Title: Teaching the Information Generation: Strategies for Helping Primary Readers Understand the Fact-Filled Texts They Encounter Throughout Their School Years (Theory and Practice)
Publisher: Scholastic Teaching Resources (Theory an
Publication Date: 2007
Language: English
ISBN 10: 0439517826
ISBN 13: 9780439517829
Binding: Paperback
Condition: Very Good
Dust Jacket Condition: No Jacket
Weight: 2.15 pounds

About this title

Synopsis

Easy-to-implement cognitive strategies that help K 3 teachers develop skills they need to access nonfi ction texts, such as identifying facts, interpreting facts, making connections to facts, and building knowledge. The author demonstrates how to model strategies and help students apply them to print and electronic sources. Each chapter is organized around consistent framework that provides: A theoretical overview of the strategy. A mind picture for describing the strategy to young learners. Ways to teach the strategy to the whole class and in small groups. Ways to help students apply the strategy to their own reading and writing. Ways to assess students to make sure they're using the strategy wisely. The result: students move from literal to conceptual understanding of the texts they read. They become information literate, ready for more challenging reading in the upper grades.

About the Author

Over the past two decades, Vicki Benson Castagna has been an elementary classroom teacher, special ed/learning disabilities teacher, elementary principal, and college professor. She is a popular workshop and inservice speaker, working extensively across the nation-and the world. She worked for 10 years in international schools in South America.

Vicki's research and instructional strategies in the area of comprehension have gained national attention. She co-authored, with Carrice Cummins, The Power of Retelling for the Wright Group and developed the company's national workshop on fiction and nonfiction retelling. She received her doctorate from the University of Alabama, where she earned the Outstanding Dissertation Award for the College of Education for her research about beginning teachers in their transition to constructivist teaching. Her current work focuses on helping teachers make fiction and nonfiction text explicit to young readers by using cognitive strategies.

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