By Judy S. Richardson
ISBN-10: 0495506060
ISBN-13: 9780495506065
With interpreting to benefit within the content material components, 7th variation, destiny educators observe how they could educate scholars to exploit examining, dialogue, and writing as autos for studying in any self-discipline. The textual content explores how the elevated availability of desktops, tutorial software program, and web assets, in addition to the increase of digital literacy mostly, have affected the methods young ones study and create which means from their international. The authors' specified lesson framework for guideline, PAR (Preparation/Assistance/Reflection), extends in the course of the e-book. The text's reader-friendly presentation, balanced method, robust study base, and inclusion of real-life examples from various topic parts and grade degrees have helped make it essentially the most well known and potent books out there.
Read or Download Reading to Learn in the Content Areas , Seventh Edition PDF
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Additional resources for Reading to Learn in the Content Areas , Seventh Edition
Example text
7. Teachers need to refrain from assumptive teaching. Herber (1978) used the term assumptive teaching to describe what teachers do when they unconsciously take for granted that students know how to read and to learn and have the motivation and interest to do so. Teachers may picture all students as having plenty of reading resources and supportive home environments. Unfortunately, these assumptions are not always true. Some assumptive teaching is necessary. Teachers cannot start all over again every year in a content subject.
The Weekly Reader, that ubiquitous early grades newspaper, contains content material. Because most children are still learning to read in the early grades, reading to learn may not be employed as often as visualizing, listening, and speaking to learn. However, both reading and writing to learn are being advocated more frequently for children in the early grades. By the same reasoning, learning about content subjects continues far beyond high school. Content information bombards people daily as they listen to radio and watch television, read the newspaper, and surf the Internet on their computers.
Taking responsibility for one’s own actions; valuing honesty and truthfulness in oneself and others. It also coordinates with the Virginia SOLs for first grade English: • The student will continue to expand and use listening and speaking vocabularies. • The student will use meaning clues and language structure to expand vocabulary when reading. To prepare her students, she would present this lesson after several days of discussing the rules. To highlight literacy, she would read the title and author of the book and show the children the cover art.