Troy V. Mariage, Elizabeth A. Hicks, Sarah Reiley, Arfang Dabo
{"title":"会说话的工具：通过细读信息文本构建对话式教学支架","authors":"Troy V. Mariage, Elizabeth A. Hicks, Sarah Reiley, Arfang Dabo","doi":"10.1002/trtr.2292","DOIUrl":null,"url":null,"abstract":"This article describes a comprehensive framework (iDISC) for the close reading of informational texts for elementary students that may need additional language, social, memory, or behavioral supports. The article introduces concrete tools that are used before, during, and after close reading, including cue‐cards, language stems, discussion behaviors, anchor posters, and graphic organizers. The tools provide teachers with instructional scaffolds that can support their students to undertake more educative discussions with peers.","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"52 5-6","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Tools that Talk: Scaffolding Dialogic Instruction Through Close Reading of Informational Text\",\"authors\":\"Troy V. Mariage, Elizabeth A. Hicks, Sarah Reiley, Arfang Dabo\",\"doi\":\"10.1002/trtr.2292\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This article describes a comprehensive framework (iDISC) for the close reading of informational texts for elementary students that may need additional language, social, memory, or behavioral supports. The article introduces concrete tools that are used before, during, and after close reading, including cue‐cards, language stems, discussion behaviors, anchor posters, and graphic organizers. The tools provide teachers with instructional scaffolds that can support their students to undertake more educative discussions with peers.\",\"PeriodicalId\":512399,\"journal\":{\"name\":\"The Reading Teacher\",\"volume\":\"52 5-6\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-02-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"The Reading Teacher\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1002/trtr.2292\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Reading Teacher","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1002/trtr.2292","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Tools that Talk: Scaffolding Dialogic Instruction Through Close Reading of Informational Text
This article describes a comprehensive framework (iDISC) for the close reading of informational texts for elementary students that may need additional language, social, memory, or behavioral supports. The article introduces concrete tools that are used before, during, and after close reading, including cue‐cards, language stems, discussion behaviors, anchor posters, and graphic organizers. The tools provide teachers with instructional scaffolds that can support their students to undertake more educative discussions with peers.
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