Covering various disciplines and accompanied by classroom examples, these strategies help secondary teachers improve students' content learning and literacy skills before, during, and after reading.
Covering various disciplines and accompanied by classroom examples, these strategies help secondary teachers improve students' content learning and literacy skills before, during, and after reading.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Daniel M. Perna is an educational consultant concentrating on school improvement and achievement. His work focuses on implementing high standards in classrooms, helping teachers develop strategies to increase student comprehension, and designing goal-oriented leadership for schools. Perna has over 30 years of experience in public education. He has been an English teacher, basketball coach, athletic director, high school principal, and assistant superintendent. He currently serves as an adjunct teacher in graduate education for Wilkes University and as an advisor to doctoral students in educational leadership at NOVA Southeastern University. Perna has received the Pennsylvania Association of Supervision and Curriculum Directors award for research and publications. He has presented professional development workshops, keynote addresses, and conference presentations in both the United States and Canada. He is noted for his motivational approach to developing a passion for success in the school and classroom. He was granted a master's in educational administration from McDaniel College and a doctorate from NOVA Southeastern University.
Inhaltsangabe
List of Figures and Tables Preface Acknowledgments About the Authors 1. Introduction Lifelong Literacy Growth and Development What to Teach Research in Literacy How This Book Helps 2. The Instructional Process Before-Reading Activities During-Reading Activities After-Reading Activities The Process 3. Before Reading Background Knowledge Developing Questions Understanding and Using Text Structure Previewing Text Vocabulary 4. During Reading Questioning Jigsawing Text and Graphic Organizers Reciprocal Teaching Think-Alouds Oral Reading 5. After Reading Graphic Organizers Written Summaries The Importance of Writing 6. Putting It All Together Students Today Following Through With Assessment What Does This Mean for Teachers? Improving Content Learning and Literacy Appendix: School Examples Using Instructional Framework References Index
List of Figures and Tables Preface Acknowledgments About the Authors 1. Introduction Lifelong Literacy Growth and Development What to Teach Research in Literacy How This Book Helps 2. The Instructional Process Before-Reading Activities During-Reading Activities After-Reading Activities The Process 3. Before Reading Background Knowledge Developing Questions Understanding and Using Text Structure Previewing Text Vocabulary 4. During Reading Questioning Jigsawing Text and Graphic Organizers Reciprocal Teaching Think-Alouds Oral Reading 5. After Reading Graphic Organizers Written Summaries The Importance of Writing 6. Putting It All Together Students Today Following Through With Assessment What Does This Mean for Teachers? Improving Content Learning and Literacy Appendix: School Examples Using Instructional Framework References Index
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