Subjects Matter: Every Teacherã¢â‚¬â„¢s Guide to Content-area Reading (2nd Ed.), Pdf
While I had to read this for a course, I was impressed enough by it to give it 4 stars, as it goes above and beyond a dry education textbook. Harvey Daniels and Steven Zemelman's "Subjects Matter: Every Teacher's Guide to Content-Area Reading" is an excellent overview of a non-mandated but highly-suggested program that many school districts take, with varying degrees of success, tried to implement. While some schools practise it better than others (and some don't even try), it probably hasn't been embraced sufficiently enough to make a difference in public schools, which is why private school settings seem to have a better fourth dimension with it. I remember hearing about this during an in-service during my student pedagogy days (which was, sadly, 10 years ago). As whatsoever teacher knows, in-services are a waste of time, literally. No teacher I know likes them, every bit they waste valuable time that teachers could exist using to grade papers, write lesson plans, read a volume, watch a film, stare at nothing, or slumber. Unfortunately, administrators usually require teachers to attend them equally a manner to justify their own ridiculous jobs and pay. Occasionally, in-services practise offering useful communication and ideas. Equally was the case that day, I thought, merely no i else seemed very interested. During that in-service, the program was called "Writing Across the Curriculum", but I accept heard it called many different things: interdisciplinary writing, reading beyond content, content-area reading, etc. Substantially, it's the idea that reading/writing should be utilized in EVERY content area, not only Language Arts, as a style not only to improve reading/writing skills (which, according to studies, information technology has) but to also improve a educatee's agreement of the detail content area (which, likewise according to studies, it has). In other words, having students read and write more in science, math, fine art, and pays.ed. volition not merely make them better readers and writers in full general, information technology will likewise improve their grades in those given classes. It seems intuitive, but for many teachers---about of whom are already inundated with paperwork---the thought of them calculation More to their already-busy daily schedule is frustrating, to say the least. As a teacher who has seen the ridiculous number of useless hoops teachers must leap through (some of which are federally-mandated), I can't arraign them, despite the fact that content-area reading is a good idea. Which is why I think Daniels/Zemelman's book should be required reading for teachers. Information technology doesn't inquire teachers to undergo a major epitome shift. It offers very specific, detailed reading and writing strategies that any teacher in any content area can utilize easily. In some cases, the strategies may even reduce the amount of work a teacher has to practice, as it enables students to self-larn, which is what any good teacher tries to inculcate in students.
I'grand all the same reading all the details but I found this book to exist actually helpful and insightful for me, and so I could pin downwards some of my vague ideas of having kids in biological science classes still do reading and writing. Also the section on dissimilar reading strategies was helpful since I haven't taken any methods classes notwithstanding. Not sure how relevant this is for English language/lit teachers but for science/math folk I recollect it'south great.
This book covers some material that might be familiar to many past at present, but the information on how teachers can use reading outside the textbook in subject field areas other than English language is well organized with complete explanations merely without repetition. The research underpinnings are mainly bars to the terminal chapter which makes it easier to become a good pic of the techniques kickoff before reviewing the research.this is frankly more time efficient for busy teachers. Few repeats, examples carefully chosen and short, lots of different activities and options. Good stuff.
Many practical and appreciated strategies that made it a quick read. Still, I've heard most of it earlier - but that's the error of my education classes, not the book. Not painful or patronizing - perchance, sadly, the best that can be said of about books on secondary pedagogy.
Great book. I hated that I HAD to read it for grad school. Equally always, Daniels provides great ideas and strategies in a very real and understandable way.
Excellent text for my Literacy in the Content Areas course.
One day an announcement was sent through teacher e-mail: a book study for GT credit. I really don't need any more GT credit so I was about to delete it when I saw the author: Harvey Daniels. I learned well-nigh literature circles through his work. I was in. When I read these kinds of books, I tend to await at them through a struggling readers's teacher'due south eyes. I need ways to motivate my struggling readers. This volume, though, applied to both my struggling readers and the preAP (honors) students. A lot of the information is anecdotal. Causes and effects may or may not match. But I agree with the underlying philosophy (read more!) so I tin can ignore the lack of "real" evidence. I'd recommend this volume to any teacher who has a master or administrator who wonders why the students are "wasting time" reading in the classroom.
I read this equally a textbook, but it's ane that I'll be keeping. It took me a while to read it as an informative book rather than a textbook, considering in the latter'south light the text is almost frustrating. One time you read it from a "learning" perspective and not a "teach me" perspective, it's really a groovy book. The strategies information technology contains are interesting and I will be trying many of them. The list of trade books it contains I accept bookmarked considering many of them I want to read for fun! I probably wouldn't recommend information technology for people who won't be teachers, but anyone who is interested in teaching students, or their children, about reading and connecting with reading, might benefit from checking out this book.
This is a great resource for anyone who teaches reading and especially content teachers who should teach reading. The roughly thirty pages of content area reading titles as well as the twoscore pages of before-during-after reading strategies make this a resource worth buying for the practicing teacher, but there is so much more. Authors Daniels and Zimmerman also provide research on why textbooks are not plenty, how to apply a textbook finer, building a community of learners and creating reading workshops and book clubs, developing research units, helping struggling readers and analyzing the electric current reading enquiry. I taught from this book in a nonfiction reading strategies class, but it offers insights for season professionals likewise equally novice teachers.
Despite my irritation at taking this class (aimed at eye and loftier schol teachers, while I am a preschool speech-therapist) I thought this was agreat volume with lots of proficient points. It has a list of recommended "trade" books (non text books)for discipline content from English novels to History to Math, and I plan to endeavour to read some from each area, just to exist a well rounded individual.
Excellent for any teacher (or parent) who has always wondered why kids can "read" a whole text volume and yet "non get it".
Displaying 1 - 10 of 33 reviews
quinlivanlicninhat.blogspot.com
Source: https://www.goodreads.com/book/show/502821.Subjects_Matter
0 Response to "Subjects Matter: Every Teacherã¢â‚¬â„¢s Guide to Content-area Reading (2nd Ed.), Pdf"
Post a Comment