Teach Students to Read, Talk, and Write About FictionĬhapter 4. “Who Climbs Everest?” (Excerpt From Tales From the Top of the World: Climbing Mount Everest With Pete Athans) by Sandra AthansĪim 2. “Making Scientists Into Climbers” (Excerpt From Secrets of the Sky Caves: Danger and Discovery on Nepal’s Mustang Cliffs) by Sandra Athans “Isaac Newton and the Day He Discovered the Rainbow” by Kathleen Krull “How Athens Got Its Name” Retelling by Joanna Davis-Swing “How Ada Lovelace Leaped Into History” by Kathleen Krull “Defying Gravity: Mae Jemison” by Anina Robb Reproducible Fiction and Nonfiction Texts Lesson 3.6: Teacher–Student Talk: Conferring Lesson 3.5: Prompting In-the-Head Conversations: Biography Lesson 3.4: Why Characters Change: Small-Group Discussion Using a Short Story Lesson 3.3: Determining the Author’s Purpose: Informational Text Lesson 3.2: Exploring Interpretative Questions: Biography Lesson 3.1: Inferring With Informational Text Lessons That Build Comprehension Skills in Any Genre Lesson in Action: Teacher–Student DiscussionsĬhapter 3. Lesson in Action: In-the-Head Conversations Lesson in Action: Small-Group Discussions Lesson in Action: Whole-Class Discussions Offer Prompts That Keep a Discussion Moving Forward How to Teach Students to Compose Interpretive QuestionsĬhapter 2. Initiating Talk With Questions and Prompts Types of Talk and How They Fit Into the Lessons ![]() Lessons and Texts to Take Students From Talk to Literary Conversationīenefit 1: Talk Supports Recall and Comprehensionīenefit 3: Interactive Talk Becomes a Model for In-the-Head Conversationsīenefit 4: Talk Activates Ideas for Writing About Readingīenefit 5: Talk Changes How Students Think and Feel About Fiction and NonfictionĬoming Full Circle With Literature Circles Introduce Students to Six Types of Comprehension-Building ConversationsĬhapter 1. Achieve high levels of performance around inferring, comparing and contrasting, summarizing and synthesizing, and other key skills by way of classroom conversations that make these advanced levels the normĪim 1.Help your readers get in a read-talk-write flow, and know how to move from reading to talking to writing, to bring about deeper thinking. ![]()
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