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B 2 trouble with textbooks
B 2 trouble with textbooks
B 2 trouble with textbooks
B 2 trouble with textbooks
B 2 trouble with textbooks
B 2 trouble with textbooks
B 2 trouble with textbooks
B 2 trouble with textbooks
B 2 trouble with textbooks
B 2 trouble with textbooks
B 2 trouble with textbooks
B 2 trouble with textbooks
B 2 trouble with textbooks
B 2 trouble with textbooks
B 2 trouble with textbooks
B 2 trouble with textbooks
B 2 trouble with textbooks
B 2 trouble with textbooks
B 2 trouble with textbooks
B 2 trouble with textbooks
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B 2 trouble with textbooks

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  • 1. Katie McKnight, Ph.D. Katie@katherinemcknight.com
  • 2. The Textbook Challenge  Often Superficial  Exceedingly Hard to Read  Badly Designed  Authoritarian  Inaccurate  Not Written for Students
  • 3. Six Ways to Use Textbooks More Effectively 1. Empathy- Do you remember when you had difficulty in a subject and the text was difficult? 2. Help the students to get started. We need to “front-load” our teaching. 3. Don’t leave kids alone with their textbooks. 4. Choose wisely. Be more selective with assignments. Be strategic about what is most important. 5. Supplement richly.
  • 4. Textbook Feature Analysis  Think about the textbooks that your students encounter. What kinds of features would they find in these texts?  How do textbooks affect our students’ study habits and success?
  • 5. Now What?  Consider the role of your textbook in teaching your subject matter.  How can you promote critical thinking with textbooks?
  • 6. Strategies for Textbooks: A Sample  Sticky Notes  Bookmarks  ReQuest  Supplement Richly  Audio Assist  Making Smaller Book Versions
  • 7. Daniels, H. and Zimmerman, S. (2004). Subjects Matter: Every Teachers’ Guide to Content –Area Reading. Portsmouth, NH: Heinemann, p 121. Sketch Through Text
  • 8. Stop and Write
  • 9. Textbook Circles  Modeled after Literature Circles  Students work in teams of 4-5 members.  Going BEYOND the textbook  Using a wide variety of reading material  Students choose what they will read.
  • 10. Getting Started  Assign groups for some reading experiences.  When the students are reading a longer work, groups are formed by choice.
  • 11. Going Beyond the Textbook  Other than textbooks, how do we get information?  Look at the adult world and what do we read and use to get the information that we need?
  • 12. Going Beyond the Textbook  Other than textbooks, how do we get information?  Look at the adult world and what do we read and use to get the information that we need?  Reference Books  News Stories (Print and Digital Media)  Historical Accounts  Memoirs  Narrated nonfiction
  • 13. Using a Wide Variety of Reading Material  Fiction vs Non Fiction  Levels of text difficulty  Different levels of length  Primary and Secondary Sources  Multiple Texts and Single Sources
  • 14. Classroom Libraries  Articles  Magazines  Website Lists  A wide variety of trade books
  • 15. Books for Content Reading  See American Library Association  http://www.ala.org/ala/mgrps/divs/yalsa/yals a.cfm  The Official Site of the Assembly on Literature for Adolescents  http://www.alan-ya.org/
  • 16. Resources I Like  Subjects Matter: Every Teacher's Guide to Content-Area Reading, Harvey Daniels and Steven Zemelman  Differentiating Textbooks: Strategies to Improve Student Comprehension and Motivation, James Grant  The Teacher’s Big Book of Graphic Organizers, Katherine McKnight
  • 17. How to Reach Me  Email: katie@katherinemcknight.com  Website: katherinemcknight.com  Twitter: @literacyworld  Facebook: Katie Siewert McKnight Literacy

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