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Reading power : teaching students to think while they read / by Gear, Adrienne.;
Includes bibliographical references: pages 135-142.
Subjects: Reading comprehension.; Reading (Elementary); Lecture; Lecture (Enseignement primaire);
Available copies: 1 / Total copies: 1
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Super why : ABC letter game. by Briarpatch (Firm);
For ages 3 and up.
Subjects: Board games.; Jeux de plateaux.; Educational games.; Reading (Primary); Lecture (Enseignement primaire);
Available copies: 1 / Total copies: 1
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Every child reading / by Morris, Darrell.(CARDINAL)380555; Slavin, Robert E.(CARDINAL)521007;
Includes bibliographical references and indexes.
Subjects: Reading (Kindergarten); Reading (Elementary); Lecture (Jardin d'enfants); Lecture (Enseignement primaire);
Available copies: 1 / Total copies: 1
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Reading strategies that work : teaching your students to become better readers / by Robb, Laura.(CARDINAL)373426;
Bibliography: pages 93-94.Teaching ideas to help students learn reading strategies which are intended to develop their skills in and enjoyment of reading.
Subjects: Reading comprehension; Reading (Elementary); Lecture; Lecture (Enseignement primaire);
Available copies: 1 / Total copies: 1
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The reading strategies book 2.0 : your research-based guide to developing skilled readers / by Serravallo, Jennifer,author.(CARDINAL)486937;
Includes bibliographical references (pages 433-462).Emergent literary and language development -- Engagement and motivation -- Accuracy -- Fluency -- Comprehending plot and setting -- Comprehending characters -- Comprehending theme -- Comprehending topics and main ideas -- Comprehending key details -- Comprehending text features -- Comprehending vocabulary and figurative language -- Conversation -- Writing about reading."The Reading Strategies Book 2.0 is designed to be a trusted, research-aligned companion for any K-8 reading classroom--no matter your curriculum, subject area, or instructional approach. Connect crucial research to powerful practice, whether you need engaging lessons for whole-class teaching, support for small-group instruction, ideas for intervention, or ways to fill gaps in a core curriculum. The friendly design makes it easy to find strategies that meet every student where they are now"--
Subjects: Instructional and educational works.; Matériel d'éducation et de formation.; Reading.; Books and reading.; Education, Elementary.; Livres et lecture.; Enseignement primaire.;
Available copies: 1 / Total copies: 1
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How to prevent reading difficulties, grades PreK-3 : proactive practices for teaching young children to read / by Weakland, Mark,author.(CARDINAL)499315;
Includes bibliographical references (pages 239-250) and index.The reading brain. From Lizard to Linnaeus ; Halves and wholes ; Circuits and lobes ; Questions and answers ; The eternal triangle ; The language pathway: linking semantics and phonology ; The lexical pathway: the importance of orthography ; The sublexical pathway: sounding it out -- What are reading difficulties? A range of behaviors ; Terms to describe difficulties ; Two case studies ; The simple view of reading ; To better understand difficulties, graph the simple view ; We can prevent problems -- Highly effective teaching techniques. Use repetition and distributed practice ; Teach directly and explicitly ; Instantly correct errors ; Give wait time ; Activate the senses with a multisensory component -- Building language comprehension. Components of language comprehension ; Practices to build and strengthen language comprehension ; Vocabulary instruction that builds background knowledge ; Bringing it all together: the interactive read-aloud ; Why language comprehension is so important -- Building phonological skills. Phonological, phonemic, and phonics ; Advanced phonological awareness is important ; Activities that teach large chunks of sound: phonological awareness ; Activities that teach the smallest chunks of sound: phonemic awareness ; Phonological foundations -- Building orthographic skills. Review of orthography and the brain dictionary ; Building letter-sound associations ; Noticing and using patterns for reading, spelling, and vocabulary meaning ; Read, read, read -- Reading: guided, repeated, independent. More reading for every student ; Small-group guided reading ; Reading to develop fluency ; Reading poems: shared, guided, and independent ; Supported independent reading -- What's next."This book informs and reminds teachers of instructional best practice for teaching young children how to read, as well as the science behind it. Teachers will learn specific types of instruction to use with K-3 learners that can prevent many reading difficulties"--
Subjects: Reading (Early childhood); Reading (Primary); Reading, Psychology of.; Lecture (Enseignement primaire); Lecture (Première enfance); Lecture;
Available copies: 1 / Total copies: 2
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Who can help?
Find Dick -- Who can help? -- See what I see -- Little boat -- What can Dick make? -- See it go -- Little Tim can help.A collection of reissued stories with simple vocabulary featuring Dick, Jane, and other familiar characters.Accelerated Reader ARAccelerated Reader ARAccelerated Reader
Subjects: High interest-low vocabulary books.; Readers (Publications); Fiction.; Readers; Anglais (Langue);
Available copies: 32 / Total copies: 44
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Beware the Vikings / by Boyd, David,1951-(CARDINAL)430218; Rooth, Mike.(CARDINAL)548219;
Subjects: Readers (Publications); Readers; Anglais (Langue); Anglais (Langue);
Available copies: 1 / Total copies: 1
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The 10 grossest bugs / by Littlefield, Angie.(CARDINAL)772121; Littlefield, Jennifer.(CARDINAL)559134;
IG990LAccelerated Reader AR
Subjects: Readers (Publications); Readers; Anglais (Langue); Anglais (Langue);
Available copies: 1 / Total copies: 1
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Guiding readers and writers, grades 3-6 : teaching comprehension, genre, and content literacy / by Fountas, Irene C.(CARDINAL)330425; Pinnell, Gay Su.(CARDINAL)721945;
I: Breakthrough to literacy: powerful teaching for all students -- 1. Becoming lifelong readers and writers: the goal of the intermediate literacy program -- 2. Achieving literacy with a three-block framework: language & word study, reading, and writing -- 3. Investigating and using language: the language and word study design -- 4. Becoming joyful readers: the reading workshop -- 5. Developing accomplished writers: the writing workshop -- 6. Making it work: organizing and managing time, space, and resources -- Struggling readers and writers: teaching that makes a difference -- II: Independent reading -- 7. Encouraging independent reading -- 8. Planning effective minilessons and conferences -- 9. Getting started: the first twenty days of independent reading -- 10. Writing to explore meaning: reader's notebook -- Struggling readers and writers: teaching that makes a difference -- III: Guided reading -- 11. Understanding guided reading -- 12. Planning for guided reading -- 13. Dynamic grouping for effective teaching in guided reading -- 14. Selected, introducing, and using leveled texts -- Struggling readers and writers: teaching that makes a difference -- IV: Literature study -- 15. Discovering literature study: the essential elements -- 16. Putting literature study in action -- 17. Responding to literature: multiple paths to deeper meaning -- Struggling readers and writers: teaching that makes a difference -- V: Comprehension and word analysis -- 18. Understanding the reading process -- 19. Teaching for comprehending written text: across the language and literacy framework -- 20. Teaching for sustaining strategies in guided reading -- 21. Teaching for connecting and expanding strategies in guided reading -- 22. Teaching for word-solving: phonics, spelling, and vocabulary -- Struggling readers and writers: teaching that makes a difference -- VI: The reading and writing connection -- 23. Teaching genre and content literacy: exploring fiction and nonfiction texts -- 24. Creating and poetry workshop: reading, writing and the arts -- 25. Exploring the writer's terrain: writer talks, writer's notebooks, and investigations -- 26. Supporting readers and writers: tools that make a difference in comprehending and constructing texts -- 27. Understanding the "testing genre": preparing students for high-quality performance -- 28. Making teaching decisions using continuous assessment -- Struggling readers and writers: teaching that makes a difference.
Subjects: Language arts (Elementary); Reading (Elementary); English language; Arts du langage (Primaire); Lecture (Enseignement primaire); Anglais (Langue);
Available copies: 1 / Total copies: 1
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Results 1 to 10 of 25 |