High attention reading : preparing students for independent reading of informational text /
"High Attention Reading offers a new way to get students of all reading levels to independently read informational texts with more effort, attention, and stamina. Hale argues that increasing the number of informational texts children read is important but not enough to achieve this goal. In ord...
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| Main Author: | |
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| Format: | eBook |
| Language: | English |
| Published: |
New York, NY :
Teachers College Press,
[2022]
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| Subjects: | |
| Online Access: | CONNECT (1 user limit) CONNECT (1 user limit) |
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| 100 | 1 | |a Hale, Elizabeth, |d 1971- |e author. | |
| 245 | 1 | 0 | |a High attention reading : |b preparing students for independent reading of informational text / |c Elizabeth Hale. |
| 264 | 1 | |a New York, NY : |b Teachers College Press, |c [2022] | |
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| 504 | |a Includes bibliographical references and index. | ||
| 588 | |a Description based on online resource; title from digital title page (viewed on November 15, 2022). | ||
| 520 | |a "High Attention Reading offers a new way to get students of all reading levels to independently read informational texts with more effort, attention, and stamina. Hale argues that increasing the number of informational texts children read is important but not enough to achieve this goal. In order to prepare students for the reading demands of high school, it is essential that we provide strategic scaffolding for the habits of mind required to read this genre at a high level and the motivation to do so. The author introduces elementary and middle school teachers to a format called HART (High Attention Reading through Talking) that uses purposeful, intermittent student talk to heighten engagement and accountability during independent reading. The book includes easy-to-implement lessons to get started with HART, as well as discussions about the relationships among motivation, engagement, and content area reading. Chapters describe how HART scaffolds and supports student ownership of background knowledge, content vocabulary, and critical thinking about texts. Teachers will learn how to create conditions that foster motivation and engagement with informational text, while also creating authentic accountability to help students read to their potential."--publisher. | ||
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