MARC Record from marc_nuls

LEADER: 04918pam 22003134a 4500
001 9921485390001661
005 20150423134858.0
008 040617s2005 maua b 001 0 eng
010 $a 2004051041
020 $a0205373224
035 $a(CSdNU)u237941-01national_inst
035 $a(OCoLC)55738094
035 $a(OCoLC)55738094
040 $aDLC$cDLC$dYDX$dOrPss
042 $apcc
049 $aCNUM
050 00 $aLB1632$b.R93 2005
082 00 $a428.4/017/2$222
100 1 $aRycik, James A.
245 10 $aTeaching reading in the middle grades :$bunderstanding and supporting literacy development /$cJames A. Rycik, Judith L. Irvin.
260 $aBoston :$bPearson Allyn and Bacon,$cc2005.
300 $axii, 226 p. :$bill. ;$c24 cm.
504 $aIncludes bibliographical references and index.
505 0 $aLiteracy in the Middle Grades -- What Middle Grades Readers Need and What Their Teachers Need to Understand -- Activating Prior Knowledge and Generating Questions -- What Young Adolescent Readers Need -- What Teachers Need to Understand -- Constructing Meaning: The Process of Comprehending -- Activating Prior Knowledge and Making Connections -- Comprehending -- Metacognition and Reading -- Reading the Words: Word Identification and Vocabulary Development -- Activating Prior Knowledge and Generating Questions -- Using Language Cues Effectively: Interactive Models of Reading -- A Description of Proficient Reading -- Implications for English Language Learners -- Applications for Assessment: Miscue Analysis -- Applications for Instruction -- Identifying Unfamiliar Words -- Learning Words Through All the Language Arts -- A Balanced Perspective on Word Reading -- Assessing Comprehension and Applying Ideas -- Mastering Messages: Learning the Purposes and Forms of Written Language -- Activating Prior Knowledge and Making Connections -- Communicative Competence and Reading -- Proficient Reading from a Communication Perspective -- Implications for the Classroom -- Implications for English Language Learners -- Applications for Instruction -- Applications for Assessment -- Engaging with Texts: Motivation and Personal Reasons to Read -- Activating Prior Knowledge and Making Connections -- The Problem of Aliteracy -- Reading Engagement: Developing Skill and Will -- A Description of Proficient Reading -- Implications for the Classroom -- Applying and Organizing New Information -- Supporting the Literacy Development of All Students -- Environments for Diverse Learners: Scaffolds and Literacy Routines -- Activating Prior Knowledge and Making Connections -- Scaffolding to Meet Students' Needs -- Expecting and Respecting Diversity -- Characteristics of Effective Environments for Literacy Learning -- Classroom Literacy Routines -- Read-Alouds and Oral Reading Routines -- Activating Prior Knowledge and Generating Questions -- Reasons for Read-Alouds in the Middle Grades -- Kinds of Read-Alouds -- Activities for Whole-Book Read-Alouds -- Guidelines for Effective Read-Alouds -- Students Reading Aloud -- Assessing and Extending Prior Knowledge -- Guided Reading: Planning Students' Engagements with Texts -- Activating Prior Knowledge and Making Connections -- Characteristics of Guided Reading Routines -- Planning Guided Reading Engagements -- Teaching Vocabulary during Guided Reading Engagements -- Evaluating Guided Reading -- Guided Literature Study -- Activating Prior Knowledge and Making Connections -- Goals of Guided Literature Study in the Middle Grades -- Guided Interpretation: Literacy Analysis -- Guiding Literature Study by Bridging Texts -- Accommodating Differences during Guided Literature Study -- Independent Reading: Literature Circles and Reading Workshops -- Activating Prior Knowledge and Making Connections -- Goals for Independent Literacy Routines -- Reader Response Activities for Independent Reading -- Literature Circles: Characteristics and Organization -- Reading Workshops -- Learning New Words during Independent Reading Routines -- Integrating the Language Arts: Writing Workshops and Writing Assignments -- Activating Prior Knowledge and Making Connections -- Multiple Reading-Writing Connections -- Making Connections in a Writing Workshop -- Making Writing Assignments -- Integrating Literacy Instruction through Units -- Activating Prior Knowledge and Making Connections -- A Model of Integration -- Characteristics of Unit-Centered Reading -- Types of Units -- Comprehensive and Collaborative Programs -- Supporting Classroom Instruction -- Beyond the Classroom: School-Wide Commitment and Collaboration -- School-Wide Planning for Supporting Literacy in the Middle Grades.
650 0 $aReading (Middle school)
700 1 $aIrvin, Judith L.,$d1947-
949 $aLB 1632 .R93 2005$i31786101884929
994 $a92$bCNU
999 $aLB 1632 .R93 2005$wLC$c1$i31786101884929$d6/27/2005$e6/11/2005 $lCIRCSTACKS$mNULS$n1$rY$sY$tBOOK$u1/27/2005