Professional Documents
Culture Documents
Instructional Library:
Name Prep Description Source
Relevance High Interesting does not equal (Beers & Probst, 2016)
relevance page 44
Getting attention –
interest, keeping attention –
relevance
Personal
Increase complexity as High Build in difficulty as the year (Beers & Probst, 2016)
the year goes on continues page 52
Build their skills
Talk to check for High Monologic vs dialogic (Beers & Probst, 2016)
understanding vs Talk Memorization vs learning page 59
to create understanding Short answers vs long answers
Inauthentic vs authentic
Thinking about the High Scientists and mathematicians (Beers & Probst, 2016)
author don't take notice of the author page 69
Historians won't read
something if the author is not
qualified
“What surprised me?” Low Students read expecting to be (Beers & Probst, 2016)
surprised page 78
“What did the author Low Students read expecting that (Beers & Probst, 2016)
think I already knew?” when they become confused, they page 78
are able to solve the problem
Let students identify what is
missing
“What challenged, Low Causes students to expect that (Beers & Probst, 2016)
changed, or confirmed something will challenge them, page 79
what I already know?” change, or confirm their previous
knowledge
Works Cited:
Beers, K., Probst, R. E. (2016). Reading nonfiction. Portsmouth, NH: Heinemann.