Barbara A. Nelson is an Arizona-based educator, conference speaker, and consultant. During her 46-year career, she has taught at every grade level. She conducts workshops on reading and writing strategies throughout the U.S. on topics including CCSS.
GHR is to complex texts what the Rosetta Stone was to Egyptian
hieroglyphics. It gives baffled readers clear tools and simple
methods to analyze, interpret, and comprehend. Weber, Nelson, and
Schofield's book will be an indispensable guide for anyone who
seeks to teach a close reading of a difficult text. - Barry Lane,
author of But How Do You Teach Writing?: A Simple Guide for All
Teachers-- "Author"
There is no doubt that it will be useful to teachers who are trying
hard to adapt to a new way of thinking about helping children
navigate complex text. In fact, these strategies could be
scaffolded from less to more complex text so that students [and
teachers] own them. - Dorothy S. Strickland, Ph.D., author of
Teaching Phonics Today and Rutgers Professor Emerita-- "Rutgers
Professor Emerita"
What a timely and valuable book to help 4-12 teachers implement the
Common Core Standards. The authors demonstrate in concrete,
practical ways how to use prompts to engage students with complex
texts. The new standards demand critical analysis of complex text
through both reading and writing responses. The authors have found
that for many students, asking questions and providing group
discussion is not enough to enable students to think critically or
analyze the important issues of various genres. Cleverly, these
teachers have used prompts to engage students in thinking about
complex text and thus becoming skilled and competent readers. This
book is all inclusive. It covers the intensity of the Common Core
Standards in ways that benefit teachers and students. More
importantly, it creates excellent teaching and learning as it
promotes student engagement and understanding. The authors give
clear examples of Guided Highlighted Reading using complex
historical texts. Rubrics are provided for assessments. Ninety
pages of reproducible lessons are available in the appendix: a
valuable treasure chest for classroom teachers. Even though the
book is written for 4-12 teachers, it has inspired me to develop
prompts for my second graders. It reminds me of my Reading Recovery
training when I learned to prompt for â oeWhat makes sense, â
What sounds right, â and â oeWhat looks rightâ for beginning
readers. What a Eureka moment! Of course! Why not prompt
independent readers for critical, skilled reading and writing? -
Joan E. Masaryk, Yavapai Reading Council President (Arizona Reading
Association)-- "Yavapai Reading Council President (Arizona Reading
Association)"
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