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Antislavery heroes are the focus of this lesson. Students research a historical figure who played a key role in the abolition of slavery, and then create a three-dimensional biographical mobile. Boars and Baseball: Making Connections. In this lesson, students will make text-to-self, text-to-text, and text-to-world connections after reading In the Year of the Boar and Jackie Robinson.

After sharing and discussing connections, students choose and plan a project that makes a personal connection to the text.

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All rights reserved. Teacher Resources by Grade. Grades 6 — 12 Author. Scott Filkins Champaign, Illinois.

Content and Language Together

Research Basis Strategy in Practice Related Resources In this strategy guide, you'll learn how to organize students and instruction to establish a sense of purpose for reading authentic texts in the content areas. Research Basis. Reading is a way to gain exposure to and develop tentative understandings of content. Reading is vital means of exposing learners to what thinking in your content area looks and sounds like.

Using Features of Literary and Informational Text to Guide Reading This resource shows teachers modeling how to read aloud literary and informational texts and use think-alouds. Formal Writing Across the Content Areas This resource explores instructional practices for incorporating formal writing into English language arts, mathematics, science, and social studies instruction.

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Print Share. Related Items. No resources. Texas Education Agency N. All Rights Reserved. Effects of interactive vocabulary instruction on the vocabulary learning and reading comprehension of junior-high learning disabled students. Learning Disability Quarterly , 13 , 31 — Semantic feature analysis and long term learning. Lalik Eds. Journal of Learning Disabilities , 22 , — Knowledge, use, and control of an interactive cognitive strategy for learning from content area texts.

Bulgren, J. Effectiveness of a concept teaching routine in enhancing the performance of LD students in secondary-level mainstream classes. Learning Disability Quarterly , 11 , 3 — Cross, D. Journal of Educational Psychology , 80 , — Duffy, G. Why strategy instruction is so difficult and what we need to do about it. McCormick, G. Pressley Eds. Cognitive research: From basic research to educational applications pp.


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New York: Springer-Verlag. Disentangling the complexities of instructional effectiveness: A line of research on classroom reading instruction. Lalik Eds , Issues in literacy: A research perspective Thirty-fourth yearbook, pp. Durkin, D.

Chapter 3. C = Content Reading Strategies

What classroom observations reveal about comprehension instruction. Reading Research Quarterly, 14 , — Engelmann, S. Theory of instruction: Principles and applications. New York: Irvington. Englert, C. Making writing strategies and self-talk visible: Cognitive strategy instruction in writing.

Reading in Content Areas - With Research-Based CRISS Strategies - potyducono.ga2

Learning Disability Quarterly , 11 , 18 — Frayer, D. A schema for testing the level of concept mastery Working Paper No. Glaser, R. Education and thinking: The role of knowledge. American Psychologist , 39 , 93 — Garner, R. Metacognition and reading comprehension. Norwood, NJ: Ablex. Goodman, K.

Reading with Purpose in the Content Areas - ReadWriteThink

Unity in reading. Niles Eds. Graves, A. Effects of direct instruction and metacomprehension training on finding main ideas. Learning Disabilities Research , 1 , 90 — Irwin, P.


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A procedure for assessing the richness of retellings. Journal of Reading , 26 , — Johnson, D. Teaching reading vocabulary 2nd ed. Klausmeier, H. Conceptual learning and development. Corsini Ed. New York: Wiley. Klausmeier, J.