You can't just say it louder: differentiated strategies for comprehending nonfiction

Foreword

Acknowledgements

Introduction

Overview of Chapters

STAR (Strategic Thinker and Reader) Model Lessons

Features of this Book

Chapter 1. Constructing a Personal Theory About Learning

Considerations from Research

The Critical Role of Language in Teaching for Comprehension

The Zone of Proximal Development

The Gradual Release of Responsibility Model

Phases of the Gradual Release of Responsibility Model

I Do-Modeled Strategy Use

We Do-Shared Strategy Use

You Try-Guided Strategy Use

You Do-Independent Strategy Use

The Importance of Rich Input in Brain-Compatible Instruction

Summary

Chapter 2. Moving from Strategies to Skills: You Can't Just Say It Louder!

Considerations from Research

Teaching for a Strategy

Moving from a Strategy to a Skill

Summary

Chapter 3. Differentiation Rules

Considerations from Research

Content-What Students Learn

Content-What Students Learn

Process-How Students Learn

Summary

Chapter 4. Preparing Students to Read with Meaning-Activating Student Thinking Through Text Introductions

Considerations from Research

A Structure for Planning Before-Reading Activities

Book

Brain

Build

Before-Reading Strategies

Sketch the Scene

Act it Out

Models, Artifacts, Primary Sources, Demonstrations and Experiments, and Other Visuals

Tiny Texts

Concept Chorals

Packing Up Word Bags

Making "Sense" of It

Brain Boxes

Summary

Chapter 5. Understanding Word Meaning in Texts

Considerations from Research

The Role of Context

The Role of Word Structure

Activities with Word Parts

Word Magician Strategy

STAR Model Lessons

STAR Model Lesson 1: Word Magician-Cell Phone Agreement

STAR Model Lesson 2: Word Magician-A Visit to a Publisher

STAR Model Lesson 3: Word Magician-Volcanoes

Summary

Chapter 6. Using Text Features to Determine Importance, Develop Main Ideas, and Create Text Summaries

Considerations from Research

Familiarizing Students with the Text Walk Strategy

STAR Model Lessons

STAR Model Lesson 1: Taking a Text Walk to Preview a Text for Main Ideas

STAR Model Lesson 2: Using a Text Walk Puzzle to Preview Text Organizers and Develop a Main Idea Statement

Read a Little, Think a Little Strategy

STAR Model Lesson 3: Read a Little, Think a Little

Using Annotation to Support Read a Little, Think a Little

STAR Model Lesson 4: Pluses, Lines, and Stars

Summary

Chapter 7. Visualizing the Text

Considerations from Research

STAR Model Lessons

STAR Model Lesson 1: Framing a Mind Picture

STAR Model Lesson 2: Sketching Mind Pictures

STAR Model Lesson 3: Read It, See It

Summary

Chapter 8. Asking Questions and Making Inferences

Considerations from Research

STAR Model Lessons

STAR Model Lesson 1: On-the-Lines/Between-the-Lines Reading Detectives

STAR Model Lesson 2: Tell Me What You See/Tell Me What You Think

STAR Model Lesson 3: Think It Through Chart

STAR Model Lesson 4: Ask Me

Summary

Chapter 9. Recognizing Nonfiction Text Structures and Author's Purpose

Considerations from Research

Knowing About Text Structures

Descriptive Text Structure

Chronological or Sequenced Text Structure

Cause-and-Effect Text Structure

Problem-and-Solution Text Structure

Proposition-and-Support Text Structure

Compare-and-Contrast Text Structure

STAR Model Lesson

STAR, Model Lesson: Determining a Text Structure

A Problem-and-Solution Graphic Organizer

A Cause-and-Effect Graphic Organizer

Summary

Chapter 10. Monitoring Comprehension: The Ongoing Orchestration of Meaning

Considerations from Research

Learning from a Skilled Reader: The Teacher

Knowing How to Deal with Comprehension Confusion

Dealing with the "Tricky Parts"

Making Connections Between Self and the Text

Maintaining Comprehension During Reading

Summary

Conclusion

Appendix

References Cited

Instructional Resources and Children's Literature