Item Details

Reading Reminders: Tools, Tips, and Techniques

Jim Burke
Format
Book
Published
Portsmouth, NH : Boynton/Cook Publishers, c2000.
Language
English
ISBN
0867095008 (alk. paper)
Contents
  • Establish a Reading Culture 1
  • 1 Use Sustained Silent Reading (SSR) 4
  • 2 Read Aloud 8
  • 3 Help Students Write Their Reading Autobiography 11
  • 4 Keep Reading Fresh 13
  • 5 Create the Conditions for Effective Learning 15
  • 6 Be a Model Reader 18
  • 7 Use Literature Circles 20
  • 8 Talk About Reading 23
  • 9 Make Room for Essential Conversations 25
  • Teach and Support Students 29
  • 10 Make Connections 31
  • 11 Make Available the Necessary Reading Tools 34
  • 12 Choose Texts Wisely 36
  • 13 Provide Options for Student Response 38
  • 14 Use the Dense Question Strategy 43
  • 15 Prepare Students to Read (Prereading) 45
  • 16 Use Video to Support, Not Replace, Reading 48
  • 17 Use Graphic Organizers 50
  • 18 Develop Guidelines for Group Discussion 54
  • 19 Use Questions to Support Reading 57
  • 20 Teach Vocabulary Strategies 60
  • 21 Teach Students How to Ask for Help 64
  • 22 Challenge and Support Students While They Are Reading 66
  • 23 Provide Good Directions 71
  • 24 Create and Use Study Guides 74
  • 25 Support Students with Special Needs 77
  • 26 Support English-Language Learners 79
  • 27 Support Students with Learning Difficulties 80
  • Evaluate Your Own Teaching 83
  • 28 Remember Why We Read 86
  • 29 Consider Richard Allington's Ten Principles of Good Instruction 89
  • 30 Teach by Design 92
  • 31 Stop and Reflect Periodically 94
  • 32 Consult the Standards 96
  • 33 Revisit the Six Features of Effective English Instruction 100
  • Evaluate Your Students 103
  • 34 Use Reading Surveys 106
  • 35 Develop Portfolio Guidelines 108
  • 36 Compare Effective and Ineffective Readers 111
  • 37 Have Them Use the Reading Scale 118
  • 38 Troubleshoot Reading Difficulties 122
  • 39 Check for Understanding and Growth 123
  • What Students Must Be Able to Do
  • Read a Variety of Texts for Different Purposes 127
  • 40 Textbooks 130
  • 41 Poems 132
  • 42 Web Pages 135
  • 43 Narrative Texts 137
  • 44 Expository Texts 142
  • 45 Images 146
  • 46 Tests 149
  • 47 Primary Source Documents 151
  • 48 Plays 153
  • 49 Essays 156
  • 50 Read in Different Ways: To Think, to Study, to Gather 159
  • 51 Read for Style, Argument, Form, and Genre 162
  • 52 Ask Different Types of Questions 167
  • 53 Self-Select Books 169
  • Use Various Strategies 173
  • 54 Question the Author (Q & A) 177
  • 55 ReQuest (Reciprocal Questioning) 179
  • 56 Concept Cards 181
  • 57 Repeated Reading 183
  • 58 PreReading Plan (PReP) 185
  • 59 Directed Reading and Thinking Activity (DRTA) 187
  • 60 SQ3R 189
  • 61 KWL 191
  • 62 CRITICS Procedure 194
  • 63 Anticipation Guides 196
  • 64 Think-Alouds 199
  • 65 Reciprocal Teaching 203
  • 66 Ask Questions to Understand Stories 205
  • 67 Make Predictions 207
  • 68 Keep a Journal 210
  • 69 Annotate Texts 213
  • 70 Take Good Notes 216
  • 71 Retell the Text 220
  • 72 Perform the Text 223
  • 73 Draw the Action 226
  • 74 Chunk the Text 230
  • Develop Their Own Reading Capacity 233
  • 75 Read Different Types of Text 235
  • 76 Write to Improve Reading 237
  • 77 Develop Textual Intelligence 241
  • 78 Read at Different Levels 245
  • 79 Read from a Variety of Perspectives 247
  • 80 Develop Prior Knowledge 252
  • 81 Use Written Conversations 254
  • 82 Use Shared Inquiry 257
  • 83 Outline What They Read 259
  • 84 Summarize and Paraphrase 262
  • 85 Expand Vocabulary 267
  • 86 Make the Foreign Familiar 271
  • 87 Know the Difference Between Fact and Opinion 276
  • 88 Understand Narrative Design 279
  • 89 Discuss the Role of Character 285
  • 90 Know the Organizational Structures of Information 291
  • 91 Improve Speed, Fluency, and Stamina 295
  • 92 Determine What Is Important 298
  • 93 Explain Their Thinking: Elaboration Strategies 301
  • 94 Discuss Their Reading: Reporting Strategies 304
  • 95 Make the Abstract Concrete 307
  • 96 Develop Confidence 311
  • Evaluate and Monitor Their Understanding, Performance, and Progress 313
  • 97 Review, Reflect, and Reinforce 315
  • 98 Develop Reading Goals 318
  • 99 Recast the Text 320
  • 100 Keep a Learning Log 324
  • 2. Further Information: Recommended Reading 3
  • Graphic Organizers
  • 3. Categorical Thinking 7
  • 4. Conversational Roundtable 8
  • 5. Cornell Notes I 9
  • 6. Cornell Notes II 10
  • 7. Cornell Notes III 11
  • 8. Feature Analysis 12
  • 9. Idea Cards 13
  • 10. Interactive Reading (CRITICS Procedure) 14
  • 11. KWL (What I Know/What I Want to Know/What I Learned) Organizer 15
  • 12. Linear Array 16
  • 13. On Target 17
  • 14. Outline Template 18
  • 15. Plot the Action 19
  • 16. Reading an Argument 20
  • 17. Reading to Compare 21
  • 18. Semantic Map 22
  • 19. Story Board 23
  • 20. Story Structure 24
  • 21. Think in Threes 25
  • 22. Three-Column Organizer 26
  • 23. Time Line Organizer 27
  • 24. Venn Diagram 28
  • 25. Vocabulary Square 29
  • 26. What Confuses Me Most 30
  • 27. What's the Big Idea? 31
  • 28. Independent Reading Follow-up Essay Assignment 32
  • 29. Rhetorical Modes 34
  • 30. Bookmark--Reading: Think About It! 36
  • 31. Bookmark--Reading Reminders 37
  • 32. Reading the World of Standards Across Disciplines 38
  • 33. Reading Survey 47
  • 34. Elements of a Text 51
  • 35. California Language Arts Content Standards Checklist (Grades 9-10) 52
  • 36. California Language Arts Content Standards Checklist (Grades 11-12) 54
  • 37. Sample Rationale for Teaching a Text 56
  • 38. Northwest Regional Educational Laboratory "Traits of an Effective Reader Reading an Informational Text Scoring Guide" 57
  • 39. Northwest Regional Educational Laboratory "Traits of an Effective Reader Reading a Literary Text Scoring Guide" 59
  • 40. Glossary of Literary Terms 61
  • 41. 103 Things to Do in the Classroom to Improve Student Reading Performance Before/During/After 64
  • 42. Dear Sophomores: The Last Word on Learning and Reading 67
  • 43. Types of Text 68.
Description
1 v. (various pagings) : ill. ; 24 cm.
Notes
Includes bibliographical references and index.
Technical Details
  • Access in Virgo Classic

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    t| Establish a Reading Culture g| 1 -- g| 1 t| Use Sustained Silent Reading (SSR) g| 4 -- g| 2 t| Read Aloud g| 8 -- g| 3 t| Help Students Write Their Reading Autobiography g| 11 -- g| 4 t| Keep Reading Fresh g| 13 -- g| 5 t| Create the Conditions for Effective Learning g| 15 -- g| 6 t| Be a Model Reader g| 18 -- g| 7 t| Use Literature Circles g| 20 -- g| 8 t| Talk About Reading g| 23 -- g| 9 t| Make Room for Essential Conversations g| 25 -- t| Teach and Support Students g| 29 -- g| 10 t| Make Connections g| 31 -- g| 11 t| Make Available the Necessary Reading Tools g| 34 -- g| 12 t| Choose Texts Wisely g| 36 -- g| 13 t| Provide Options for Student Response g| 38 -- g| 14 t| Use the Dense Question Strategy g| 43 -- g| 15 t| Prepare Students to Read (Prereading) g| 45 -- g| 16 t| Use Video to Support, Not Replace, Reading g| 48 -- g| 17 t| Use Graphic Organizers g| 50 -- g| 18 t| Develop Guidelines for Group Discussion g| 54 -- g| 19 t| Use Questions to Support Reading g| 57 -- g| 20 t| Teach Vocabulary Strategies g| 60 -- g| 21 t| Teach Students How to Ask for Help g| 64 -- g| 22 t| Challenge and Support Students While They Are Reading g| 66 -- g| 23 t| Provide Good Directions g| 71 -- g| 24 t| Create and Use Study Guides g| 74 -- g| 25 t| Support Students with Special Needs g| 77 -- g| 26 t| Support English-Language Learners g| 79 -- g| 27 t| Support Students with Learning Difficulties g| 80 -- t| Evaluate Your Own Teaching g| 83 -- g| 28 t| Remember Why We Read g| 86 -- g| 29 t| Consider Richard Allington's Ten Principles of Good Instruction g| 89 -- g| 30 t| Teach by Design g| 92 -- g| 31 t| Stop and Reflect Periodically g| 94 -- g| 32 t| Consult the Standards g| 96 -- g| 33 t| Revisit the Six Features of Effective English Instruction g| 100 -- t| Evaluate Your Students g| 103 -- g| 34 t| Use Reading Surveys g| 106 -- g| 35 t| Develop Portfolio Guidelines g| 108 -- g| 36 t| Compare Effective and Ineffective Readers g| 111 -- g| 37 t| Have Them Use the Reading Scale g| 118 -- g| 38 t| Troubleshoot Reading Difficulties g| 122 -- g| 39 t| Check for Understanding and Growth g| 123 -- t| What Students Must Be Able to Do -- t| Read a Variety of Texts for Different Purposes g| 127 -- g| 40 t| Textbooks g| 130 -- g| 41 t| Poems g| 132 -- g| 42 t| Web Pages g| 135 -- g| 43 t| Narrative Texts g| 137 -- g| 44 t| Expository Texts g| 142 -- g| 45 t| Images g| 146 -- g| 46 t| Tests g| 149 -- g| 47 t| Primary Source Documents g| 151 -- g| 48 t| Plays g| 153 -- g| 49 t| Essays g| 156 -- g| 50 t| Read in Different Ways: To Think, to Study, to Gather g| 159 -- g| 51 t| Read for Style, Argument, Form, and Genre g| 162 -- g| 52 t| Ask Different Types of Questions g| 167 -- g| 53 t| Self-Select Books g| 169 -- t| Use Various Strategies g| 173 -- g| 54 t| Question the Author (Q & A) g| 177 -- g| 55 t| ReQuest (Reciprocal Questioning) g| 179 -- g| 56 t| Concept Cards g| 181 -- g| 57 t| Repeated Reading g| 183 -- g| 58 t| PreReading Plan (PReP) g| 185 -- g| 59 t| Directed Reading and Thinking Activity (DRTA) g| 187 -- g| 60 t| SQ3R g| 189 -- g| 61 t| KWL g| 191 -- g| 62 t| CRITICS Procedure g| 194 -- g| 63 t| Anticipation Guides g| 196 -- g| 64 t| Think-Alouds g| 199 -- g| 65 t| Reciprocal Teaching g| 203 -- g| 66 t| Ask Questions to Understand Stories g| 205 -- g| 67 t| Make Predictions g| 207 -- g| 68 t| Keep a Journal g| 210 -- g| 69 t| Annotate Texts g| 213 -- g| 70 t| Take Good Notes g| 216 -- g| 71 t| Retell the Text g| 220 -- g| 72 t| Perform the Text g| 223 -- g| 73 t| Draw the Action g| 226 -- g| 74 t| Chunk the Text g| 230 -- t| Develop Their Own Reading Capacity g| 233 -- g| 75 t| Read Different Types of Text g| 235 -- g| 76 t| Write to Improve Reading g| 237 -- g| 77 t| Develop Textual Intelligence g| 241 -- g| 78 t| Read at Different Levels g| 245 -- g| 79 t| Read from a Variety of Perspectives g| 247 -- g| 80 t| Develop Prior Knowledge g| 252 -- g| 81 t| Use Written Conversations g| 254 -- g| 82 t| Use Shared Inquiry g| 257 -- g| 83 t| Outline What They Read g| 259 -- g| 84 t| Summarize and Paraphrase g| 262 -- g| 85 t| Expand Vocabulary g| 267 -- g| 86 t| Make the Foreign Familiar g| 271 -- g| 87 t| Know the Difference Between Fact and Opinion g| 276 -- g| 88 t| Understand Narrative Design g| 279 -- g| 89 t| Discuss the Role of Character g| 285 -- g| 90 t| Know the Organizational Structures of Information g| 291 -- g| 91 t| Improve Speed, Fluency, and Stamina g| 295 -- g| 92 t| Determine What Is Important g| 298 -- g| 93 t| Explain Their Thinking: Elaboration Strategies g| 301 -- g| 94 t| Discuss Their Reading: Reporting Strategies g| 304 -- g| 95 t| Make the Abstract Concrete g| 307 -- g| 96 t| Develop Confidence g| 311 -- t| Evaluate and Monitor Their Understanding, Performance, and Progress g| 313 -- g| 97 t| Review, Reflect, and Reinforce g| 315 -- g| 98 t| Develop Reading Goals g| 318 -- g| 99 t| Recast the Text g| 320 -- g| 100 t| Keep a Learning Log g| 324 -- g| 2. t| Further Information: Recommended Reading g| 3 -- t| Graphic Organizers -- g| 3. t| Categorical Thinking g| 7 -- g| 4. t| Conversational Roundtable g| 8 -- g| 5. t| Cornell Notes I g| 9 -- g| 6. t| Cornell Notes II g| 10 -- g| 7. t| Cornell Notes III g| 11 -- g| 8. t| Feature Analysis g| 12 -- g| 9. t| Idea Cards g| 13 -- g| 10. t| Interactive Reading (CRITICS Procedure) g| 14 -- g| 11. t| KWL (What I Know/What I Want to Know/What I Learned) Organizer g| 15 -- g| 12. t| Linear Array g| 16 -- g| 13. t| On Target g| 17 -- g| 14. t| Outline Template g| 18 -- g| 15. t| Plot the Action g| 19 -- g| 16. t| Reading an Argument g| 20 -- g| 17. t| Reading to Compare g| 21 -- g| 18. t| Semantic Map g| 22 -- g| 19. t| Story Board g| 23 -- g| 20. t| Story Structure g| 24 -- g| 21. t| Think in Threes g| 25 -- g| 22. t| Three-Column Organizer g| 26 -- g| 23. t| Time Line Organizer g| 27 -- g| 24. t| Venn Diagram g| 28 -- g| 25. t| Vocabulary Square g| 29 -- g| 26. t| What Confuses Me Most g| 30 -- g| 27. t| What's the Big Idea? g| 31 -- g| 28. t| Independent Reading Follow-up Essay Assignment g| 32 -- g| 29. t| Rhetorical Modes g| 34 -- g| 30. t| Bookmark--Reading: Think About It! g| 36 -- g| 31. t| Bookmark--Reading Reminders g| 37 -- g| 32. t| Reading the World of Standards Across Disciplines g| 38 -- g| 33. t| Reading Survey g| 47 -- g| 34. t| Elements of a Text g| 51 -- g| 35. t| California Language Arts Content Standards Checklist (Grades 9-10) g| 52 -- g| 36. t| California Language Arts Content Standards Checklist (Grades 11-12) g| 54 -- g| 37. t| Sample Rationale for Teaching a Text g| 56 -- g| 38. t| Northwest Regional Educational Laboratory "Traits of an Effective Reader Reading an Informational Text Scoring Guide" g| 57 -- g| 39. t| Northwest Regional Educational Laboratory "Traits of an Effective Reader Reading a Literary Text Scoring Guide" g| 59 -- g| 40. t| Glossary of Literary Terms g| 61 -- g| 41. t| 103 Things to Do in the Classroom to Improve Student Reading Performance Before/During/After g| 64 -- g| 42. t| Dear Sophomores: The Last Word on Learning and Reading g| 67 -- g| 43. t| Types of Text g| 68.
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    a| Reading (Secondary)
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    a| LB1632 .B84 2000 w| LC i| X004478641 l| STACKS m| ALDERMAN t| BOOK

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