1. Short Text
1.1. "Short text" is often what we read in our everyday lives, and reading in school should reflect what students will be doing in their future everyday lives.
1.2. Short text is often easily read aloud, well crafted, intensely focused on an issue, is self-contained, good for teacher modeling and covers a wide range of topics.
1.3. Consider the following when selection short text:
1.3.1. Purpose--be clear about what we want children to learn
1.3.2. Audience--keep student's age, interests and learning needs.
1.3.3. Genre--choose different genres to expose students to different characteristics of each.
1.3.4. Topic--choose books that build background knowledge and provide opportunity to explore and learn.
1.3.5. Writing quality--look for vivid writing that will capture students' attention.
1.3.6. Text structure & features--chose different structures so students can examine them and recognize them when they encounter them.
1.4. Short text can improve comprehension
1.4.1. Background knowledge--connect new information to what they already know.
1.4.2. Questioning--picking texts that spark wonder and inquiry.
1.4.3. Inferring--Merges thinking with clues in text.
1.4.4. Visualizing--text that paints pictures with the words and uses active verbs to also show the story.
2. Helping Students Choose Text
2.1. Readability
2.1.1. Easy Books
2.1.1.1. Can read every word and understand ever idea.
2.1.2. Challenging Books
2.1.2.1. Many unreadable words and many confusing ideas.
2.1.3. Just-Right Books
2.1.3.1. Can read most words and understand most ideas.
2.2. Purpose
2.2.1. Purpose influences the level of difficulty of a book.
2.3. Interest
2.3.1. When students are more interested in a topic they can read more difficult material.
3. Possibility of Picture Books
3.1. Older Children
3.1.1. Guided discussion
3.1.2. Books with more sophisticated content displayed in a more relaxed way
3.2. Younger Children
3.2.1. Read alouds for non-readers
3.2.2. Learn strategies through listening and viewing
3.3. Reluctant Readers
3.3.1. Pictures help access meaning
3.3.2. Captivating pictures, graphs, captions and print types to engage reader
3.4. Diverse Learners
3.4.1. Make connections between text and pictures to better understand ideas
3.4.2. Picture books can build background knowledge for content areas
3.5. Build Background and Teach Content
3.5.1. Enhances understanding of content and provides facts and information
3.5.2. Focuses attention one topic at a time
3.6. Challenge Kids to Think
3.6.1. Children can follow pot lines and complex characters
3.6.2. Books with more mystery push children to question and make inferences
3.7. Just Because we Love them
3.7.1. Children follow the leader, if you love reading, they will be more open to it
3.7.2. Sharing favorite books has students get to know their teacher better too
4. Textbooks
4.1. Active Reading
4.1.1. Selectivity: Read smaller sections more carefully
4.1.2. Read sections in class
4.1.3. Preteaching and previewing
4.1.4. Paraphrase information
4.1.5. Take notes and use graphic organizers
4.1.6. Turn and talk with information
4.1.7. Use jigsaw strategy
4.2. Teaching Kids to Read Textbooks
4.2.1. Navigating the Format
4.2.1.1. Look at progression of ideas
4.2.1.2. Use of glossary/index to find information
4.2.2. Learning from Text and Visual Features
4.2.2.1. Use text features: bold, italics, headings etc.
4.2.2.2. Use visual features: graphs, charts, photos
4.2.3. Previewing the Chapter
4.2.3.1. Skim and scan material, asking questions
4.2.3.2. Notice writing structure
4.2.4. Vocabulary and Concept Lessons
4.2.4.1. Activate prior knowledge and preteach
4.2.4.2. Use of context clues
4.2.4.3. Word walls, illustrations and partner work
4.2.5. Note-taking Lessons
4.2.5.1. React on sticky notes, underline, think sheets
4.2.5.2. Copy information to practice not taking
4.2.6. Summarizing and Synthesizing Lessons
4.2.6.1. Read with questions in mind, target key info, find the big idea,
4.2.6.2. Avoid focusing on less important information