However, the fact that there was little (if any) monitoring of the students’ understanding of the books they read led to the break down in the effectiveness of her reading program. [...] Students are permitted to use the independent reading time as a time to go to the library to choose or exchange books. [...] She had learned strategies to overcome the challenges she The Reading 8-Box 13 would face, and developed stamina and perseverance to “go the distance.” She had found ways to maintain her focus and avoid distractions, and, in the end, the years of preparation paid off. [...] We need to provide them with the strategies to overcome challenges, the perseverance to go the distance, the focus to avoid distractions, and the skills to understand and enjoy the journey. [...] Time during read-aloud or guided reading needs to be devoted to instruction on the various reading skills, so that the students are not trying to “figure out the instructions” as they are reading and trying to apply these instructions to their text.
Authors
- Bibliography, etc. Note
- Includes bibliographical references (p. 151-152) and index
- Control Number Identifier
- CaOOCEL
- Dewey Decimal Classification Number
- 372.47
- Dewey Decimal Edition Number
- 22
- General Note
- Issued as part of the desLibris books collection
- ISBN
- 9781551382258 9781551387963
- LCCN
- LB1573
- LCCN Item number
- D65 2008eb
- Modifying agency
- CaBNVSL
- Original cataloging agency
- CaOONL
- Physical Description | Extent
- 1 electronic text (158 p.)
- Published in
- Canada
- Publisher or Distributor Number
- CaOOCEL
- Rights
- Access restricted to authorized users and institutions
- System Control Number
- (CaBNVSL)slc00227187 (OCoLC)755883008 (CaOOCEL)439200
- System Details Note
- Mode of access: World Wide Web
- Transcribing agency
- CaOONL
Table of Contents
- Cover 1
- Contents 4
- Introduction 8
- 1. Independent Reading and the Reading 8-Box 10
- The Need for Independent Reading 10
- The Need for Accountability 11
- Elements of Effective Reading Instruction 13
- Read-Aloud 13
- Shared Reading 13
- Guided Reading 13
- Independent Reading 14
- The Reading–Writing Connection 15
- The Reading 8-Box 16
- Reading 8-Boxes and Reading Competencies 17
- Active Teaching of Reading Strategies 17
- Building Stamina 18
- Maintaining Focus 18
- Routines and Procedure 18
- Selecting Suitable Texts 18
- The Form of the Reading 8-Box 18
- Assessment 23
- Using Rubrics 24
- Assessment for Learning 24
- 2. Box 1: My Reading 26
- Helping Students Select Texts 26
- One Text vs. Many 26
- Text Selection Task Descriptions 27
- Reproducible Task Boxes 29
- 3. Box 2: Elements of Text 30
- Non-Fiction Texts 30
- Fiction Texts 31
- Text Elements Task Descriptions: Fiction 32
- Text Elements Task Descriptions: Non-Fiction 35
- Reproducible Task Boxes 37
- Rubric for Text Elements 42
- 4. Box 3: Word Skills 43
- Word Skills Task Descriptions 44
- Reproducible Task Boxes 48
- Rubric for Word Skills 53
- 5. Box 4: Taxonomy of Thinking 54
- Connecting Bloom’s Taxonomy to Reading Skills 56
- Literal Understanding Task Descriptions 58
- Interpretive Understanding Task Descriptions 59
- Reproducible Task Boxes 61
- Evaluative Understanding Task Descriptions 65
- Reproducible Task Boxes 67
- Rubric for Taxonomy 70
- 6. Boxes 5–8: Reading Strategies 71
- Monitoring Understanding 71
- Monitoring Understanding Task Descriptions 73
- Reproducible Task Boxes 75
- Rubric for Monitoring Understanding 77
- Connecting 78
- Connecting Task Descriptions: Fiction 79
- Connecting Task Descriptions: Non-Fiction 81
- Reproducible Task Boxes 83
- Rubric for Connecting 87
- Questioning 88
- Questioning Task Descriptions: Fiction 88
- Questioning Task Descriptions: Non-Fiction 91
- Reproducible Task Boxes 92
- Rubric for Questioning 96
- Visualizing 97
- Visualizing Task Descriptions: Fiction 97
- Visualizing Task Descriptions: Non-Fiction 99
- Reproducible Task Boxes 100
- Rubric for Visualizing 103
- Inferring 104
- Inferring Task Descriptions 105
- Reproducible Task Boxes 107
- Rubric for Inferring 109
- Predicting 110
- Predicting Task Descriptions 111
- Reproducible Task Boxes 112
- Rubric for Predicting 113
- Determining Importance 114
- Determining Importance Task Descriptions: Fiction 115
- Determining Importance Task Descriptions: Non-Fiction 117
- Reproducible Task Boxes 119
- Rubric for Determining Importance 124
- Synthesizing 125
- Synthesizing Task Descriptions 126
- Reproducible Task Boxes 128
- Rubric for Synthesizing 131
- 7. Reading 8-Boxes in the Classroom 132
- Finding the Right Combination 132
- Assembling the Reading 8-Boxes 134
- Teaching One Box at a Time 134
- Model through Read-Aloud 135
- Try Out with Guided Reading 135
- Gradual Release of Responsibility 135
- Putting It All Together 136
- Using Reading 8-Boxes 137
- The Circle of Instruction 138
- Reading 8-Box Template 139
- Appendix: Suggested Reading 8-Boxes 142
- Fiction: Primary Grades 142
- Fiction: Junior Grades 144
- Non-Fiction: Primary Grades 147
- Non-Fiction: Junior Grades 148
- Acknowledgments 150
- References 152
- Index 154
- A 154
- B 154
- C 154
- D 155
- E 155
- F 155
- G 155
- I 155
- K 156
- L 156
- M 156
- N 156
- P 156
- Q 156
- R 156
- S 157
- T 157
- U 158
- V 158
- W 158
