‘Filled with activities, ideas, and methods for integrating reading instruction, Chapman and King′s text provides content classrooms with necessary materials for differentiating reading instruction to meet individual student needs.’
—Anita Price Davis, Professor Emerita of Education
Converse College
‘Offers best practices for before, during, and after reading to improve comprehension; great ideas for assessing vocabulary knowledge and teaching vocabulary; and excellent activities to help with interventions for RTI.’
—Coleen Martin, Fifth-Grade Teacher
Wilder Waite Grade School, Peoria, IL
Increase understanding of content by strengthening every learner′s reading skills!
Completely revised and reorganized, this second edition of the best-selling guide by Carolyn Chapman and Rita S. King offers creative, substantive methods for increasing students′ content learning by helping them become better readers.
Featuring new strategies, current research, expanded coverage of key topics, plus new material on planning, and information about English language learners, this updated edition shows how to use differentiated instruction, multiple intelligences, scaffolding, constructivism, and cooperative learning methods to support reading comprehension. With ideas for all subject areas, including in math, science, social studies, and other subject areas, the book helps teachers:
- Create the right environment for motivating readers
- Assess readers effectively
- Incorporate guided reading, shared reading, a four-block model, language experience, and read-alouds
- Teach vocabulary using methods such as visuals, context clues, and miscue analysis
- Improve comprehension before, during, and after reading
Brimming with samples, suggestions, and lists that facilitate quick implementation in the classroom, this second edition of Differentiated Instructional Strategies for Reading in the Content Areas helps ensure that all students can experience improved learning and achievement!
Tabella dei contenuti
About the Authors
1. Introduction
Infusing Reading in the Content Areas
Sailing Into Differentiated Reading Instruction
The Goals of This Book
Effective Practices and Related Research
Differentiation
The Reading Journey
Summary
2. Create a Climate to Motivate Readers
Designing the Physical Environment
The Affective Environment
Motivation
Attention, Challenge, Excitement, Humor
Self-Efficacy
Celebrate Reading Achievements
Metacognition
Flow
3. Knowing and Assessing the Reader
Developmental Readiness for Reading
Meet Your Reading Characters
Non-Reading Nancy
Word-Calling Wayne
Insecure Inez
Turned Off Tom
Correcting Carl
Read Aloud Renee
Silent Reading Sam
Comprehending Carlos
Developing the Eager, Fluent Reader
The Keys to Reading Success
Assessing and Diagnosing the Reader
Cloze Process
Using Assessments Effectively
Summary
4. Differentiated Models and Strategies of Reading
Adjustable Assignment Model
Curriculum Compacting Model
Centers and Projects Model
Project-Based Models
Problem-Solving Model
Independent Choice Reading Model
Guided Reading Model
Language Experience Model
Shared Reading Model
Read Aloud Model
The Four Block Model
From Models to Implementation
Agenda/Menus
Cubing
Choice
Summary
5. Vocabulary
25 Ways to Teach Vocabulary
Vocabulary Visuals
Cues to Context Clues
Subject Terminology
Overcoming Miscues
Summary
6. The Art of Decoding
Phonics Instruction
The Phonics Dozen (The Fonix Duzen!)
Words
Structural Analysis
Summary
7. Comprehension
Barriers to Comprehension
Levels of Comprehension
Steps to Reading a Passage
Before Reading: The Passage Preview
During Reading: The Passage View
Assessing Comprehension
The Teacher′s Role in Comprehension Instruction
Summary
8. Planning
Using Strategies Effectively
Text Check
Conclusion
Differentiated Instruction Is Like a Sailboat Race
References
Index
Circa l’autore
Rita King has more than 20 years of teacher training experience and administrative experience as principal and director of Middle Tennessee State University′s teacher training program in the laboratory school. Most recently, she was an adjunct professor in the Department of Educational Leadership at the university. She now consults internationally in the areas of multiple intelligences, practical applications of brain-based research, differentiated learning, reading and writing strategies, mathematics instruction, creating effective learning environments, and strategies for test success. She is the coauthor of Differentiated Instructional Strategies for Reading in the Content Areas, Differentiated Instructional Strategies for Writing in the Content Areas, and Differentiated Assessment Strategies: One Tool Doesn′t Fit All.
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