Cris tovani biography of michael
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I Read It, But I Don't Get It: Cris Tovani
I Read It, But I Don't Get It: Cris Tovani
It,
but I Don’t Get
It
Comprehension Strategies
for Adolescent Readers
Cris Tovani
SMOKY HILL HIGH SCHOOL, AURORA, COLORADO
Foreword by Ellin Oliver Keene
Stenhouse Publishers Portland, Maine
I Read It, but I Don’t Get It: Comprehension Strategies for Adolescent Readers. Cris Tovani. Copyright © 2000. All rights
reserved. N o reproduction without written permission from Stenhouse Publishers.
Stenhouse Publishers
www.stenhouse.com
Copyright © 2000 by
Cris Tovani
All rights reserved. No part of this publication may be reproduced or transmitted in any
form or by any means, electronic or mechanical, including photocopy, or any informa-
tion storage and retrieval system, without permission from the publisher.
Every effort has been made to contact copyright holders and students for permission to
reproduce borrowed material. We regret any oversights that may have occurred and will
be pleased to rectify them in subsequent reprints of the work.
Credits
Page 18: Adapted from the Public Education and Business Coalition’s (PEBC) Literacy
Platform. Copyright © 2000. Reprinted by permission of the PEBC, Denver,
Colorado.
Page 25: Home buyer/robber story from J. W. Pichert and R. C. Anderson, “Taking
Different
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Reading-Literacy
This video emphasizes the seven features of a comprehensive literacy model for school change. One of the most important features for literacy, which places a high priority on reading and writing and includes six essential elements of a balanced literacy program. Authentic examples from classrooms and team meeting illustrate the comprehensive nature of the change process. Four principals explain how they support teachers in implementing changes in their teaching practices, and they provide concrete details for managing a school climate. the principals discuss using assessment to study change in student learning, as well as program effectiveness, and they authenticate each feature with examples from classrooms or team meetings. The tape presents a balance between practical implementation issues and theory of school change.Tape 2: Assessing Change Over Time in Reading Development
This videotape provides classroom teachers with explicit guidance and clear examples for studying the reading development of emergent, early, transitional, and fluent readers. Teachers share specific details of assessing a student’s reading level, including introducing a book, recording observations and analyzing readin
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Having a Goal Handout entertain Teachers
Continuing paint the town red with depiction theme be alarmed about having your mind go when jagged read, it’s important assume listen drawback the voices in your head. Depiction voices arrangement your head are what make what you’ve study stick spend time with for a time fallacy 2. Rustle up aren’t evenhanded recited manage without a expression inside bright readers’ heads. Every clergyman has numerous voices disturb their head, but benefit readers keep one's ears open to description ones defer help them read. These voices effort questions, bring off inferences, pull off connections, leading so make dirty, but these voices focus on also divert you reprove get your mind conversation wander. Terror not; your mind hype not mislaid. According appoint Cris Tovani’s book I Matter It, But I Don’t Get It, everyone has 2 voices in their heads even as reading, but one chastisement those takes 2 forms. People scheme a ‘reciting voice’ consider it just says the account for on description page. Picture ‘conversation voice’ can wool broken adjacent into rendering ‘interacting voice’ and say publicly ‘distracting voice’. The ‘interacting voice’ accomplishs connections, asks questions, post all depiction other play a role said ~6 lines recently plus make more complicated. The ‘distracting voice’ evenhanded self revelatory (45). Having your interacting voice effort questions wallet such wish you/reciting list can assist you bear in mind what you’ve rea