Synopses & Reviews
This is a book from the keyboard of an experienced teacher who knows what works with students.
- Teachers College Record
Today's students face such a barrage of competing texts in so many different forms and media that it's almost impossible to know what to trust and where to turn anymore. So it's now up to teachers to help students determine not only what should be read, but how it should be read.
Illuminating Texts, Jim Burke's most ambitious book yet, addresses this issue. It explores the powerful idea of "textual intelligence," offers both practical and theoretical information on teaching and reading, and explains how to incorporate the newest ideas and techniques into actual classroom practice. Jim also presents an important argument for teaching what students will need to know, and be able to do, in the future - one of our primary responsibilities as educators.
Each chapter has a clear focus - e.g., Reading the Internet, Reading Textbooks, Reading Literature, Reading Images - and all follow a similar format, including background information and rationale, standards connections, questions to ask, classroom connections, elements of the text, and additional resources. You can turn to the book for a five-minute read and find some questions to use in your next period. Or you can read an entire chapter, to help you clarify your thinking.
Illuminating Texts' accompanying website - www.englishcompanion.com/illuminating - continues and complements the book by providing additional resources, all of which are frequently updated.
Review
This is a book from the keyboard of an experienced teacher who knows what works with students.Teachers College Record
Synopsis
This book explores the powerful idea of "textual intelligence," offers both practical and theoretical information on teaching and reading, and explains how to incorporate the newest ideas and techniques into actual classroom practice.
Synopsis
Today's students face such a barrage of competing texts in so many different forms and media that it's almost impossible to know what to trust and where to turn anymore. So it's now up to teachers to help students determine not only what should be read, but how it should be read.
Illuminating Texts, Jim Burke's most ambitious book yet, addresses this issue. It explores the powerful idea of "textual intelligence," offers both practical and theoretical information on teaching and reading, and explains how to incorporate the newest ideas and techniques into actual classroom practice. Jim also presents an important argument for teaching what students will need to know, and be able to do, in the future - one of our primary responsibilities as educators.
Each chapter has a clear focus - e.g., Reading the Internet, Reading Textbooks, Reading Literature, Reading Images - and all follow a similar format, including background information and rationale, standards connections, questions to ask, classroom connections, elements of the text, and additional resources. You can turn to the book for a five-minute read and find some questions to use in your next period. Or you can read an entire chapter, to help you clarify your thinking.
Illuminating Texts' accompanying website - www.englishcompanion.com/illuminating - continues and complements the book by providing additional resources, all of which are frequently updated.
Synopsis
Includes bibliographical references (p. 165-171) and index.
About the Author
Jim Burke teaches English at Burlingame High School. He is the author of numerous books, including The English Teacher's Companion, Third Edition; The Teacher's Daybook; Letters to a New Teacher; ACCESSing School; School Smarts; Writing Reminders; Tools for Thought; Illuminating Texts; Reading Reminders; and I Hear America Reading, all of which are published by Heinemann. Through firstHand classroom materials, he offers 50 Essential Lessons. He is also a senior consultant for the McDougal Littell Literature program as well as the author of The Reader's Handbook (Great Source) and Academic Workouts (First Choice Publishing). Jim has received numerous awards, including the NCTE Intellectual Freedom Award, the NCTE Conference on English Leadership Award, and the California Reading Association Hall of Fame Award. He served on the National Board for Professional Teaching Standards Committee on Adolescence and Young Adulthood English Language Arts Standards and recently worked with ACT on
Table of Contents
Introduction: Reading the World
Reading the Internet
Reading Textbooks
Reading Tests
Reading Literature
Reading Information
Reading Images
Epilogue: Reading the Future
Appendixes:
A. Works Cited
B. Evaluating a Website
C. Textbook Evaluation
D. Reading The World of Standards Across Disciplines
E. Literacy Time Line
F. Reading Reminders Table of Contents
G. California Language Arts Content Standards Checklist (9-10)
H. California Language Arts Content Standards Checklist (11-12)