By Gerald G. Duffy

This bestselling instructor source and extensively followed textual content demonstrates the "whats," "whys," and "how-tos" of particular analyzing guide for suffering K–8 freshmen. The booklet describes 23 talents and techniques linked to vocabulary, comprehension, note reputation, and fluency. how you can clarify each one ability or approach are illustrated in real-world examples that academics can use as beginning issues for his or her personal classes. keeping the straight-talking type that made the earlier version so renowned, the second one version has been revised and up-to-date to mirror reader suggestions and the most recent research. New to This version* contains vital new study on vocabulary and comprehension.* more suitable emphasis on embedding guideline in actual interpreting experiences.* A bankruptcy on educating "big-picture" principles approximately procedure use.* Revised instructing examples are much more thorough and instructor pleasant.

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Extra resources for Explaining Reading, Second Edition: A Resource for Teaching Concepts, Skills, and Strategies (Solving Problems in the Teaching of Literacy)

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Without lots of easy reading, students seldom develop the sense of what it feels like to be fluent. But in cases where lots of easy reading does not result in fluency, we should assess whether students recognize many words at sight and/or whether they use the words’ meanings to determine voice inflection and phrasing. What Do We Do for English Language ­Learners? English language learners (ELLs) often are in particular need of explicit explanations. But what we teach such students is not different from what we teach an English-­speaking child.

Using response journals to communicate ideas and thoughts. •• Writing that is actually sent to someone. Another reason why we read is because it is fun. We can build big understandings about this idea in the following ways: •• Read good literature to students on a daily basis, and in the process make explicit statements about the fun and joy of reading. •• Schedule daily DEAR (Drop Everything and Read) time or SSR (sustained silent reading) time and read yourself during this time, looking for opportunities to giggle or to smile while reading and then using these occasions to talk with the class about why reading is fun.

It is a strategy because it must be applied thoughtfully, not automatically or unconsciously. Using Word Walls There are two kinds of word walls. One is an alphabetic word wall. It lists alphabetically words students are expected to spell correctly. If they do not remember how to spell the word but they know the first letter, they can look at the word wall to determine the correct spelling. A second kind of word wall—and the one most relevant here— is used to help students decode by analogy. When a word having a 30 BACKGROUND TO EXPLAINING common spelling pattern is encountered in reading, it is identified and learned as a sight word.

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