A Book is A Present, Margaret E. Mooney

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PROFESSIONAL BOOKS - Detail Page (1) A Book Is a Present: Selecting Text for Intentional Teaching by Margaret E. Mooney
DETAILS ABOUT THIS BOOK: Description Contents Author Bio Foreword Introduction Endorsements BROWSE by Author by Subject by Title Professional Books Introduction COURSE ADOPTION Exam/Desk copy OTHER Permissions Submissions Exhibit Schedule Sales Representatives CHILDREN'S BOOKS PROFESSIONAL DEVELOPMENT	ArmchairEd course available Click Other Books by The Author (* Subject Related) Text Forms and Features: Resource for Intentional Teaching Reading To, With, and By Children Developing Life-long Readers Reading in Junior Classes (co author) Other Works by the Author Keynote Speaker Summer Institutes * Books for Young Learners Teacher Resource Readers as Writers and Writers as Readers: Creating a Reading/Writing Folder	A Book Is a Present is the second in a special series by Margaret Mooney devoted to intentional teaching. Education Book Review Book includes two presents: One copy of two children's books: BYL Title - The Birds at my Barn The News Title - Minibeasts 2004 pb 160 pages Item# 538 ISBN: 1-57274-672-6 $26.95 Add to Cart View Cart Other Subject Related Books How Children Learn to Write How Children Learn to Read


TOP Description Contents Author Bio Foreword Introduction Endorsements	Description: A Book Is a Present is the second in a special series by Margaret Mooney devoted to intentional teaching. This book focuses on what K-12 teachers should consider when choosing any type of reading material—not just books—for instructional purposes. Mooney emphasizes that students should learn not to just cope with reading but to take ownership and read literally, analytically, and inferentially a wide variety of books, articles, stories, advertisements, and anything else they may encounter in and out of the classroom. The selection of appropriate material is crucial. Teachers should think first about their students’ abilities and then consider the features of the texts and they way they will present it. To do this successfully, teachers need to understand the complexities, challenges, and supports of any text. From the Introduction: “… knowing how to determine a text’s complexity and how to select the most appropriate resources is critical. The premise underpinning this publication is that we can only make informed choices about which resources to use and how to present it when we know what the selection offers…. Knowing how to consider the textual and illustrative features of a book enables the teacher to identify those that would encourage application of strategies and skills that are secure within each learner, those that would offer practice of skills… and those that would present an achievable challenge.”
TOP Description Contents Author Bio Foreword Introduction Endorsements	Table of Contents: Foreword by Richard L. Allington, Ph.D. Introduction: About This Book Part I: Finding the Present Chapter 1: Leveling–By Whom and for Whom Chapter 2: What Kind of Book Is It? Chapter 3: Supports and Challenges Chapter 4: A Book Is a Present… Chapter 5: At First Glance Chapter 6: Presents from the Author Chapter 7: Presents from the Illustrator and Designer Chapter 8: The Present Itself Chapter 9: Presenting the Present Chapter 10: The Lasting Present Part II: Using the Present Chapter 11: Choosing the Present Chapter 12: The Hungry Sea Star—Encouraging Inferential Reading of Text and Illustration Chapter 13: “Dear Red Riding Hood”—There Is More to a Good Text than the First Reading Chapter 14: A Storyteller’s Story—An Author’s Autobiography for Budding Readers and Writers Chapter 15: Minibeasts—A Magazine for Dipping and Delving and for Detail and Comparison Chapter 16: Free Gifts—There’s a Wealth of Reading in the Wider World Chapter 17: The Birds at My Barn—Putting It All Together Conclusion: The Present’s Presence Bibliography Index
TOP Description Contents Author Bio Foreword Introduction Endorsements	Author Bio: Margaret Mooney’s teaching, writing, and publishing career began in New Zealand, but for the past several years she has been dividing her time between New Zealand and the United States, especially the state of Washington. She encourages teachers to view all children as worthy, not needy, emphasizing education as a process of enhancement and not one of compensation. She promotes guided reading as an instructional approach in which children practice, apply, and extend skills and strategies in order to understand text on the first reading. Margaret has written the Books for Young Learners Teacher Resource, Text Forms and Features: A Resource for Intentional Teaching, Reading To, With, and By Children, and Developing Life- long Readers. In 1998, Queen Elizabeth II appointed Margaret as an Officer of the New Zealand Order of Merit for her services to education, particularly the teaching of reading. TOP