000			06443nam a22004574i 4500
005			20250919002805.0
008			150323s2014 caua bi 001 0 eng
020			_a9781452283104 (pbk.) _cRM 118.66
020			_a1452283109 (pbk.)
039		9	_a201506040937 _basrul _c201505261148 _dlan _c201505211435 _dfakrul _y03-23-2015 _zfakrul
040			_aDLC _beng _erda _cDLC _dYDX _dBDX _dYDXCP _dMEU _dOCLCF _dAU@ _dCDX
042			_apcc
090			_aLB1576.B368
090			_aLB1576 _b.B368
100	1		_aBarclay, Kathy, _eauthor.
245	1	4	_aThe everything guide to informational texts, K-2 : _bbest texts, best practices / _cKathy Barclay, Laura Stewart, with Deborah M. Lee.
246	1	8	_ispine title : _aThe everything guide to informational texts, K-2.
264		1	_aThousand Oaks, Calif. : _bCorwin, _c[2014].
264		4	_c© 2014.
300			_axv, 273 pages : _billustrations ; _c28 cm.
336			_atext _2rdacontent
337			_aunmediated _2rdamedia
338			_avolume _2rdacarrier
504			_aIncludes bibliographical references : (p. 255-259) and index.
505	0		_aMachine generated contents note: ch. 1 New Standards, Timeless Goals: How Informational Texts Can Help Make Every Child a Reader -- A Crash Course on the Common Core -- The College and Career Readiness Anchor Standards for Reading -- Naming the Skills Involved in Reading Nonfiction and Fiction -- Where Do We Go From Here? -- ch. 2 Bringing Informational Texts Into Your Teaching -- Goal 1 Expose Children to More Complex Texts -- Goal 2 Pay More Attention to Oral Language -- Goal 3 Be More Intentional -- Goal 4 Differentiate Instruction -- Goal 5 Explicitly Teach From the Text -- ch. 3 The How-To's of Selecting Stellar Texts -- The New Nonfiction -- Evaluating Format and Visual Appeal -- Evaluating Accuracy and Authenticity -- Evaluating Writing Style and Appropriateness for Young Children -- Evaluating Potential Content and Curricular Connections -- ch. 4 The Top Ten: Focus on These High-Impact Comprehension Strategies.
505	0		_aContents note continued: Teaching High-Impact Skills and Strategies for Comprehending Informational Text -- 1. Use prior knowledge -- 2. Make inferences (predict, determine cause and effect, draw and support conclusions) -- 3. Visualize information -- 4. Ask and answer questions -- 5.Compare and contrast text and pictures -- 6. Determine key ideas and details -- 7. Interpret information from graphs, charts, and diagrams -- 8. Use references and resources -- 9. Summarize and synthesize -- 10. Monitor comprehension and use fix-up tips -- ch. 5 Demystifying What Makes Lessons Effective: The Lesson Plan Template -- The Overarching Goal of Informational Text Lessons: Rigorous Text Experiences for All Students -- The Four Lesson Steps -- A Detailed Look at the Lesson Template -- Summary of the Lesson Plan Action Steps -- How the Template Addresses CCSS for Informational Text -- How the Template Helps You Model Text-Based Responses -- How the Template Addresses Foundational Skills.
505	0		_aContents note continued: How the Template Addresses Interdisciplinary Learning -- ch. 6 Informational Text Read-Aloud Lessons in Kindergarten -- The Common Core Standards for Informational Text Read-Alouds -- Using the Lesson Plan Template for the Read-Aloud -- Step 1 Prepare to Read -- Step 2 Guide Reading -- Step 3 Explicitly Teach From the Text -- Step 4 Facilitate Connections -- Miss Webb's Kindergarten Class: A Sample Informational Text Read-Aloud Lesson -- Kindergarten Informational Text Standards Included -- ch. 7 Informational Text Lessons in First Grade -- What's Different About First Grade? -- Mrs. Stacker's First Graders: A Sample Informational Text Guided Reading Lesson -- First Grade Informational Text Standards Included -- Other Standards Addressed -- ch. 8 Informational Text Lessons in Second Grade -- What About Students Who Are Not Reading With Grade-Level Proficiency? -- Mr. Morris's Second Graders: A Model Informational Text Guided Reading Lesson.
505	0		_aContents note continued: Second Grade Informational Text Standards Included -- Other Standards Addressed -- ch. 9 Embedding Informational Texts in Units of Study -- An Interdisciplinary Focus -- Planning Units of Study: Who Does What? -- Selecting High-Quality Informational Literature for Units of Study -- Characteristics of Narrative and Expository Text -- Concluding Thoughts -- APPENDIX A Checklist for Evaluating Informational Literature -- APPENDIX B Common Core State Standards (CCSS) Checklists -- Kindergarten CCSS Checklist -- First Grade CCSS Checklist -- Second Grade CCSS Checklist -- APPENDIX C Lesson Plan Template -- APPENDIX D Topical List of Informational Literature -- APPENDIX E Annotated Bibliography of Children's Books.
520			_aMany educators, overwhelmed by the increasing demands of the profession and by the effort that the move to the Common Core Standards requires, continue to view fiction text as the primary source for both read aloud experiences and beginning reading instruction. This text helps all educators and prospective educators see nonfiction texts as an important component of all aspects of the PreK-2 curriculum and to provide them with practical, proven tools for selection and use of a wide variety of informational literature, including books, magazines, charts, graphs, digital media, and more. The authors examine why a balance of informational and narrative text is so important, and what recent research reveals about the value of using nonfiction text with young children. Those working most closely with children in kindergarten through second grade classrooms will find this to be a practical resource for understanding the Standards related to nonfiction text, and for selecting and using appropriate informational literature to build young children's background knowledge and their acquisition of foundational reading skills.
546			_aText in English.
650		0	_aLanguage arts (Elementary).
650		0	_aExposition (Rhetoric) _xStudy and teaching (Elementary).
907			_a.b16100530 _b2019-11-12 _c2019-11-12
942			_c01 _n0 _kLB1576.B368
914			_avtls003581562
990			_arab
991			_aFakulti Pendidikan
998			_at _b2015-10-03 _cm _da _feng _gcau _y0 _z.b16100530
999			_c589109 _d589109