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Knee to Knee, Eye to Eye: Circling in on Comprehension Paperback – February 24, 2003

ISBN-13: 978-0325004945 ISBN-10: 0325004943 Edition: 1st
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Editorial Reviews

About the Author

Ardith Davis Cole is a teacher, author, and literacy consultant with 30 years of public school experience. Her work focuses on collaborative methods. "Getting more dialogue into our classrooms and schools is a key to success." she explains, "I believe that I write and speak from the heart and mind of a teacher. I've spent so many wonderful years in the classroom. I've taught students of all ages and worked alongside teachers and kids as a literacy coach." She has also shared her methods and supported educators in other ways-as a university adjunct, an officer in professional literacy organizations, as well as, an independent literacy consultant for schools and organizations throughout North America and abroad. Several professional communities have recognized her dedication by honoring her with local, state and national awards, including the University of Buffalo's Outstanding Alumni Award. She also holds a Ph. D. in Reading from the University of Buffalo. Many have heard her celebrate: "I love being a teacher!" That love has inspired several books and a number of articles (see the following). To learn more about Ardith Davis Cole and her work please visit www.ardithcole.com as well as her YouTube channel. Books by Ardith Davis Cole: Better Answers: Written Performance that Looks Good and Sounds Smart (2nd ed.) Stenhouse 2009 Right-Answer Writing: The Process and the Prompt, Heinemann 2007 Knee-to-Knee, Eye-to-Eye: Circling in on Comprehension, Heinemann 2003 When Reading Begins: The Teacher's Role in Decoding, Comprehension, and Fluency, Heinemann 2004 Better Answers: Written Performance that Looks Good and Sounds Smart, Stenhouse 2002 Literacy Activities for Building Classroom Communities, Pippin Publishing 1998 Articles by Ardith Davis Cole: "It's the Teacher, Not the Program," Commentary in Education Week Commentary, 2003 "Scaffolding beginning readers: Micro and macro cues teachers use during student oral reading," The Reading Teacher, February 2008 "Writing: An Unexamined Gatekeeper," Education Week Commentary, March 2007 "Essays on Tests: Making Writing the 'Gatekeeper' of Content Areas," Education Week Commentary, January 2002 "The Phonics Network: A Channel for Concern," Language and Literacy Spectrum, September 1998 "What Do You Notice?" Reading Teacher, January 1989
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Product Details

  • Age Range: 5 - 11 years
  • Grade Level: Kindergarten - 6
  • Paperback: 176 pages
  • Publisher: Heinemann; 1 edition (February 27, 2003)
  • Language: English
  • ISBN-10: 0325004943
  • ISBN-13: 978-0325004945
  • Product Dimensions: 7.4 x 0.4 x 9.2 inches
  • Shipping Weight: 10.4 ounces (View shipping rates and policies)
  • Average Customer Review: 4.7 out of 5 stars  See all reviews (6 customer reviews)
  • Amazon Best Sellers Rank: #375,032 in Books (See Top 100 in Books)

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Customer Reviews

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Most Helpful Customer Reviews

6 of 6 people found the following review helpful By Teacher-TX on October 27, 2007
Format: Paperback Verified Purchase
My students conversations about literature were many times disappointing. Then I realized that they don't know how to discuss literature. Not only had they never been taught how to do it, I was clueless about how to teach them to do it. This book demonstrates a step-by-step process for teaching students how to have conversations about literature. I know lots of teachers who are using it and seeing enhanced comprehension in their students. Highly recommended.
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1 of 1 people found the following review helpful By Natalie on February 5, 2011
Format: Paperback Verified Purchase
I love this book! I used it with my project for my graduate work and found it to be very interesting. I video taped my students in book clubs before and after instruction and found that their level of questioning rose significantly. They started generating their own questions, critiquing the writer's craft, making connections with their own lives and learning to see other points of view.
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The idea behind this approach is to have students share / discuss what they are reading with another student or other students reading the same work. Approach does contain good suggestions for modeling / teaching conversation skills needed for the approach...and that idea alone is worthy for many students in this day...
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