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Reading with Writing in Mind: A Guide for Middle and High School Educators
140
by Nancy Charron, Marilyn Fenton, Margaret Harris
Nancy Charron
Reading with Writing in Mind: A Guide for Middle and High School Educators
140
by Nancy Charron, Marilyn Fenton, Margaret Harris
Nancy Charron
Paperback
$47.00
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Overview
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. This book offers practical lessons and ideas for teaching and motivating all 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.
Product Details
ISBN-13: | 9781475840056 |
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Publisher: | Rowman & Littlefield Publishers, Inc. |
Publication date: | 11/17/2017 |
Pages: | 140 |
Product dimensions: | 5.90(w) x 8.90(h) x 0.50(d) |
About the Author
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.
Table of Contents
PrefaceIntroduction Chapter 1: Reading to Improve Student WritingActivity 1.1: Take Time to Notice—Looking and LearningActivity 1.2: Take Time to Notice—An Artist’s ChoicesActivity 1.3: Take Time to Notice—Comparison of Two Works of ArtActivity 1.4: Noticing the Writer’s Choices—Reading PoemsActivity 1.5: Noticing the Writer’s Choices—Reading FictionActivity 1.6: Noticing the Writer’s Choices—Reading NonfictionActivity 1.7: Determining Connotation vs. Denotation—Taking the Temperature of Words Activity 1.8: Identifying Three Kinds of QuestionsActivity 1.9: Using the I-Search Paper Chapter 2: Reading and Writing in the Content Areas Activity 2.1: Using the SOAPSTone StrategyActivity 2.2: Role-playingActivity 2.3: Using Primary DocumentsActivity 2.4: Using Letters, Diaries, and Other Primary SourcesActivity 2.5: Applying the Concept of Essential Questions in Content AreasActivity 2.6: Implementing Socratic SeminarsActivity 2.7: Reviewing the TextbookActivity 2.8: Journaling Activity 2.9: Authentic Content Area WritingChapter 3: Developing Focus and Logic through the EssayActivity 3.1: How Meaning is Constructed in E.B. White’s “Once More to the Lake”Activity 3.2: Form Supports MeaningActivity 3.3: Conversion of a Narrative to an EssayActivity 3.4: Finding Significance in LiteratureActivity 3.5: Brainstorming in Response to Essential QuestionsChapter 4: Reading for Persuasive Writing: The Argument Activity 4.1: Checklist for Close-ReadingActivity 4.2: The Face-OffActivity 4.3: The Scaffolded Oral PresentationActivity 4.4: A Panel DiscussionActivity 4.5: Staging the TrialActivity 4.6: Defending PreferenceChapter 5: Learning to Write by Reading Poetry Activity 5.1: Less is MoreActivity 5.2: “Found” PoetryActivity 5.3: From Prose to PoetryActivity 5.4: Playing with MeterActivity 5.5: Learning from e.e. cummingsActivity 5.6: Poems Using MetaphorActivity 5.7: Letter PoemActivity 5.8: History and PoetryActivity 5.9: Songs as PoetryActivity 5:10: InferenceChapter 6: Providing Literacy Access to All StudentsChapter 7: Reading and Reflecting on One’s Own Writing Chapter 8: Closing the Literacy LoopReferences About the AuthorsFrom the B&N Reads Blog
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