Full Description
An important goal of teachers is to get all students, especially those in the upper elementary and middle grades who struggle with academic work, engaged in reading. This book examines current research on instructional principles and actions related to engaged reading. It shows how teachers can translate this research into evidence-based actions that promote productive instructional contexts and focus students' purposeful use of literacy in acquiring knowledge. The authors integrate descriptions of principles and actions with concrete examples of classroom instruction and thematic teaching across disciplinary contexts and demonstrate how teachers might mediate students' reading of complex texts. The book provides readers with a vivid picture of the complexities of teaching reading in the upper elementary and middle grades. In particular, the book blends individual principles and practices into a holistic approach to creating productive and engaged learning environments for all upper elementary and middle grade learners.
Contents
List of Figures
Part I: Understanding Teaching Actions
1. Introduction
2. Why Access the Complex Text Matters
3. Classroom Talk
4. Leading with Motivation and Engagement
5. Providing Explicit Instruction
6. Establishing Instructional Coherence
7. Creating Optimal Learning Contexts
8. The Importance of Cognitive Challenge
Part II: Looking at Teaching in Action
9. Mediating Word Reading and Fluency Difficulties
10. Mediating Vocabulary Learning
11. Mediating Comprehension through Discussion, Strategies, and Writing
12. Putting It All Together
Final Thoughts
References
Index
