Reading with writing in mind :
Charron, Nancy, 1949-
Reading with writing in mind : a guide for middle and high school educators / Nancy Charron, Marilyn Fenton, Margaret Harris - xiii, 126 pages ; 23 cm
Includes bibliographical references
Reading to Improve Student Writing: Take Time to Notice--Looking and Learning -- Take Time to Notice--An Artist's Choices -- Take Time to Notice--Comparison of Two Works of Art -- Noticing the Writer's Choices--Reading Poems -- Noticing the Writer's Choices--Reading Fiction -- Noticing the Writer's Choices--Reading Nonfiction -- Determining Connotation vs. Denotation--Taking the Temperature of Words -- Identifying Three Kinds of Questions -- Using the I-Search Paper -- Reading and Writing in the Content Areas: Using the SOAPSTone Strategy -- Role-playing -- Using Primary Documents -- Using Letters, Diaries, and Other Primary Sources -- Applying the Concept of Essential Questions in Content Areas -- Implementing Socratic Seminars -- Reviewing the Textbook -- Journaling -- Authentic Content Area Writing -- Focus and Logic through the Essay: How Meaning is Constructed in E.B. White's "Once More to the Lake" -- Form Supports Meaning -- Conversion of a Narrative to an Essay -- Finding Significance in Literature -- Brainstorming in Response to Essential Questions -- Reading for Persuasive Writing: The Argument: Checklist for Close-Reading -- The Face-Off -- The Scaffolded Oral Presentation -- A Panel Discussion -- Staging the Trial -- Defending Preference -- Write by Reading Poetry: Less is More -- "Found" Poetry -- From Prose to Poetry -- Playing with Meter -- Learning from e.e. cummings -- Poems Using Metaphor -- Letter Poem -- History and Poetry -- Songs as Poetry -- Inference -- Providing Literacy to All Students -- Reading and Reflecting on One's Own Writing -- Closing the Literacy Loop
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. -- Provided by publisher
9781475840056 1475840055 9781475840049 1475840047
2017034183
Composition (Language arts)--Study and teaching (Middle school)
Composition (Language arts)--Study and teaching (Secondary)
English language--Composition and exercises--Study and teaching (Middle school)
English language--Composition and exercises--Study and teaching (Secondary)
Reading (Middle school)
Reading (Secondary)
LB1631 / .C4478 2018
808/.0420712
Reading with writing in mind : a guide for middle and high school educators / Nancy Charron, Marilyn Fenton, Margaret Harris - xiii, 126 pages ; 23 cm
Includes bibliographical references
Reading to Improve Student Writing: Take Time to Notice--Looking and Learning -- Take Time to Notice--An Artist's Choices -- Take Time to Notice--Comparison of Two Works of Art -- Noticing the Writer's Choices--Reading Poems -- Noticing the Writer's Choices--Reading Fiction -- Noticing the Writer's Choices--Reading Nonfiction -- Determining Connotation vs. Denotation--Taking the Temperature of Words -- Identifying Three Kinds of Questions -- Using the I-Search Paper -- Reading and Writing in the Content Areas: Using the SOAPSTone Strategy -- Role-playing -- Using Primary Documents -- Using Letters, Diaries, and Other Primary Sources -- Applying the Concept of Essential Questions in Content Areas -- Implementing Socratic Seminars -- Reviewing the Textbook -- Journaling -- Authentic Content Area Writing -- Focus and Logic through the Essay: How Meaning is Constructed in E.B. White's "Once More to the Lake" -- Form Supports Meaning -- Conversion of a Narrative to an Essay -- Finding Significance in Literature -- Brainstorming in Response to Essential Questions -- Reading for Persuasive Writing: The Argument: Checklist for Close-Reading -- The Face-Off -- The Scaffolded Oral Presentation -- A Panel Discussion -- Staging the Trial -- Defending Preference -- Write by Reading Poetry: Less is More -- "Found" Poetry -- From Prose to Poetry -- Playing with Meter -- Learning from e.e. cummings -- Poems Using Metaphor -- Letter Poem -- History and Poetry -- Songs as Poetry -- Inference -- Providing Literacy to All Students -- Reading and Reflecting on One's Own Writing -- Closing the Literacy Loop
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. -- Provided by publisher
9781475840056 1475840055 9781475840049 1475840047
2017034183
Composition (Language arts)--Study and teaching (Middle school)
Composition (Language arts)--Study and teaching (Secondary)
English language--Composition and exercises--Study and teaching (Middle school)
English language--Composition and exercises--Study and teaching (Secondary)
Reading (Middle school)
Reading (Secondary)
LB1631 / .C4478 2018
808/.0420712