Best Do I Really Have to Teach Reading?: Content Comprehension, Grades 6-12 By Cris Tovani
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Ebook About “Do I really have to teach reading?” This is the question many teachers of adolescents are asking, wondering how they can possibly add a new element to an already overloaded curriculum. And most are finding that the answer is “yes.” If they want their students to learn complex new concepts in different disciplines, they often have to help their students become better readers.Building on the experiences gained in her own language arts classroom as well as those of colleagues in different disciplines, Cris Tovani, author of I Read It, but I Don't Get It, takes on the challenge of helping students apply reading comprehension strategies in any subject. In Do I Really Have to Teach Reading?, Cris shows how teachers can expand on their content expertise to provide instruction students need to understand specific technical and narrative texts. The book includes: examples of how teachers can model their reading process for students;ideas for supplementing and enhancing the use of required textbooks;detailed descriptions of specific strategies taught in context;stories from different high school classrooms to show how reading instruction varies according to content;samples of student work, including both struggling readers and college-bound seniors;a variety of “comprehension constructors”: guides designed to help students recognize and capture their thinking in writing while reading; guidance on assessing students;tips for balancing content and reading instruction.Cris's humor, honesty, and willingness to share her own struggles as a teacher make this a unique take on content reading instruction that will be valuable to reading teachers as well as content specialists.Book Do I Really Have to Teach Reading?: Content Comprehension, Grades 6-12 Review :
This book addresses the question posed in its title: do teachers of content other than language arts really need to teach their students how to read in their content areas? Not surprisingly, the author's answer to that question is a resounding "yes". Somewhat surprisingly, she makes a good enough case for that answer that many if not most readers of the book will be persuaded.Reading a math textbook (or other math instructional material) or science, or history, or even industrial arts, all require different skills than reading a novel, and for the most part, different from each other. Each content area has its own jargon, its own standard methods of expressing its concepts, and its own priorities in terms of what students need to be looking for when they read. A student who is a good reader of literature may or may not be able to figure out, on their own, how to transfer those skills to the reading of other content areas. Some will manage it, others will need explicit instruction. It is the job of the teachers of those content areas to make sure that their students are given that explicit instruction. Some strategies and skills will have value for several areas; some may even apply across the board. But it's important for teachers to help students see how reading in their particular content areas differs from reading elsewhere, and what strategies will NOT apply. It seems obvious to say that looking for plot, characterization, and symbolism, while helpful in the reading of literature, will not be of any use in reading a math or science text, and students probably would not consciously do so. But if that's how they're used to approaching a reading assignment, they may find that they have no skills to replace those with in order to make sense of their assignment; they may not be aware that that lack is what is making the reading difficult. That's where explicit instruction comes in: point out to them how they are used to reading and the obvious ineffectiveness of those skills to the job at hand, and then give them some suggestions of approaches to replace those with.This is the gist of this book, and it's a very good point that needs to be made. What's more, the book is written in a very accessible, conversational style, with a minimum of ed-psych jargon. It contains many helpful suggestions of ways to help struggling readers, both in general and in regard to specific content areas. Highly recommended. This text was required for an online class I took. I loved the convenience of being able to order it from Amazon and have it instantly on my Kindle! Also, having the choice to rent or buy on many textbooks is an awesome option to save some money. Once the rental period is up, you usually have the option to purchase the text and get credit for the amount you paid to rent it. So if you decide you want to keep it you don't end up paying both the rental and purchase prices! Read Online Do I Really Have to Teach Reading?: Content Comprehension, Grades 6-12 Download Do I Really Have to Teach Reading?: Content Comprehension, Grades 6-12 Do I Really Have to Teach Reading?: Content Comprehension, Grades 6-12 PDF Do I Really Have to Teach Reading?: Content Comprehension, Grades 6-12 Mobi Free Reading Do I Really Have to Teach Reading?: Content Comprehension, Grades 6-12 Download Free Pdf Do I Really Have to Teach Reading?: Content Comprehension, Grades 6-12 PDF Online Do I Really Have to Teach Reading?: Content Comprehension, Grades 6-12 Mobi Online Do I Really Have to Teach Reading?: Content Comprehension, Grades 6-12 Reading Online Do I Really Have to Teach Reading?: Content Comprehension, Grades 6-12 Read Online Cris Tovani Download Cris Tovani Cris Tovani PDF Cris Tovani Mobi Free Reading Cris Tovani Download Free Pdf Cris Tovani PDF Online Cris Tovani Mobi Online Cris Tovani Reading Online Cris TovaniBest The Charge: Activating the 10 Human Drives That Make You Feel Alive By Brendon Burchard
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