Bokus
Don K. Philpot - Reading Actively in Middle Grade Science, Häftad

Häftad, Engelska, 2020

Reading Actively in Middle Grade Science

Teachers and Students in Action

Av Don K. Philpot

540 kr

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Beskrivning
Middle grade students can learn a great deal about themselves and their world by reading informative texts in science courses. These texts will focus on important topics in earth science, life science, and physical science and shape students’ understandings about scientific inquiry, science-related processes and phenomenon, engineering and design, and technological innovations. But reading is a complex act, and most students need specific reading-related support to understand assigned texts in middle grade science courses.This book focuses on the cyclical nature of reading, the actions proficient readers engage in to understand science textbooks and other informational texts, and the instructional support that teachers can provide to enhance middle grade students’ learning of science content through reading. Three associated questions will be addressed in this book:•What actions do proficient readers engage in to understand assigned course texts?•What do these actions entail, and how do they relate to each other?• What teacher-mediated practices best support middle grade students’ development as proficient readers and enhance their learning of course content through reading?
Produktinformation
  • Utgivningsdatum: 2020-09-15
  • Mått: 154 x 222 x 19 mm
  • Vikt: 376 g
  • Format: Häftad
  • Språk: Engelska
  • Antal sidor: 246
  • Förlag: Bloomsbury Publishing Plc
  • ISBN: 9781475843965
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Mer om författaren

Don K. Philpot is a teacher, teacher educator, and writer. He teaches undergraduate and graduate courses on the topics of instructional methodologies, content area reading, reading and writing instruction, and children’s literature in Pennsylvania.

Recensioner i media

Spanning the disciplines of science and language arts, this resource offers middle school teachers practical approaches to helping their students succeed as young learners. Grounded in the cyclical nature of reading as a complex undertaking, the overarching aim of this book is to enhance middle school students’ learning of science through reading. The first section introduces a reading cycle that focuses on student actions, such as activating knowledge, visualizing, and summarizing, which map to the three phases of reading that anchor this book (orienting, sustaining, and consolidating). The use of examples and concept maps ensure that this approach is conveyed in a clear and applicable manner. The following section, which comprises the bulk of this volume, presents essential actions for readers in a straightforward approach that busy professionals will appreciate. The final section expands on various meditational practices for students and is a strong conclusion to a no-nonsense book designed to promote improved science learning through strategic and purposeful approaches to reading. This is a welcome resource for practicing teachers looking to collaborate with colleagues across traditional disciplinary lines, as well as for teachers in training looking to build a repertoire of successful instructional practices. Highly recommended.

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