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The purpose of this capstone is to describe an action research project in which a fourth grade teacher wanted to improve her reading instruction, particularly the reading skill of inference. Reading specialists, such as Harvey and Goudvis (2000), suggest explicit instruction is a successful method for the teaching of reading strategies. The teacher used four activities to explicitly teach the reading skill of inference to determine which may make a difference in students' ability to make inferences. The students involved in this study were fifteen fourth grade students who were reading between a third and fourth grade reading level. Two of the students were English language learners. Performance on daily work showed an increase in students' ability to make inferences while reading. Standardized test scores did not show the same results.
For Kylene Beers, the question of what to do when kids can't read surfaced in 1979 when she met and began teaching a boy named George. When George's parents asked her to explain why he couldn't read and how she could help, Beers, a secondary certified English teacher with no background in reading, realized she had little to offer. That moment sent her on a twenty-three-year search for answers to the question: How do we help middle and high schoolers who can't read? Now, she shares what she has learned and shows teachers how to help struggling readers with comprehension, vocabulary, fluency, word recognition, and motivation. Filled with student transcripts, detailed strategies, reproducible material, and extensive booklists, Beers' guide to teaching reading both instructs and inspires.
A strange glowing stone picked up on a sea voyage captivates a ship's crew and has a terrible transforming effect on them.
Presents a model for ensuring quality teaching that balances the necessity of research-based data with the equally vital need to understand the strengths and weaknesses of individual students.
Suitable for teachers and speech and language therapists working in the fields of language and literacy, and concerned with developing inferencing skills in their students, this book contains a collection of 300 texts which are graded, and lead the student gradually from simple tasks.
The story of a daring tightrope walk between skyscrapers, as seen in Robert Zemeckis's The Walk, starring Joseph Gordon-Levitt. In 1974, French aerialist Philippe Petit threw a tightrope between the two towers of the World Trade Center and spent an hour walking, dancing, and performing high-wire tricks a quarter mile in the sky. This picture book captures the poetry and magic of the event with a poetry of its own: lyrical words and lovely paintings that present the detail, daring, and--in two dramatic foldout spreads-- the vertiginous drama of Petit's feat. The Man Who Walked Between the Towers is the winner of the 2004 Caldecott Medal, the winner of the 2004 Boston Globe - Horn Book Award for Picture Books, and the winner of the 2006 Carnegie Medal for Excellence in Children's Video.
From Newbery Honor author Kathryn Lasky comes a fascinating journey through the rainforest canopy that's perfect for budding environmentalists.
Use this guide your next professional learning community (PLC) to explore research-based, classroom-tested strategies that teach students to examine information and draw powerful conclusions.