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Exploring Informational Texts

From Theory to Practice

Edited by Linda Hoyt, Edited by Margaret Mooney, Edited by Brenda Parkes

ISBN 978-0-325-00472-3 / 0-325-00472-2 / 2003 / 200pp / Paperback
Imprint: Heinemann
Availability: In Stock
Grade Level: K - 8th
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Informational texts comprise the majority of printed material adults read. Yet children are underprepared for meeting the challenges posed by such texts. Linda Hoyt, Margaret Mooney, and Brenda Parkes offer some solutions.

Exploring Informational Texts brings together numerous educators who provide a theoretically sound rationale and the practical wherewithal for using guided reading and writing as a primary strategy for navigating nonfiction. By assembling a wealth of material by many voices from many places, editors Hoyt, Mooney, and Parkes create a montage of ideas and suggestions. These practices and strategies for using informational texts get young readers and writers off to a good start and keep them going from kindergarten through middle school.

Teachers will be intrigued by specific lesson ideas and questions, including:

  • What do children need to know about informational texts?
  • Which features of informational texts are most critical to teach?
  • How might guided reading facilitate lessons in math or other subjects?
  • What does a reader do when a book has no table of contents?
  • What might a guided writing session with informational texts look like?
  • How can teachers link guided reading and guided writing lessons?
  • What is the role of oral reading in informational texts?
Get an inside view of real teaching moments through vignettes and classroom examples. Find tools to empower your students tomorrow. Start using or extend your efforts with informational texts. Explore the possibilities in this book.

I. Bringing Informational Texts into Focus
1. Informational Texts? The Research Says "Yes!", N. Duke
2. Thinking As a Reader and Writer of Informational Texts, M. Mooney
3. The Power of Informational Texts in Developing Readers and Writers, B. Parkes
4. Critical Literacy Through Guided Experiences with Informational Texts, L. Hoyt
II. Tapping into Informational Text Structures and Text Features
5. The Why of Some Text Features, M. Mooney
6. Coming to Terms with a Table of Contents, J. Wilson
7. Using Text Features as Tools for Learning, J. McCall
8. Understanding Text Structures, L. Hoyt & T. Therriault
III. Understanding Informational Texts Through Guided Reading
9. Guided Reading, L. Hoyt
10. Teachers and Students Overcome Challenges, B. Parkes
11. Traveling in Depth, M. Mooney
12. Oral Reading, M. Opitz
13. Navigating, J. Batzle
14. Guided Reading in Mathematics, J. Miller
15. Getting Started, C. Ferlita
16. Buddy Reading, N. Gibbs
IV. Guided Reading: A Support System for Informational Writing
17. Guided Writing, M. Mooney
18. Linking Guided Reading and Guided Writing, L. Hoyt
19. Support for Students, J. Miller
20. Expository Pyramid, T. Therriault
V. Professionals Writing Informational Texts for Young Readers
21. Thinking Behind the Pen, B. Parkes
22. Keeping the Pen Sharp, M. Mooney
VI. Checking Up
23. Taking Stock, L. Hoyt
24. Assessment Tools, C. Ferlita
25. Assessment Through Application, N. Gibbs

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Email planningservices@heinemann.com if you would like to contact Margaret Mooney directly about professional development support.

Email planningservices@heinemann.com if you would like to contact Brenda Parkes directly about professional development support.

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