Details

Reading with Writing in Mind


Reading with Writing in Mind

A Guide for Middle and High School Educators

von: Nancy Charron, Marilyn Fenton, Margaret Harris

36,99 €

Verlag: Rowman & Littlefield Publishers
Format: EPUB, PDF
Veröffentl.: 17.11.2017
ISBN/EAN: 9781475840063
Sprache: englisch
Anzahl Seiten: 140

DRM-geschütztes eBook, Sie benötigen z.B. Adobe Digital Editions und eine Adobe ID zum Lesen.

Beschreibungen

<span><span>Good writing begins with good reading. This book is written on the premise that students must embrace reading as a part of the full process of good writing. It may be used by classroom teachers (Grades 6-12) individually or collectively as members of a professional learning community, by pre-service teachers in a literacy course, or by other educators working to support literacy in the classroom. Interdisciplinary discussions relate to all types or genres of reading and writing. </span></span>
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<span><span>This book offers practical lessons and ideas for teaching and motivating </span><span>all </span><span>learners using Universal Design for Learning principles. Formatting provides additional ideas for challenged students, including students with special needs, accelerated learners, and English Language Learners, and is aligned with Common Core State Standards for content subjects as well as for language arts. It takes ideas that were formerly reserved for the upper echelon of students in English language arts and reformulates teaching approaches to reach students across the learning spectrum and in all disciplines. All teachers need to be involved in raising the literacy bar, and this book provides activities and strategies for use in the classroom that can promote success for all learners. </span></span>
<span><span>This book demonstrates effective teaching practices that facilitate</span><span> all</span><span> students’ written language development and improve attitudes toward writing in grades 6 - 12. All teachers need to be involved in raising the literacy bar. This book provides practical and classroom-tested activities and strategies that promote success for all learners.</span></span>
<span><span>Preface</span></span>
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<span><span>Introduction </span></span>
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<span><span>Chapter 1: Reading to Improve Student Writing</span></span>
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<span><span>Activity 1.1: </span><span>Take Time to Notice—Looking and Learning</span></span>
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<span><span>Activity 1.2: </span><span>Take Time to Notice—An Artist’s Choices</span></span>
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<span><span>Activity 1.3:</span><span> Take Time to Notice—Comparison of Two Works of Art</span></span>
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<span><span>Activity 1.4: </span><span>Noticing the Writer’s Choices—Reading Poems</span></span>
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<span><span>Activity 1.5: </span><span>Noticing the Writer’s Choices—Reading Fiction</span></span>
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<span><span>Activity 1.6: </span><span>Noticing the Writer’s Choices—Reading Nonfiction</span></span>
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<span><span>Activity 1.7:</span><span> Determining Connotation vs. Denotation—Taking the Temperature of Words </span></span>
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<span><span>Activity 1.8: </span><span>Identifying Three Kinds of Questions</span></span>
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<span><span>Activity 1.9: </span><span>Using the I-Search Paper </span></span>
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<span><span>Chapter 2: Reading and Writing in the Content Areas </span></span>
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<span><span>Activity 2.1: </span><span>Using the SOAPSTone Strategy</span></span>
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<span><span>Activity 2.2: </span><span>Role-playing</span></span>
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<span><span>Activity 2.3: </span><span>Using Primary Documents</span></span>
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<span><span>Activity 2.4: </span><span>Using Letters, Diaries, and Other Primary Sources</span></span>
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<span><span>Activity 2.5: </span><span>Applying the Concept of Essential Questions in Content Areas</span></span>
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<span><span>Activity 2.6: </span><span>Implementing Socratic Seminars</span></span>
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<span><span>Activity 2.7: </span><span>Reviewing the Textbook</span></span>
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<span><span>Activity 2.8: </span><span>Journaling </span></span>
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<span><span>Activity 2.9: </span><span>Authentic Content Area Writing</span></span>
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<span><span>Chapter 3: Developing Focus and Logic through the Essay</span></span>
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<span><span>Activity 3.1: </span><span>How Meaning is Constructed in E.B. White’s “Once More to the Lake”</span></span>
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<span><span>Activity 3.2: </span><span>Form Supports Meaning</span></span>
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<span><span>Activity 3.3: </span><span>Conversion of a Narrative to an Essay</span></span>
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<span><span>Activity 3.4: </span><span>Finding Significance in Literature</span></span>
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<span><span>Activity 3.5: </span><span>Brainstorming in Response to Essential Questions</span></span>
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<span><span>Chapter 4: Reading for Persuasive Writing: The Argument </span></span>
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<span><span>Activity 4.1: </span><span>Checklist for Close-Reading</span></span>
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<span><span>Activity 4.2: </span><span>The Face-Off</span></span>
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<span><span>Activity 4.3: </span><span>The Scaffolded Oral Presentation</span></span>
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<span><span>Activity 4.4: </span><span>A Panel Discussion</span></span>
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<span><span>Activity 4.5: </span><span>Staging the Trial</span></span>
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<span><span>Activity 4.6: </span><span>Defending Preference</span></span>
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<span><span>Chapter 5: Learning to Write by Reading Poetry </span></span>
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<span><span>Activity 5.1: </span><span>Less is More</span></span>
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<span><span>Activity 5.2: </span><span>“Found” Poetry</span></span>
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<span><span>Activity 5.3: </span><span>From Prose to Poetry</span></span>
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<span><span>Activity 5.4: </span><span>Playing with Meter</span></span>
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<span><span>Activity 5.5: </span><span>Learning from e.e. cummings</span></span>
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<span><span>Activity 5.6: </span><span>Poems Using Metaphor</span></span>
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<span><span>Activity 5.7: </span><span>Letter Poem</span></span>
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<span><span>Activity 5.8: </span><span>History and Poetry</span></span>
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<span><span>Activity 5.9: </span><span>Songs as Poetry</span></span>
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<span><span>Activity 5:10: </span><span>Inference</span></span>
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<span><span>Chapter 6: Providing Literacy Access to All Students</span></span>
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<span><span>Chapter 7: Reading and Reflecting on One’s Own Writing </span></span>
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<span><span>Chapter 8: Closing the Literacy Loop</span></span>
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<span><span>References </span></span>
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<span><span>About the Authors </span></span>
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<span><span>Dr. Nancy Charron</span><span> has worked in different capacities at the elementary, middle school, and high school levels with jobs encompassing being a general education teacher, a special education teacher, a literacy specialist, and a principal designee. She is currently working as an Associate Professor at Southern New Hampshire University. <br><br></span><span>Dr. Marilyn Fenton</span><span>, an associate professor at Southern New Hampshire University, has taught writing, children’s and young adult literature, and methods courses for prospective English teachers, grades 5-12. She previously taught English in high school and then served as a school district’s Director of Curriculum and Instruction. She is presently involved in working with doctoral students in the Educational Leadership Program at Southern New Hampshire University.<br><br></span><span>Dr. Margaret Harris </span><span>taught graduate courses in Content Literacy on Secondary Level and Social Studies Methods at Southern New Hampshire University. Prior to university teaching, she was Assistant Superintendent for Curriculum and Instruction for four years and a social studies teacher on the high school level for 27 years. Dr. Harris has recently retired from Southern New Hampshire University.</span></span>

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