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Marc Patton

Heinemann | Publisher of professional resources and provider of educational services fo... - 0 views

www.heinemann.com/

Teacher_Resources Teaching_Ideas Language_Arts RTI

shared by Marc Patton on 29 Jun 12 - Cached
  • Marc Patton on 29 Jun 12
     
    Heinemann is a publisher of professional resources and a provider of educational services for teachers, kindergarten through college.
Della Gordon

argumentintherealworld - home - 25 views

argumentintherealworld.wikispaces.com

digital media literacy infographic argumentation

shared by Della Gordon on 09 Nov 16 - No Cached
  • Della Gordon on 09 Nov 16
     
    Resources for Argument in the Real World Kristen Hawley Turner and Troy Hicks Published by Heinemann, November 2016 Welcome to the companion wiki for our upcoming Heinemann book, Argument in the Real World. You will find here links to resources that are mentioned in the book, as well as additional tools to help you and your students develop their argument skills. We also hope that you will connect with us on Twitter @teachKHT and @hickstro). ~ Kristen and Troy Chapter 1: The Nature of Argument in a Digital World Chapter 2: Analyzing Arguments that are Born Digital Chapter 3: The Moves of Argument in Web-based Text Chapter 4: The Moves of Argument in Infographics Chapter 5: The Moves of Argument in Video Chapter 6: The Moves of Argument in Social Media Chapter 7: Coaching Students' Work with Digital Arguments
Lisa Ernsberger

http://www.heinemann.com/shared/onlineresources/E02963/oconelladd.pdf - 1 views

www.heinemann.com/...oconelladd.pdf

math

shared by Lisa Ernsberger on 16 Feb 12 - No Cached
    • Lisa Ernsberger
      Lisa Ernsberger on 16 Feb 12
       
      Foundation Facts -- so important!
Sharin Tebo

5 Reasons Why Reading Conferences Matter - Especially in High School English | Three Te... - 57 views

threeteacherstalk.wordpress.com/...ecially-in-high-school-english

SDW reading conferences literacy high school sdwwl conferring 21daysSDW

shared by Sharin Tebo on 21 Oct 15 - No Cached
  • Reading Conferences
  • Every child needs one-on-one conversations with an adult as often as possible.
  • One way to show our adolescent students that we care is to talk with them. And face-to-face conversations about books and reading is a pretty safe way to do so, not to mention that we model authentic conversations about reading when we do.
  • ...12 more annotations...
  • The more we grow in empathy, the better relationship we’ll have with our friends, our families and all other people we associate with — at least the idealist in me will cling to that hope as I continue to talk to students about books and reading.
  • circles about engagement.
  • Try questions like: How’s it going? (Thanks, Carl Anderson) Why did you choose this book? Do you know anyone else who has read this book? What’d she think? How’d you find the time to read this week? What’s standing in the way of your reading time?
  • Try questions like: What character reminds you of yourself or someone you know? What part of the story is the most similar/different to your life? Why do you think the author makes that happen in the book? What does he want us to learn about life? How does this story/character/conflict/event make you think about life differently?
  • when I take the time to talk to each student individually, and reinforce the skill in a quick chat, the application of that skill some how seeps into their brains much deeper.
  • Try questions like: Tell me about _____ that we learned in class today. How does that relate to your book/character? Remember when we learned _____, tell me how/where you see that in your book. Think about when we practiced ___, where does the author do that in your book? You’ve improved with ___, how could you use that skill for _______?
  • We must provide opportunities for our students to grow into confident and competent readers and writers in order to handle the rigor and complexity of post high school education and beyond. We must remember to focus on literacy not on the literature
  • We must validate our readers, ask questions that spark confidence, avoid questions that demean or make the student defensive, and at the same time challenge our readers into more complex texts.
  • Try questions like: On a scale of 1 to 10 how complex is this book for you? Why? What do you do when the reading gets difficult? Of all the books you’ve read this year, which was the most challenging? Why? How’s it going finding vocabulary for your personal dictionary? Tell me how you are keeping track of the parallel storyline?
  • I ask students about their confidence levels in our little chats, and they tell me they know they have grown as a readers. This is the best kind of reward.
  • Try questions like: How has your confidence grown as you’ve read this year? What do you think is the one thing we’ve done in class that’s helped you improve so much as a reader? How will the habits you’ve created in class help you in the reading you’ll have to do in college? Why do you think you’ve grown so much as a reader the past few weeks? What’s different for you now in the way you learn than how you learned before? Describe for me the characteristics you have that make you a reader.
  • What kinds of questions work for you in your reading conferences?
Amy Marlow

Teaching for Comprehending and Fluency by Irene C. Fountas and Gay Su Pinnell - 77 views

books.heinemann.com/...formsResources.html

Education Reading Language Arts and Literacy fountas and pinnell

shared by Amy Marlow on 16 May 10 - Cached
  • Amy Marlow on 16 May 10
     
    Forms to use while teaching reading
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