Why Do I Have to Read This? Literacy Strategies to Engage Our Most Reluctant Students.

"The book uses the metaphor of a mask (Invisibility, Anger, Class Clown, etc.) our most challenging students wear to hide their reasons not to engage in reading and writing"--

Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Tovani, Cris
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Portland : Stenhouse Publishers, 2020.
Temas:
Reading anxiety
Acceso en línea:Texto completo

MARC

LEADER 00000cam a2200000Mu 4500
001 EBOOKCENTRAL_on1273980646
003 OCoLC
005 20240329122006.0
006 m o d
007 cr |||||||||||
008 211009s2020 xx o ||| 0 eng d
040 |a EBLCP  |b eng  |c EBLCP  |d SFB  |d OCLCL 
019 |a 1273000467 
020 |a 9781625311528 
020 |a 1625311524 
035 |a (OCoLC)1273980646  |z (OCoLC)1273000467 
050 0 0 |a LB1050.5 
082 0 4 |a 372.43 
049 |a UAMI 
100 1 |a Tovani, Cris. 
245 1 0 |a Why Do I Have to Read This?  |h [electronic resource] :  |b Literacy Strategies to Engage Our Most Reluctant Students. 
260 |a Portland :  |b Stenhouse Publishers,  |c 2020. 
300 |a 1 online resource (235 p.) 
500 |a Description based upon print version of record. 
505 0 |a Cover -- Half Title -- Title -- Copyright -- Dedication -- Contents -- Acknowledgments -- Chapter 1: I Hate School and I'm Not Wild About You Either -- These Kids Don't Care -- The Masks Kids Wear -- The Mask of the Class Clown -- The Mask of Minimal Effort -- The Mask of Invisibility -- When Am I Fully Engaged? -- Circles of Engagement: Behavioral, Emotional, and Cognitive -- What Comes First? -- Back to Our Big Questions -- Chapter 2: Wedgies, Drunken Bears, and the Stress of Shortsighted Planning -- Trust Them to Think -- Our Big Questions -- Planning Ahead to Keep from Getting Behind 
505 8 |a Winging Workshop -- Thinking About the Long and Short of It: Long-Term Planning that Guides the Day-to-Day Work -- Curriculum Is More Than the ""Stuff"" We Teach -- CYA Structures: Harnessing the Power of the Six Ts: Topic, Tasks, Targets, Text, Tend to Me, and Time -- The Six Ts Organized by Small Bites: Topic, Tasks, Targets, Text, Tend to Me, and Time -- Long-Term Planning Components that Remove the Masks -- Chapter 3: The Masks of Anger and Apathy -- The Mask of Anger -- The Mask of Apathy -- Teacher as Chief Connector -- Connecting Kids to Content -- Connecting Students to Each Other 
505 8 |a Connections to Text -- What Works Best to Connect Kids to Text? -- Where Do I Find Text That Kids Will Read? -- Connections Affect Anger and Apathy -- What Works? Five CYA Strategies That Help Students Take Off the Masks of Anger and Apathy -- Chapter 4: The Mask of the Class Clown -- Why Text Matters -- Tending to Text Selection -- Tending to Topics -- Who Cares About the Rock Cycle? -- Rodderick and the Rocks -- Fifty-Two Stories High -- What Makes a Topic Compelling? -- I Don't Want to Get Political -- Why Controversy Matters -- The View from the Street 
505 8 |a What Works? Five CYA Strategies That Help Students Put Away Their Class Clown Mask -- Chapter 5: The Mask of Minimal Effort -- If Only I Could Read My Teacher's Mind -- Showing What Success Looks Like by Analyzing a Model -- Authentic Artifacts and Mentors: Meet the Guest Teacher -- Working Smarter, Not Harder, with Learning Targets -- The Open Letter Learning Target Rubric -- Minilessons Students Need to Keep Going -- Real Work: The Need for Audience and Authenticity -- What Works? Five CYA Strategies That Remove the Masks of Minimal Eor ff t -- Chapter 6: The Mask of Invisibility 
505 8 |a Talking Isn't the Only Way to Show Thinking -- Making the Invisible Visible -- What They Are and What They Aren't -- Design Structures That Make Thinksheets Versatile -- Eight Go-To Structures for Thinksheets -- Provocative Question Reflections -- Double-Entry Diaries -- Inner Voice Sheets -- Synthesis Thinksheets -- Exit Tickets -- Vocabulary Builders -- Silent Reading Thinksheets -- Back to the Big Questions -- What Works? Five CYA Structures That Help Students Remove the Masks of Invisibility -- Chapter 7: When You Care, You Fall More -- Teachers Wear Masks, Too 
500 |a A Last Look at Our Big Questions. 
520 |a "The book uses the metaphor of a mask (Invisibility, Anger, Class Clown, etc.) our most challenging students wear to hide their reasons not to engage in reading and writing"--  |c Provided by publisher. 
590 |a ProQuest Ebook Central  |b Ebook Central Academic Complete 
653 |a Reading anxiety 
758 |i has work:  |a Why do I have to read this? (Text)  |1 https://id.oclc.org/worldcat/entity/E39PCFVXtkxrjYhcdVQ7QFdB4C  |4 https://id.oclc.org/worldcat/ontology/hasWork 
776 0 8 |i Print version:  |a Tovani, Cris  |t Why Do I Have to Read This?  |d Portland : Stenhouse Publishers,c2020  |z 9781625311511 
856 4 0 |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=6404836  |z Texto completo 
938 |a ProQuest Ebook Central  |b EBLB  |n EBL6404836 
994 |a 92  |b IZTAP 

Ejemplares similares