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Chapter 5 in Daniels, Harvey. Subjects Matter: Exceeding Standards through Powerful Content-area Reading. Print. Turn and Talk Focus Reading as Thinking Description Think Pair Share Teacher pauses and gives students 1-2 minutes to discuss an issue in pairs Gathers responses from the class Why do this? Draws out wait time so that all students […]
Chapter 5 in Daniels, Harvey. Subjects Matter: Exceeding Standards through Powerful Content-area Reading. Print. For part 1 of During Reading Activities, go here. Coding Text Focus Reading as Thinking Inferring, Interpreting, and Drawing Conclusions Description Students puts codes in margins of books (can do this on post-its for school and library books) […]
Chapter 5 in Daniels, Harvey. Subjects Matter: Exceeding Standards through Powerful Content-area Reading. Print. For part 2 of During Reading Activities, go here. Partner Reading Focus Sharing ideas, Discussing, Debate Description Partners side by side take turns reading a content-area text Take turns per paragraph In between paragraph discuss what they just […]
Chapter 5 in Daniels, Harvey. Subjects Matter: Exceeding Standards through Powerful Content-area Reading. Print. Reading aloud Focus: Building Enjoyment of Reading Description Teacher reads aloud short, ear-worthy passages Individual students, pairs or small groups may read passages aloud Why Use it? Student experience powerful language about important ideas Evoke time-honored experience of […]
NOTE: ALL BOOK & LOGO IMAGES ARE ACTIVE HYPERLINKS TO BOOKS, WEB RESOURCES, OR ORGS. ENJOY! 🙂 01 : Why teach in the challenge zone? 02 : Scaffolding academic literacy 03 : Learning in the challenge zone 04 : What is curriculum literacy? 05 : Engaging in academic literacy 06 : Scaffolding […]
Chapter 6 in Tomlinson, Carol A., and Jay McTighe. Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids. Alexandria, VA: Association for Supervision and Curriculum Development, 2006. Print. How to Change Several Classroom Elements as Part of Good Responsive Teaching Time: Negotiate extra time on tasks for students who work […]
Chapter 7 and Angelo, Thomas A., and K. Patricia Cross. Classroom Assessment Techniques: A Handbook for College Teachers. Print. One-Sentence Summary Description Students write 1 sentence summaries that answer the questions: Who does what to whom, when, where, how, and why? Purpose Students practice chunking info into concise statements Summary format that is easy for teachers […]
Chapter 6 in Daniels, Harvey, Steven Zemelman, and Nancy Steineke. Content-area Writing: Every Teacher’s Guide. Portmouth, NH: Heinemann, 2007. Print. These are examples of activities that assess student writing in order to improve it before it appears before a public audience. To see the difference between public writing pieces and write-to-learn pieces, go […]
Chapter 8 in Daniels, Harvey, Steven Zemelman, and Nancy Steineke. Content-area Writing: Every Teacher’s Guide. Portmouth, NH: Heinemann, 2007. Print. These are examples of activities that guide students to create writing drafts for public writing. To see the difference between public writing pieces and write-to-learn pieces, go here. To see an overview of all […]
Chapter 8 in Daniels, Harvey, Steven Zemelman, and Nancy Steineke. Content-area Writing: Every Teacher’s Guide. Portmouth, NH: Heinemann, 2007. Print. These are examples of activities one can run to prepare students to create public writing pieces. To see the difference between public writing pieces and write-to-learn pieces, go here. Elements that Promote […]