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Mining Complex Text, Grades 2-5 de Diane Lapp

Mining Complex Text, Grades 2-5

Autor Diane Lapp, Thomas Devere Wolsey, Karen Wood
en Limba Engleză Paperback – 16 oct 2014
Your power tools for making the complex comprehensible
Now more than ever, our students are being asked to do highly advanced thinking, talking, and writing around their reading. If only there were ingenious new tools that could give our students the space to tease apart complex ideas in order to comprehend and weld their understandings into a new whole. Good news: these tools exist—Mining Complex Text. You’ll learn how graphic organizers can:
  • Help students read, reread, and take notes on a text
  • Promote students’ oral sharing of information and their ideas
  • Elevate organized note-making from complex text(s)
  • Scaffold students’ narrative and informational writing
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Specificații

ISBN-13: 9781483316291
ISBN-10: 1483316297
Pagini: 184
Dimensiuni: 216 x 280 x 10 mm
Greutate: 0.48 kg
Ediția:1
Editura: Corwin
Locul publicării:Thousand Oaks, United States

Recenzii

“How many times have you heard ‘a picture is worth a thousand words.’ Visual, graphic information is important because human brains are hard-wired to attend to images. The challenge is that students still have to read words to achieve success. In this text, Lapp, Wolsey, Wood, and Johnson make a vital connection between reading words and the role of graphics. They demonstrate how teachers and students can blend the two such that great learning occurs in every classroom, every day.”

“Lapp, Wolsey, Wood, and Johnson have written a book that will become the resource for using graphic organizers across disciplines! With careful attention to the details teachers crave in order to design meaningful lessons, the authors guide teachers on a journey that takes them far beyond the traditional uses of graphic organizers—jotting notes and organizing information—and show teachers how these visual tools lead students to independent thinking and inquiry, as well as support the Common Core reading and writing standards. What I love about this book is that it fosters original thinking among students as they design graphic organizers that enable them to unpack meaning from complex texts and develop arguments for essays.”

“Professional books have long urged teachers to use graphic organizers, but most of these books are dreadfully short on specifics. Diane Lapp and her colleagues have addressed this problem in an admirable fashion. They examine with care the kinds of organizers available to teachers, together with when and how to use them. And by showing how organizers transcend disciplinary boundaries, the authors pave the way for a school-wide focus for professional learning. Educators endeavoring to meet the challenges of the Common Core should mark this title as a must-read. This engaging book is long overdue and I recommend it enthusiastically!” 

“For educators looking for ways to implement graphic organizers in their classrooms, this is the resource for you. The numerous types of graphic organizers, the research behind them, and the how and why to use them with students are all at your fingertips. I envision this book being especially helpful for teachers new to the field just learning about graphic organizers.”

Cuprins

Acknowledgments
Chapter 1. Graphic Organizers: Making the Complex Comprehensible
How to Think About Standards Alignment
How to Help Students Meet the Standards
Tips for Using Graphic Organizers Dynamically
How to Meet Eight Intertwined Academic Goals
What Lies Ahead in This Book
Chapter 2. Thinking on the Page: The Research Behind Why Graphic Organizers Work
Picture This: Visuals Quicken and Deepen Text Learning
General Tips: How to Use Graphic Organizers Well
Tiered Organizers: Scaffold Student Progress
Examples of Tiered Graphic Organizers
Adapting Graphic Organizers for Tiered Learning
A Sample Tiered Lesson
At-a-Glance Chart of Graphic Organizers Matched to Academic Goals
Chapter 3. Using Graphic Organizers to Acquire Academic Vocabulary
Frayer Organizer
Concept/Definition Map
Word Map
Chapter 4. Graphic Organizers Support Literary Text Reading and Writing Tasks
Character Graphic
Freytag’s Pyramid
Chapter 5. Graphic Organizers Support Informational Text Reading and Writing Tasks
Text Search and Find Board
4-Square With a Diamond
Modified KWL
Tabbed Book Manipulative
Chapter 6. Graphic Organizers Support Students’ Reading Proficiencies
Somebody-Wanted-But-So
Understanding Text Structures: Five Text Types
Chapter 7. Graphic Organizers Boost Questioning and Responding
I-Chart and I-Guide
Flip Chart Manipulative
Text-Dependent Question/Response Organizer
Chapter 8. Graphic Organizers Foster Reading, Forming, and Writing Opinions
Six-Part Opinion Organizer
Thinking Map
Chapter 9. Graphic Organizers Support Collaboration
Project Management Organizer
Conclusion
Appendix
Glossary
References
Index

Notă biografică

Diane Lapp--Like Doug and Nancy, she is a professor at San Diego State University who teaches English and does instructional coaching in a public high school, San Diego, CA-Health Science High & Middle College High School. This is a very rare, but ideal combination of public school teacher and academic; teachers can tell when an academic who isn't in the classroom doesn't understand what their teaching lives are about. Doug, Nancy and Diane have credibility with teachers that many professors lack.

Diane has done editorial work for all of IRA's journals, including, The Reading Teacher and Journal of Adolescent and Adult Literacy, and she is currently the co-editor of NCTE's middle school journal, Voices from the Middle. Among many her many awards, she's recipient of the 2011 John Manning Award from The International Reading Association, for Public School Service.

Her dozens of books have been published by IRA, ASCD, Solution Tree, Teachers College Press and many others; several have been co-authored with Doug Fisher and Nancy Frey. The three of them collaborate regularly on chapters and journal articles as well.

Thomas Wolsey--Dr. Thomas DeVere Wolsey is a program director for the literacy masters programs at Walden University, where he teaches and supervises graduate courses related to literacy and technology. He worked in public schools for more than twenty years, teaching English, social studies, and other elective classes. He earned his doctorate at the University of San Diego/San Diego State University, and he also holds a masters degree in educational administration from California State University at San Bernardino. His articles on literacy and technology have appeared inThe Journal of Adolescent and Adult Literacy, Action in Teacher Education, The California Reader, The Journal of Educational Administration, The International Journal on e-Learning, The Journal of Education,andThe Journal of Literacy Research and Instruction.He serves on the review boards of several journals, includingThe Reading TeacherandThe Journal of Adolescent and Adult Literacy.His recent books includeLearning to Predict and Learning from Predictions: How Thinking about What Might Happen Next Helps Students Learn, Literacy Growth for Every Child,andTransforming Writing Instruction in the Digital Age: Techniques for Grades 5-12.

Wolsey is interested in how literacy intersects with online and physical learning spaces, writing as a feature of learning about disciplines (e.g., mathematics, social studies), and reading in digital environments.

Karen Wood--Karen D. Wood, PhD, is Professor in the Department of Reading and Elementary Education at the University of North Carolina at Charlotte. A former middle school reading teacher and K-12 literacy specialist in the public schools, she is the author of over 200 articles, chapters, and books on such topics as integrating literacy across the curriculum, meeting the needs of diverse learners, vocabulary and comprehension development, and translating research and theory into classroom practice. Dr. Wood began writing the "Research into Practice" column for the Middle School Journal in 1986 and continues as its author today. She was a member of the authorship team of the McGraw-Hill Basal Reading Series from 1989 to 2004 and was the former coeditor, along with William E. Blanton, of the journal Reading Research and Instruction.

Descriere

Your power tools for making the complex comprehensible
Now more than ever, our students are being asked to do highly advanced thinking, talking, and writing around their reading. If only there were ingenious new tools that could give our students the space to tease apart complex ideas in order to comprehend and weld their understandings into a new whole. Good news: these tools exist—Mining Complex Text. You’ll learn how graphic organizers can:
  • Help students read, reread, and take notes on a text
  • Promote students’ oral sharing of information and their ideas
  • Elevate organized note-making from complex text(s)
  • Scaffold students’ narrative and informational writing