This book demonstrates effective teaching practices that facilitate all studentsâ 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.
This book demonstrates effective teaching practices that facilitate all studentsâ 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.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
By Nancy Charron; Marilyn Fenton and Margaret Harris
Inhaltsangabe
Preface Introduction Chapter 1: Reading to Improve Student Writing Activity 1.1: Take Time to Notice-Looking and Learning Activity 1.2: Take Time to Notice-An Artist's Choices Activity 1.3: Take Time to Notice-Comparison of Two Works of Art Activity 1.4: Noticing the Writer's Choices-Reading Poems Activity 1.5: Noticing the Writer's Choices-Reading Fiction Activity 1.6: Noticing the Writer's Choices-Reading Nonfiction Activity 1.7: Determining Connotation vs. Denotation-Taking the Temperature of Words Activity 1.8: Identifying Three Kinds of Questions Activity 1.9: Using the I-Search Paper Chapter 2: Reading and Writing in the Content Areas Activity 2.1: Using the SOAPSTone Strategy Activity 2.2: Role-playing Activity 2.3: Using Primary Documents Activity 2.4: Using Letters, Diaries, and Other Primary Sources Activity 2.5: Applying the Concept of Essential Questions in Content Areas Activity 2.6: Implementing Socratic Seminars Activity 2.7: Reviewing the Textbook Activity 2.8: Journaling Activity 2.9: Authentic Content Area Writing Chapter 3: Developing Focus and Logic through the Essay Activity 3.1: How Meaning is Constructed in E.B. White's "Once More to the Lake" Activity 3.2: Form Supports Meaning Activity 3.3: Conversion of a Narrative to an Essay Activity 3.4: Finding Significance in Literature Activity 3.5: Brainstorming in Response to Essential Questions Chapter 4: Reading for Persuasive Writing: The Argument Activity 4.1: Checklist for Close-Reading Activity 4.2: The Face-Off Activity 4.3: The Scaffolded Oral Presentation Activity 4.4: A Panel Discussion Activity 4.5: Staging the Trial Activity 4.6: Defending Preference Chapter 5: Learning to Write by Reading Poetry Activity 5.1: Less is More Activity 5.2: "Found" Poetry Activity 5.3: From Prose to Poetry Activity 5.4: Playing with Meter Activity 5.5: Learning from e.e. cummings Activity 5.6: Poems Using Metaphor Activity 5.7: Letter Poem Activity 5.8: History and Poetry Activity 5.9: Songs as Poetry Activity 5:10: Inference Chapter 6: Providing Literacy Access to All Students Chapter 7: Reading and Reflecting on One's Own Writing Chapter 8: Closing the Literacy Loop References About the Authors
Preface Introduction Chapter 1: Reading to Improve Student Writing Activity 1.1: Take Time to Notice-Looking and Learning Activity 1.2: Take Time to Notice-An Artist's Choices Activity 1.3: Take Time to Notice-Comparison of Two Works of Art Activity 1.4: Noticing the Writer's Choices-Reading Poems Activity 1.5: Noticing the Writer's Choices-Reading Fiction Activity 1.6: Noticing the Writer's Choices-Reading Nonfiction Activity 1.7: Determining Connotation vs. Denotation-Taking the Temperature of Words Activity 1.8: Identifying Three Kinds of Questions Activity 1.9: Using the I-Search Paper Chapter 2: Reading and Writing in the Content Areas Activity 2.1: Using the SOAPSTone Strategy Activity 2.2: Role-playing Activity 2.3: Using Primary Documents Activity 2.4: Using Letters, Diaries, and Other Primary Sources Activity 2.5: Applying the Concept of Essential Questions in Content Areas Activity 2.6: Implementing Socratic Seminars Activity 2.7: Reviewing the Textbook Activity 2.8: Journaling Activity 2.9: Authentic Content Area Writing Chapter 3: Developing Focus and Logic through the Essay Activity 3.1: How Meaning is Constructed in E.B. White's "Once More to the Lake" Activity 3.2: Form Supports Meaning Activity 3.3: Conversion of a Narrative to an Essay Activity 3.4: Finding Significance in Literature Activity 3.5: Brainstorming in Response to Essential Questions Chapter 4: Reading for Persuasive Writing: The Argument Activity 4.1: Checklist for Close-Reading Activity 4.2: The Face-Off Activity 4.3: The Scaffolded Oral Presentation Activity 4.4: A Panel Discussion Activity 4.5: Staging the Trial Activity 4.6: Defending Preference Chapter 5: Learning to Write by Reading Poetry Activity 5.1: Less is More Activity 5.2: "Found" Poetry Activity 5.3: From Prose to Poetry Activity 5.4: Playing with Meter Activity 5.5: Learning from e.e. cummings Activity 5.6: Poems Using Metaphor Activity 5.7: Letter Poem Activity 5.8: History and Poetry Activity 5.9: Songs as Poetry Activity 5:10: Inference Chapter 6: Providing Literacy Access to All Students Chapter 7: Reading and Reflecting on One's Own Writing Chapter 8: Closing the Literacy Loop References About the Authors
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