- Paperback: 194 pages
- Publisher: The Guilford Press; 1 edition (November 29, 2012)
- Language: English
- ISBN-10: 1462507816
- ISBN-13: 978-1462507818
- Product Dimensions: 9.9 x 6.9 x 0.6 inches
- Shipping Weight: 13.6 ounces (View shipping rates and policies)
- Average Customer Review: 35 customer reviews
- Amazon Best Sellers Rank: #471,062 in Books (See Top 100 in Books)
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Close Reading of Informational Texts: Assessment-Driven Instruction in Grades 3-8 1st Edition
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"Cummins provides a comprehensive instructional framework to engage and empower grades 3-8 learners to read for deep meaning. Because close reading involves thoughtful analysis at the word, phrase, paragraph, and section levels of text, students learn to read beyond a superficial level of comprehension. I definitely recommend this book for use in introductory courses on elementary or middle-level literacy instruction. It also is a valuable tool for professional development contexts in public schools."--Richard T. Vacca, PhD, Department of Teaching, Leadership, and Curriculum Studies (Emeritus), Kent State University
"As a fourth- and fifth-grade teacher, I am always seeking to integrate learning--to bring standards, content learning, and student interests together and develop critical thinking in my students. Cummins's book shows how to do just that. She recognizes that students need to develop the skills of reading nonfiction material carefully and with a focus on meaning. This is a perfect resource for practicing teachers to use on their own or as part of professional learning communities."--Joanne Toft, MA, classroom teacher, Jenny Lind Elementary School, Minneapolis, Minnesota
"This is one of those books teachers will keep within reach when planning instruction. Cummins offers practical guidance for teaching general comprehension strategies for informational text, including examples of lessons, assessments of student work, and approaches for addressing stumbling blocks. I especially appreciate her discussions of the importance of selecting and analyzing various texts prior to instruction, and that her approach to the concept of close reading does not negate the roles of the reader and prior knowledge. While the book is appropriate for practicing teachers, it will also be helpful for preservice middle grades teachers. It would be an ideal complement to texts on specific disciplinary literacies."--Lettie K. Albright, PhD, Department of Reading, Texas Woman's University
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My only complaint is that in the Kindle version of the text, it does not have page numbers but location. This serves as a disservice for persons who are reading it with fellow staff members, in class and even looking for help on their own. The book refers to specific pages in the index, not location. I would recommend to that pages numbers be considered as guides along with location for the go to tool.
The lessons that are outlined in the book will transfer to whatever topic you are working on with your students and any informational texts you are using. Sunday's examples of how to assess students and what to say to help them move forward highlight techniques that will also transfer to any assessment situation.
As I read this book, I couldn't help but think of all the students that I taught before this book came out, and how I wish that I could do certain things over with them. Impossible, of course, but this book has clarified my thinking on the reading process, illuminated what close reading is, and one I will be using in my classroom from this point on.