Gaining the skills to critically read a wide variety of informational texts is more important than ever for today's K-12 students. This carefully crafted book offers 40 standards-based instructional activities that teachers can immediately put to use in the classroom. Clear rationales and step-by-step instructions are provided for implementing each strategy, together with helpful classroom examples and suggested texts for different grade levels. In a large-size format for easy photocopying, the book includes 44 reproducible worksheets. Purchasers get access to a Web page where they can download and print the reproducible materials. (Prior edition title: 35 Strategies for Guiding Readers through Informational Texts.) New to This Edition Now features more strategies, including 16 that are completely new. Explicit links throughout to the Common Core State Standards (CCSS) and other current standards. Two additional strands of activities: Reading Closely and Discussion. Numerous new and revised reproducible tools—all downloadable. “Teachers will find this book a treasure trove of practical, research-based best-practice strategies. 40 Strategies for Guiding Readers through Informational Texts builds on the previous edition with additional strategies that utilize close reading, citing text evidence, synthesizing information across sources, and text-dependent questions. This is definitely the right book at the right time. It will be useful for staff development and as a supplemental textbook in literacy methods classes.” —Terrell A. Young, EdD, Department of Teacher Education, Brigham Young University “I already use the prior edition of this book to plan my weekly informational text lessons efficiently, but the new edition is even better. It is opening my eyes to even more possibilities to better serve the needs of my students. The strategies are presented in a clear format that can be easily adapted to any curriculum, and are up to date with the CCSS. Classroom teachers, resource teachers, and intervention specialists can use the strategies in whole-group or small-group instruction. When these strategies are implemented, students of all levels are engaged in meaningful discussions and writing activities.” —Arlene Rodriguez Sanchez, MEd, third-grade teacher and reading specialist, San Diego Unified School District About the Authors: Barbara Moss, PhD, is Professor of Literacy Education in the School of Teacher Education at San Diego State University. She has taught English and language arts in elementary, middle, and high school settings, and has worked as a reading coach. Dr. Moss’s research focuses on the teaching of informational texts at the elementary and secondary levels. She regularly presents at professional conferences at the local, state, national, and international levels, and has published numerous journal articles, columns, book chapters, and books. Dr. Moss has served as the Young Adult Literature column editor for Voices in the Middle, a publication of the National Council of Teachers of English. Virginia Loh-Hagan, EdD, is a full-time Lecturer in the School of Teacher Education at San Diego State University, where she is in charge of two teaching credential programs. She is also a curriculum designer, educational consultant, and former K-8 teacher. The author of several academic publications and more than 70 children’s books, Dr. Loh-Hagan serves on several children’s book award committees and is cover editor and columnist for The California Reader, a peer-reviewed journal of the California Reading Association. She is a frequent presenter at state and national conferences. |