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.
Dr. Nancy Charron 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. Dr. Marilyn Fenton, 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. Dr. Margaret Harris 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.
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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