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102 Reading Response Lessons : Improving Comprehension Skills for Test Day--and Beyond.
Using this classroom-tested five-step process, your students will learn to dismantle even the most challenging comprehension questions and respond in clear, sophisticated paragraphs.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Thousand Oaks :
SAGE Publications,
2005.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
| LEADER | 00000cam a2200000 i 4500 | ||
|---|---|---|---|
| 001 | EBOOKCENTRAL_ocn939263033 | ||
| 003 | OCoLC | ||
| 005 | 20240329122006.0 | ||
| 006 | m o d | ||
| 007 | cr |n||||||||| | ||
| 008 | 160213s2005 xx o 000 0 eng d | ||
| 040 | |a EBLCP |b eng |e pn |c EBLCP |d OCLCQ |d AU@ |d OCLCQ |d LOA |d OCLCO |d OCLCF |d K6U |d OCLCO |d OCLCQ |d OCLCO |d OCLCL | ||
| 020 | |a 9781412925501 | ||
| 020 | |a 1412925509 | ||
| 029 | 1 | |a AU@ |b 000062375795 | |
| 035 | |a (OCoLC)939263033 | ||
| 050 | 4 | |a LB1573.7 |b .W65 2006 | |
| 082 | 0 | 4 | |a 372.47 |2 22 |
| 049 | |a UAMI | ||
| 100 | 1 | |a Wolfgang, Kristin Noelle. | |
| 245 | 1 | 0 | |a 102 Reading Response Lessons : |b Improving Comprehension Skills for Test Day--and Beyond. |
| 260 | |a Thousand Oaks : |b SAGE Publications, |c 2005. | ||
| 300 | |a 1 online resource (313 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 588 | 0 | |a Print version record. | |
| 520 | |a Using this classroom-tested five-step process, your students will learn to dismantle even the most challenging comprehension questions and respond in clear, sophisticated paragraphs. | ||
| 505 | 0 | |a Cover -- Contents -- Preface -- Acknowledgments -- About the Author -- Section 1- Guiding Reading Response in Your Classroom -- Chapter 1 -- An Introduction -- Overview -- Development -- Chapter 2 -- Planning and Implementation -- Phase One -- Phase Two -- Phase Three -- Suggested Texts -- Response Sheets -- Anchor Pieces -- Rubrics -- Using Six Traits -- Data Collection -- Independent Reading Logs -- Teacher Flexibility -- Chapter 3 -- Lesson Plans -- Reading Response Lesson Plan: Phase One -- Reading Response Lesson Plan: Phase Two -- Reading Response Lesson Plan: Phase Three -- Chapter 4 -- One Rubric for Every Response -- Chapter 5 -- Data Collection -- Chapter 6 -- Suggested Texts -- Chapter 7 -- Anchor Pieces for Selected Questions -- Chapter 8 -- Independent Reading Logs -- Reading Log Questions -- Section 2 -- Comprehension (an Understanding of What Was Read) -- Chapter 9 -- Comprehension of Narrative Texts -- Point out The Main Idea of the Passage* -- How Does Your Understanding of the Main Character Help You Predict What he or She Will Do Next? -- Predict What Will Happen Next Based on the Plot of the Story* -- Summarize the Story* -- Identify the Main Problem in the Story* -- Describe the Mood* -- Compare the Setting of This Story with the Setting of Another Story You Have Read -- Compare the Characters in This Story with the Characters in Another Story You Have Read* -- Chapter 10 -- Comprehension of Informational Texts -- Tell What Someone Who Read This Article Would Learn from Reading it -- Restate the Information from This Piece -- Name Details from This Selection That Support the Main Idea -- Make A Prediction about the Course of Action the Author May Take Next -- Use Your Prior Knowledge to Predict What Information Will be Next -- Point out the Most Important Section. | |
| 505 | 8 | |a Compare Information from This Passage to Information from Another Passage -- Chapter 11 -- Comprehension of Functional Texts -- Identify the Main Idea of This Selection -- Summarize What the Passage Explains How to Do -- Estimate How Much Time it Would Take to Follow the Instructions -- Identify Who Would Need This Information and How They Would Use it -- Section 3 -- Application (Organization, Clarification, Conclusions) -- Chapter 12 -- Application of Narrative Texts -- Tell the Steps a Character Takes to Solve a Problem* -- Tell How Your Prior Knowledge Helped You Understand the Story -- Describe How the Mood Changed During The Story -- Tell How the Main Character Changed during the Story* -- Tell about the Plot Development in the Story -- Why do You Think the Author Wrote This Passage? -- Chapter 13 -- Application of Informational Texts -- Describe the Organizational Structure Used in This Article -- Tell What Clue Words You Used to Decide Which Organizational Structure Was Used -- If There Were No Text Features Included in the Article, Could You Do the Task Described? -- How is the Article Organized? -- This Article is Organized in Sequential Order. Why is This the Best Structure for This Article? -- Use the Facts from This Article to Write a Story -- Chapter 14 -- Application of Functional Texts -- What Added Information Would You Need to Do This Task? -- Section 4 -- Analysis (compare Content to Personal Experiences) -- Chapter 15 -- Analysis of Narrative Texts -- How are the Events in the Story Like Things that Have Happened to You? -- Compare the Characters in the Story with Someone You Know* -- How are Your Feelings Similar to or Different from the Main Character's Feelings?* -- Explain Whether You Would Act the Same as the Main Character* -- Which Part Interested You Most? -- How Does the Setting Compare with Where You Live? | |
| 505 | 8 | |a Tell about a Time When You Experienced an Incident Like the One in the Story* -- Explain How the Author's Message Connects to Your Own Life* -- Make a List of Questions You Would Like to Ask the Author. -- What Questions Would You Like to Ask the Main Character?* -- What are the Attitudes of the Main Character?* -- What are the Feelings of the Main Character?* -- What are the Motives of the Main Character? -- Chapter 16 -- Analysis of Informational Texts -- What Added Information Would You Like to Read about?* -- Point out Facts in the Text That You Didn't Know before -- Based on Your Prior Knowledge, Explain Whether the Facts in the Selection Go Along with What You Already Knew or Not -- Tell What Course of Action You Might Take Now That You've Read This Selection -- Draw a Conclusion after Reading This Piece* -- Do You Agree or Disagree with the Information in This Passage? -- Compare the Author's Point of View to Your Own -- Chapter 17 -- Analysis of Functional Texts -- Explain How This Information Could be Useful in Your Life -- Tell What Else is Needed to Complete This Task -- How is This Task Similar to Another Task You Have Done? -- What Section of the Directions Was Difficult for You?* -- Section 5 -- Synthesis (Organizing the Content in New Ways) -- Chapter 18 -- Synthesis of Narrative Texts -- What Conclusions can You Draw about Characters in the Story? -- Describe the Characters Relationships* -- Write a New Ending for This Story* -- Identify Cause-and-Effect Relationships in This Story* -- Chapter 19 -- Synthesis of Informational Texts -- Draw Inferences about the Feelings of People in the Selection -- What can You Infer about the Author Based on Information in the Text? -- Chapter 20 -- Synthesis of Functional Texts -- Point out What the Instructions Require You to Do That Has to be Inferred -- Section 6 -- Evaluation (making a Judgment). | |
| 505 | 8 | |a Chapter 21 -- Evaluation of Narrative Texts -- What Part of the Story Best Shows the Author's Message? -- How Does the Author Imply the Character's Attitudes? -- Decide Whether the Problem and Solution are Realistic* -- Is the Title a Good One? Does it Represent the Passage Well?* -- How Did Your Feelings about the Main Character Change during the Story?* -- How Did the Author Make You Want to Keep Reading?* -- Tell How the Author Created the Mood* -- Why Did the Author Write This Piece? -- If You Were the Main Character, Would You Want the Story to End the Way it Did? -- How Did the Author Convey the Feelings of the Main Character? -- How Effective is the Author in His or Her Word Choice? -- How Effective is the Author in Writing Dialogue? -- How Effective is the Author in Describing the Setting? -- How Effective is the Author in Characterization?* -- How Effective is the Author in Creating the Mood? -- How Effective is the Author in the Use of Text Features? -- Did the Sequence of Events Make Sense? -- How Does the Author's Choice of Setting Impact the Characters? -- Is the Setting Realistic or Fantastic?* -- How Does the Author Show That the Story is Fantasy? -- Are the Characters Realistic?* -- How Did the Author Make the Story Seem Like it Could Happen?* -- Chapter 22 -- Evaluation of Informational Texts -- Find Propaganda in This Article -- Point out the Author's Bias in This Article -- Evaluate the Clarity of the Text -- Evaluate the Usefulness of This Piece for Learning about the Topic* -- What Text Features Did the Author Use to Make the Passage Easier to Read?* -- How Accurate is the Information in This Article?* -- How do You Know the Author is Qualified to Write This Article? -- Why do You Think the Author Wrote This Article? -- Tell How Someone Would Use This Information -- What Part Shows the Author's Point of View? | |
| 505 | 8 | |a After Reading Two Passages on The Same Topic, Consider Which One Presents the Information More Clearly -- Chapter 23 -- Evaluation of Functional Texts -- How Important are the Graphics to Your Understanding of the Whole Passage? -- Do You Have to do the Steps in Order?* -- How Could the Author Make the Information Easier to Understand? -- What Recommendations Would You Make to the Author to Improve the Directions? -- How Useful is This Passage? -- Identify Points of Confusion in ihe Instructions -- Resources -- Picture Books -- Chapter Books -- Professional References -- Index. | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Reading comprehension |x Study and teaching (Elementary) | |
| 650 | 0 | |a Reading comprehension |x Ability testing. | |
| 650 | 6 | |a Compréhension de la lecture |x Étude et enseignement (Primaire) | |
| 650 | 6 | |a Compréhension de la lecture |x Tests d'aptitude. | |
| 650 | 7 | |a Reading comprehension |x Ability testing |2 fast | |
| 650 | 7 | |a Reading comprehension |x Study and teaching (Elementary) |2 fast | |
| 758 | |i has work: |a 102 reading response lessons (Text) |1 https://id.oclc.org/worldcat/entity/E39PCFJFgwb4qTW6ff9yFGjWfy |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Wolfgang, Kristin Noelle. |t 102 Reading Response Lessons : Improving Comprehension Skills for Test Day--and Beyond. |d Thousand Oaks : SAGE Publications, ©2005 |z 9781412925501 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=1994349 |z Texto completo |
| 936 | |a BATCHLOAD | ||
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL1994349 | ||
| 994 | |a 92 |b IZTAP | ||