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Tools that Talk: Scaffolding Dialogic Instruction Through Close Reading of Informational Text.

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Title: Tools that Talk: Scaffolding Dialogic Instruction Through Close Reading of Informational Text.
Authors: Mariage, Troy V., Hicks, Elizabeth A., Reiley, Sarah, Dabo, Arfang
Source: Reading Teacher. Mar/Apr2024, Vol. 77 Issue 5, p692-704. 13p.
Subjects: Dialogic teaching, Elementary education, Teaching models, Posters, Instructional systems
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. [ABSTRACT FROM AUTHOR]
Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Tools that Talk: Scaffolding Dialogic Instruction Through Close Reading of Informational Text.
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  Data: <searchLink fieldCode="AR" term="%22Mariage%2C+Troy+V%2E%22">Mariage, Troy V.</searchLink><br /><searchLink fieldCode="AR" term="%22Hicks%2C+Elizabeth+A%2E%22">Hicks, Elizabeth A.</searchLink><br /><searchLink fieldCode="AR" term="%22Reiley%2C+Sarah%22">Reiley, Sarah</searchLink><br /><searchLink fieldCode="AR" term="%22Dabo%2C+Arfang%22">Dabo, Arfang</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Reading+Teacher%22">Reading Teacher</searchLink>. Mar/Apr2024, Vol. 77 Issue 5, p692-704. 13p.
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  Data: <searchLink fieldCode="DE" term="%22Dialogic+teaching%22">Dialogic teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+models%22">Teaching models</searchLink><br /><searchLink fieldCode="DE" term="%22Posters%22">Posters</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+systems%22">Instructional systems</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/trtr.2292
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        Text: English
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      – SubjectFull: Teaching models
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      – SubjectFull: Posters
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              Text: Mar/Apr2024
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              Y: 2024
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