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Reading with Writing in Mind meets the needs of school districts and teachers by providing rationale and activities that increase students' literacy skills. Relevant reading and writing standards are aligned with Common Core Standards and preface each chapter's activities. Textboxes provide adaptation ideas for students with moderate to severe special needs, English language learners, or low performing students. Readers will explore and implement reading strategies that enhance students' writing across the curriculum.
Reading with Writing in Mind meets the needs of school districts and teachers by providing rationale and activities that increase students' literacy skills. Relevant reading and writing standards are aligned with Common Core Standards and preface each chapter's activities. Textboxes provide adaptation ideas for students with moderate to severe special needs, English language learners, or low performing students. Readers will explore and implement reading strategies that enhance students' writing across the curriculum.
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Autorenporträt
By Nancy Charron and Marilyn Fenton
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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