Make Predictions
Keep a Journal
Annotate Texts
Take Good Notes
Retell the Text
Perform the Text
Draw the Action
Chunk the Text
Develop Their Own Reading Capacity
Read Different Types of Text
Write to Improve Reading
Develop Textual Intelligence
Read at Different Levels
Read from a Variety of Perspectives
Develop Prior Knowledge
Use Written Conversations
Use Shared Inquiry
Outline What They Read
Summarize and Paraphrase
Expand Vocabulary
Make the Foreign Familiar
Know the Difference Between Fact and Opinion
Understand Narrative Design
Discuss the Role of Character
Know the Organizational Structures of Information
Improve Speed, Fluency, and Stamina
Determine What Is Important
Explain Their Thinking: Elaboration Strategies
Discuss Their Reading: Reporting Strategies
Make the Abstract Concrete
Develop Confidence
Evaluate and Monitor Their Understanding, Performance, and Progress
Review, Reflect, and Reinforce
Develop Reading Goals
Recast the Text
Keep a Learning Log
Appendices
Works Cited
Further Information: Recommended Reading
Graphic Organizers
Categorical Thinking
Conversational Roundtable
Cornell Notes I
Cornell Notes II
Cornell Notes III
Feature Analysis
Idea Cards
Interactive Reading (CRITICS Procedure)
KWL (What I Know/What I Want to Know/What I Learned) Organizer
Linear Array
On Target
Outline Template
Plot the Action
Reading an Argument
Reading to Compare
Semantic Map
Story Board
Story Structure
Think in Threes
Three-Column Organizer
Time Line Organizer
Venn Diagram
Vocabulary Square
What Confuses Me Most
What's the Big Idea?
Additional Resources
Independent Reading Follow-up Essay Assignment
Rhetorical Modes
Bookmark--Reading: Think About It!
Bookmark--Reading Reminders
Reading the World of Standards Across Disciplines
Reading Survey
The Elements of a Text
California Language Arts Content Standards Checklist (Grades 9-10)
California Language Arts Content Standards Checklist (Grades 11-12)
Sample Rationale for Teaching a Text
The Northwest Regional Educational Laboratory "Traits of an Effective Reader Reading an Informational Text Scoring Guide"
The Northwest Regional Educational Laboratory "Traits of an Effective Reader Reading a Literary Text Scoring Guide"
Glossary of Literary Terms
103 Things to Do in the Classroom to Improve Student Reading Performance Before/During/After
Dear Sophomores: The Last Word on Learning and Reading
Types of Text
Index
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