I read it, but I don't get it : comprehension strategies for adolescent readers / Cris Tovani ; foreword by Ellin Oliver Keene.
- 1 of 1 copy available at Kirtland Community College.
0 current holds with 1 total copy.
|Location||Call Number / Copy Notes||Barcode||Shelving Location||Status||Due Date|
|Kirtland Community College Library||LB 1050.45 .T68 2000||30775305463326||General Collection||Available||-|
- ISBN: 157110089X (pbk. : alk. paper)
- ISBN: 9781571100894 (pbk. : alk. paper)
- Physical Description: xii, 140 p. : ill. ; 24 cm.
- Publisher: Portland, Me. : Stenhouse Publishers, c2000.
|Bibliography, etc. Note:||
Includes bibliographical references (p. 139-140).
|Formatted Contents Note:||
Part 1: Setting the stage. Fake reading -- The realities of reading. Part 2: In support of strategic reading. Purposes for reading : access tools -- Conversations with Cantos : tracking confusion to its source -- Fix it! -- Connecting the new to the known -- What do you wonder? -- Outlandish responses : taking inferences too far -- "What's the plan?" Part 3: Access tools. Double-entry diaries -- Comprehension constructors -- Coding sheets.
Practical, engaging account of how teachers can help adolescents develop new reading comprehension skills. Cris Tovani is an accomplished teacher and staff developer who writes with verve and humor about the challenges of working with students at all levels of achievement - from those who have mastered the art of "fake reading" to college-bound juniors and seniors who struggle with the different demands of content-area textbooks and novels. Enter Cris' classroom, a place where students are continually learning new strategies for tackling difficult text. You will be taken step-by-step through practical, theory-based reading instruction that can be adapted for use in any subject area. In a time when students need increasingly sophisticated reading skills, this book will provide support for teachers who want to incorporate comprehension instruction into their daily lesson plans without sacrificing content knowledge.
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