Grades K-8) Time-Tested Strategies for Teaching Reading Comprehension. This exciting update of Hoy’s classic Revisit, Reflect, Retell helps us see how comprehension skills are really thinking skills—how our goal in reading comprehension instruction is nothing short of helping students learn to think in increasingly sophisticated ways…. A masterful teacher and coach, Hoyt takes us inside her thinking about how instructional strategies fit together to promote student learning. Even if you have a well-worn copy of the original Revisit, Reflect, Retell, you will, like me, want to scoop up this new edition. 256 pages.
For ten years and in hundreds of thousands of classrooms, Revisit, Reflect, Retell has been a teacher’s most reliableresourcefor helping students experience deeper levels of understanding. Now, Linda Hoyt returns with an updated edition of Revisit, Reflect, Retell that’s loaded with new, teacher-friendly features and several new strategies, making it more useful than ever. * A new first chapter shows how to scaffold instruction for deep engagement and provides a thorough grounding in the research. * Important new correlation tables directly link Linda’s strategies to the seven comprehension strands as well as to Robert Marzano’s Classifications of Thinking—you’ll quickly match the right strategies to your objectives. * A DVD shares footage of Linda working with students, demonstrating key teaching moves, and modeling effective classroom language as she implements two new strategies. * A CD of full-color learning tools from the text makes it easy to customize and print handouts that correspond with the strategies. * Dozens of new photos show you exactly what Linda’s strategies look like in action and across the grades. Revisit, Reflect, Retell, Updated Edition, is a full year of top-notch comprehension instruction in one amazingly teacher-friendly package. Whether you’re a new teacher or one of Linda’s legions of loyal readers, you’ll find this updated edition so indispensable it may never leave your desk.
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