000			03227cam a22003854i 4500
001			ocm50235011
003			OCoLC
005			20240726100248.0
008			020722s2003 nhua b 001 0 eng
010			_a2002011670
020			_a9780867095197
035			_a(OCoLC)50235011
040			_aDLC _beng _erda _cDLC _dWSL _dIOJ _dBAKER _dYDXCP _dOCLCQ _dBTCTA _dLVB _dOCLCG _dAU@ _dIG# _dDEBBG _dMBE _dSJY _dEEK _dOCLCF _dOCLCQ _dRB0 _dOCLCQ
042			_apcc
049			_aCISC
050	0	4	_aLB1050.B415.W446 2003
050	0	4	_aLB1050
100	1		_aBeers, G. Kylene, _d1957- _e1
245	1	0	_aWhen kids can't read, what teachers can do : _ba guide for teachers, 6-12 / _cKylene Beers. _hPR
260			_aPortsmouth, New Hampshire : _bHeinemann, _c(c)2003.
300			_aviii, 392 pages : _billustrations ; _c23 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_a1 (pages 369-378) and index.
505	0	0	_aA defining moment -- _tCreating independent readers -- _tAssessing dependent readers' needs -- _tExplicit instruction in comprehension -- _tLearning to make an inference -- _tFrontloading meaning: pre-reading strategies -- _tConstructing meaning: during-reading strategies -- _tExtending meaning: after-reading strategies -- _tVocabulary: figuring out what words mean -- _tFluency and automaticity -- _tWord recognition: what's after "sound it out?" -- _tSpelling: from word lists to how words work -- _tCreating the confidence to respond -- _tFinding the right book -- _tA final letter to George -- _tAppendices : A. Coding of Kate's first time teaching "eleven" ; B. Transcript of Kate's think-aloud for "eleven" ; C. Bookmark templates ; D. Common roots, prefixes, and suffixes ; E. More roots ; F. Templates ; G. Fry and Dolch word lists ; Common phonics generalizations ; 175 most common syllables in the 5,000 most frequent English words ; J. Interesting sorts ; K. Easily confused words ; L. Common spelling rules ; M. Booklists ; N. Poem for tea party.
520	0		_aFor Kylene Beers, the question of what to do when kids can't read surfaced in 1979 when she met and began teaching a boy named George. When George's parents asked her to explain why he couldn't read and how she could help, Beers, a secondary certified English teacher with no background in reading, realized she had little to offer. That moment sent her on a twenty-three-year search for answers to the question: How do we help middle and high schoolers who can't read? Now, she shares what she has learned and shows teachers how to help struggling readers with comprehension, vocabulary, fluency, word recognition, and motivation. Filled with student transcripts, detailed strategies, reproducible material, and extensive booklists, Beers' guide to teaching reading both instructs and inspires.
530			_a2
650		0	_aReading (Middle school)
650		0	_aReading (Secondary)
907			_a.b1104567x _b02-28-17 _c01-22-08
942			_cBK _hLB _m2003 _i2018-07-14 _k0.00 _01 _2ddc _w10.66
945			_g1 _i31923001729983 _j2 _lcisc _npurchase _o- _p0.00 _q- _r- _s- -- _t61 _u0 _v0 _w0 _x0 _y.i20381219 _z02-27-17
998			_b02-27-17 _cm _da
999			_c14004 _d14004
902			_a1 _bCynthia Snell _c1 _dCynthia Snell