Nancy Charron, Marilyn Fenton, Margaret Harris
Reading with Writing in Mind
A Guide for Middle and High School Educators
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Nancy Charron, Marilyn Fenton, Margaret Harris
Reading with Writing in Mind
A Guide for Middle and High School Educators
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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.
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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.
Produktdetails
- Produktdetails
- Verlag: Rowman & Littlefield
- Seitenzahl: 142
- Erscheinungstermin: 9. November 2017
- Englisch
- Abmessung: 229mm x 152mm x 8mm
- Gewicht: 232g
- ISBN-13: 9781475840056
- ISBN-10: 1475840055
- Artikelnr.: 48895745
- Verlag: Rowman & Littlefield
- Seitenzahl: 142
- Erscheinungstermin: 9. November 2017
- Englisch
- Abmessung: 229mm x 152mm x 8mm
- Gewicht: 232g
- ISBN-13: 9781475840056
- ISBN-10: 1475840055
- Artikelnr.: 48895745
By Nancy Charron; Marilyn Fenton and Margaret Harris
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
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
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