Teaching Students to Read Like Detectives: Comprehending, Analyzing, and Discussing Text

Overview

Teaching Students to Read Like Detectives explores the important relationship between text, learner, and learning. Authors Douglas Fisher, Nancy Frey, and Diane Lapp offer comprehensive strategies to establish literacy in a discussion-based classroom where students read closely, think critically, and engage deeply with their own ideas. Using this thorough resource, all K-12 educators can pre pare students to become the sophisticated readers, writers, and thinkers they need to be...

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Teaching Students to Read Like Detectives: Comprehending, Analyzing and Discussing Text

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Overview

Teaching Students to Read Like Detectives explores the important relationship between text, learner, and learning. Authors Douglas Fisher, Nancy Frey, and Diane Lapp offer comprehensive strategies to establish literacy in a discussion-based classroom where students read closely, think critically, and engage deeply with their own ideas. Using this thorough resource, all K-12 educators can pre pare students to become the sophisticated readers, writers, and thinkers they need to be to achieve higher learning.

Investigate how educators can create inquiry-based, reflective classrooms

Provide student and teacher dialogues, teacher modeling, and graphic organizers

Offer sample assignments, organizational routines, and instructional strategies

Illustrate how to build an understanding of literary and expository texts

Suggest techniques for productive and safe classroom discussions

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Product Details

  • ISBN-13: 9781935543527
  • Publisher: Solution Tree
  • Publication date: 7/29/2011
  • Pages: 176
  • Sales rank: 48,820
  • Product dimensions: 7.00 (w) x 9.90 (h) x 0.60 (d)

Table of Contents

About the Authors ix

Introduction: Comprehension Occurs Through Text-Based Analysis and Discussion 1

The Community Defines Literacs 2

The Common Core State Standards 4

Discussing Worthy Texts 6

What Is Text-Based Discussion? 6

What You Can Expect From This Book 7

Chapter 1 Readers and Texts: Why Both Are Necessary for Understanding 9

Interacting With Texts 11

Comprehending, Analyzing, and-Discussing-Texts 14

Acknowledging That Students Have Something to Say 15

Relinquishing Some Control of the Discourse 16

Balancing Discussion and Instruction 19

Scaffolding Text-Based Analysis and Discussion 19

Using Cognitive Strategies 20

Making Connections 20

Visualizing 21

Questioning 22

Predicting 23

Inferring 23

Synthesizing and Summarizing 25

Monitoring 25

Conclusion 26

Chapter 2 Argumentation: Gateway to Text-Based Analysis and Discussion 27

Exploring Argumentation 28

X-Raying the Book to Find Its Argumentation Bones 29

Reading Rhetorically 31

Using Ethos, Pathos, and Logos in Argumentation 33

Teaching Toulmin's Model of Argument 36

Teaching Accountable Talk 41

Framing the Argument 42

Conclusion 45

Chapter 3 Analyzing and Discussing Narrative Texts 49

Literature's Ability to Transform 51

How Literature Works 53

Genre 53

Character 53

Dialogue 54

Setting 56

Literary Devices 56

Illustrations 59

Critical Literacy 59

Question the Commonplace 60

Consider the Role of the Author 61

Seek Alternative Perspectives 62

Read Critically 64

Useful Instructional Routines for Text-Based Analysis and Discussion 65

Thinking Aloud Through Read-Alouds and Shared Readings 65

Book Clubs and Literature Circles 67

DialecticalJournals 69

Socratic seminar 72

Modeling Inquiry for Students 75

Supporting Investigation of Multiple Perspectives 77

Conclusion 77

Chapter 4 Analyzing and Discussing Expository Texts 79

Expository Text Defined 80

The Importance of Expository Text 81

Tapping Into Students' Interests 82

Why Expository Texts Are Difficult 84

Genres of Expository Text 86

Biographies and Autobiographies 86

Concept Books 87

Nature Books 88

Reference Books and Search Engines 89

Experiment and Activity Books 90

How-to Books and Procedural Manuals 90

Editorial Cartoons and Opinion Pieces 91

Structures of Expository Texts 92

Description or List 93

Cause and Effect 93

Problem and Solution 93

Compare and Contrast 94

Sequence 94

Signal Words 94

Text Features 96

Print Features 96

Illustrations 97

Organizational Aids 97

Graphic Aids 99

Specialized Vocabulary 100

Useful Instructional Routines for Discussing Expository Texts 103

Thinking Aloud With Expository Texts 104

Text Impressions 106

Reciprocal Teaching 108

Graphic Organizers With Relational Words 110

Note-Making 111

Summarizing 115

Conclusion 117

Chapter 5 Analyzing and Discussing New-Media Texts 119

Expanding Notions of Reading, Writing, and Sharing Texts 121

What Are New-Media Texts? 122

Understanding Comprehension 123

Proficient Reading 123

Motivation 124

Understanding Web 2.0 Comprehension 126

Implementing Web 2.0 Classroom Instruction 126

Modeling:. Introducing Topical Knowledge and Language 127

Guided Instruction: Assessing, Supporting, and Guiding Students' Growing Understandings 127

Collaborative Work: Using New Language and Ideas to Complete a Related Task 131

Independent Work: Transferring the Newly Acquired Information to Novel Tasks 135

Younger Students and Online Research 135

Conclusion 137

References and Resources 139

Index 153

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