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Author: Andrea Butler Publisher: Heinemann Educational Books ISBN: Category : Education Languages : en Pages : 100
Book Description
This thoroughly practical book discusses ways in which the process approach that has revolutionized teaching writing may be applied effectively in the teaching of reading. The integration of reading and writing instruction has been proved to be a valuable instructional approach, and this book not only outlines basic research, but offers sensible applications for the classroom teacher.
Author: Andrea Butler Publisher: Heinemann Educational Books ISBN: Category : Education Languages : en Pages : 100
Book Description
This thoroughly practical book discusses ways in which the process approach that has revolutionized teaching writing may be applied effectively in the teaching of reading. The integration of reading and writing instruction has been proved to be a valuable instructional approach, and this book not only outlines basic research, but offers sensible applications for the classroom teacher.
Author: Kristie S. Fleckenstein Publisher: Routledge ISBN: 1135644861 Category : Education Languages : en Pages : 263
Book Description
Explores role of imagery in lang, thought & culture-specifically, the importance of imagery in meaning, & the connections between imagery & lang. Offers teachers specific, research & theory- based strategies for integrating imagery into the teaching of
Author: Leah Mermelstein Publisher: Pearson ISBN: Category : Education Languages : en Pages : 244
Book Description
Reading/Writing Connections in the K-2 Classroom demonstrates how through careful, explicit assessing, planning and teaching every student can understand the relationship between reading and writing. The text is filled with practical classroom strategies based on both theory and research. Focused on the goal of understanding the relationship between reading and writing, the text demonstrates how to move students between the two to become more skillful readers and writers. In three parts, the text explores the essential understandings needed to use the reading/writing connection; demonstrates how planning helps to use the reading/writing connection; and outlines teaching strategies to use the connection to strengthen your everyday encounters with students. Assessment is integrated into each chapter, providing a clear image of what it looks like to assess in the service of student learning. Practical ways to integrate phonemic awareness, phonics, word study and spelling into planning and teaching reading and writing are incorporated throughout. Word study is integrated into every chapter to ensure a systematic approach to the topic.
Author: Mark A. Forget Publisher: Trafford Publishing ISBN: 1412009928 Category : Education Languages : en Pages : 282
Book Description
Research-proven activities that engage students in active processing of new information, leading to deeper understanding, long-term retention of subject matter, and acquisition of life-long learning skills.
Author: Alice S. Horning Publisher: Parlor Press LLC ISBN: 1602354626 Category : Language Arts & Disciplines Languages : en Pages : 290
Book Description
Reconnecting Reading and Writing explores the ways in which reading can and should have a strong role in the teaching of writing in college. Reconnecting Reading and Writing draws on broad perspectives from history and international work to show how and why reading should be reunited with writing in college and high school classrooms. It presents an overview of relevant research on reading and how it can best be used to support and enhance writing instruction.
Author: Patrick Sullivan Publisher: National Council of Teachers of English (Ncte) ISBN: 9780814110638 Category : Education Languages : en Pages : 0
Book Description
2019 Conference on College Composition and Communication (CCCC) Outstanding Book Award in the Edited Collection category Arguing that college-level reading must be theorized as foundationally linked to any understanding of college-level writing, editors Patrick Sullivan, Howard Tinberg, and Sheridan Blau continue the conversation begun in What Is "College-Level" Writing? (2006) and What Is "College-Level" Writing? Volume 2: Assignments, Readings, and Student Writing Samples (2010). Measurements of reading abilities show a decline nationwide among most cohorts of students, so the need for writing teachers to thoughtfully address the subject of reading, especially in grades 6-14, has become increasingly urgent. Curriculum and state standards often reflect an impoverished and reductive understanding of reading that views readers as passive recipients of information, fueling the widespread use of standardized tests to measure proficiency in English literacy, and ignoring decades of reading scholarship that positions readers in more complex relationships with the texts they read. Contributors to this collection--high school teachers, college students who discuss the challenges they faced as readers and writers, and composition scholars--offer an antidote to this situation. These authors: Define the challenges to integrating reading into the writing classroom Develop a theory of reading as a specific type of inquiry and meaning-making activity And offer practical approaches to teaching deep reading in writing courses that can be put immediately to use in the classroom The volume concludes with letters written directly to students about the importance of reading, not only in the classroom but also as a richly complex social, cognitive, and affective human activity.
Author: P. David Pearson Publisher: Psychology Press ISBN: 9780805824162 Category : Reading Languages : en Pages : 1108
Book Description
"The Handbook of Reading Research is the research handbook for the field. Each volume has come to define the field for the period of time it covers ... When taken as a set, the four volumes provide a definitive history of reading research"--Back of cover, volume 4.
Author: Bree Picower Publisher: Beacon Press ISBN: 0807033715 Category : Education Languages : en Pages : 216
Book Description
An examination of how curriculum choices can perpetuate White supremacy, and radical strategies for how schools and teacher education programs can disrupt and transform racism in education When racist curriculum “goes viral” on social media, it is typically dismissed as an isolated incident from a “bad” teacher. Educator Bree Picower, however, holds that racist curriculum isn’t an anomaly. It’s a systemic problem that reflects how Whiteness is embedded and reproduced in education. In Reading, Writing, and Racism, Picower argues that White teachers must reframe their understanding about race in order to advance racial justice and that this must begin in teacher education programs. Drawing on her experience teaching and developing a program that prepares teachers to focus on social justice and antiracism, Picower demonstrates how teachers’ ideology of race, consciously or unconsciously, shapes how they teach race in the classroom. She also examines current examples of racist curricula that have gone viral to demonstrate how Whiteness is entrenched in schools and how this reinforces racial hierarchies in the younger generation. With a focus on institutional strategies, Picower shows how racial justice can be built into programs across the teacher education pipeline—from admission to induction. By examining the who, what, why, and how of racial justice teacher education, she provides radical possibilities for transforming how teachers think about, and teach about, race in their classrooms.
Author: Chauncey Monte-Sano Publisher: Teachers College Press ISBN: 0807772879 Category : Education Languages : en Pages : 241
Book Description
Although the Common Core and C3 Framework highlight literacy and inquiry as central goals for social studies, they do not offer guidelines, assessments, or curriculum resources. This practical guide presents six research-tested historical investigations along with all corresponding teaching materials and tools that have improved the historical thinking and argumentative writing of academically diverse students. Each investigation integrates reading, analysis, planning, composing, and reflection into a writing process that results in an argumentative history essay. Primary sources have been modified to allow struggling readers access to the material. Web links to original unmodified primary sources are also provided, along with other sources to extend investigations. The authors include sample student essays from each investigation to illustrate the progress of two different learners and explain how to support students’ development. Each chapter includes these helpful sections: Historical Background, Literacy Practices Students Will Learn, How to Teach This Investigation, How Might Students Respond?, Student Writing and Teacher Feedback, Lesson Plans and Materials. Book Features: Integrates literacy and inquiry with core U.S. history topics. Emphasizes argumentative writing, a key requirement of the Common Core. Offers explicit guidance for instruction with classroom-ready materials. Provides primary sources for differentiated instruction. Explains a curriculum appropriate for students who struggle with reading, as well as more advanced readers. Models how to transition over time from more explicit instruction to teacher coaching and greater student independence. “The tools this book provides—from graphic organizers, to lesson plans, to the accompanying documents—demystify the writing process and offer a sequenced path toward attaining proficiency.” —From the Foreword by Sam Wineburg, co-author of Reading Like a Historian “Assuming literate practice to be at the core of history learning and historical practice, the authors provide actual units of history instruction that can be immediately applied to classroom teaching. These units make visible how a cognitive apprenticeship approach enhances history and historical literacy learning and ensure a supported transition to teaching history in accordance with Common Core State Standards.” —Elizabeth Moje, Arthur F. Thurnau Professor, School of Education, University of Michigan “The C3 Framework for Social Studies State Standards and the Common Core State Standards challenge students to investigate complex ideas, think critically, and apply knowledge in real world settings. This extraordinary book provides tried-and-true practical tools and step-by-step directions for social studies to meet these goals and prepare students for college, career, and civic life in the 21st century.” —Michelle M. Herczog, president, National Council for the Social Studies
Author: Andrea Butler
Author: Andrea Butler
Author: Kristie S. Fleckenstein
Author: Leah Mermelstein
Author: Mark A. Forget
Author: Alice S. Horning
Author: Patrick Sullivan
Author: P. David Pearson
Author: Bree Picower
Author: Linda Christensen
Author: Chauncey Monte-Sano