shape the content within the modules in any way that suit their desired purposes
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Annotating the Model Content Frameworks for ELA/Literacy by PARCC - 9 views
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upper grades, content-area teachers are encouraged to consider how best to implement informational reading across the disciplines
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present their analyses in writing and speaking
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all students need access to a wide range of materials on a variety of topics and genres
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students improve both their reading comprehension and their writing skills when writing in response to texts.
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notes, summaries, learning logs, writing to learn tasks, or even a response to a short text selection or an open-ended question.[9]
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hese responses can vary in length based on the questions asked and tasks performed, from answering brief questions to crafting multiparagraph responses in upper grades.
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narrative story and narrative description
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generate writing pieces in response to teacher-provided prompts and to their own prompts
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For reading and writing in each module
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Graham, S., and M. A. Hebert. 2010. Writing to Read: Evidence for How Writing Can Improve Reading. A Carnegie Corporation Time to Act Report. Washington, D.C.: Alliance for Excellent Education.
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GPC Center for Teaching and Learning - Online Resources - 74 views
www.gpc.edu/...resources_online_resources.htm
Elearning Student Engagement Web 2.0 English ESL Accounting Nursing Dental Physics Computers Technology History Biology Psychology Humanities Business Math Sign Language Chemistry Economics
shared by Mary Beth Messner on 26 Oct 10
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a collection of Online Resources by Subject Area. This list is NOT exhaustive, but is a great start for incorporating stimulating (online) exercises into your teaching
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Teaching to the Text Message - NYTimes.com - 50 views
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learning how to write concisely, to express one key detail succinctly and eloquently, is an incredibly useful skill, and more in tune with most students’ daily chatter, as well as the world’s conversation.
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A lot can be said with a little — the mundane and the extraordinary. Philosophers like Confucius (“Learning without thought is labor lost. Thought without learning is perilous.”) and Nietzsche were kings of the aphorism.
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I’m not suggesting that colleges eliminate long writing projects from English courses, but maybe we should save them for the second semester. Rewarding concision first will encourage students to be economical and innovative with language.
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Intersections: History and New Media: Wiki in the History Classroom - 5 views
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Students did not agree on the merits of the wiki. Some were deeply offended when other students eliminated or modified their contributions. Others found the chance to pick apart other’s words and conclusions exhilarating. Regardless, most students seemed to grasp the important lesson I hoped to share: that history is the conversation we have about the past. History is about the authorial choices scholars make. History is about the evidence included and the evidence excluded. By asking students to participate in a joint-writing exercise, they were compelled to pay attention to the language others used, the phrasings and structure employed, the anecdotes emphasized, the facts obscured. I told them the story of an undergraduate English professor I had who spent an entire class session discussing why Shakespeare began Macbeth with the word “when”. Words matter. Words shape arguments. They determine meaning, and they form our view of the world around us, including our view of the history of the world around us. Students also came to appreciate that history was not a bag of facts we historians force them to memorize. Instead, as Appleby, Hunt, and Jacob suggest, history is the product of that collective effort of truth seeking.
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I still caution students about using Wikipedia. But I think the wiki can help our students see themselves as part of that democratic conversation so important to our profession. Throwing their ideas into the ring for others to challenge forces students to defend their ideas, modify their conclusions, and reconsider their assumptions. The wiki, while not perfect, may help us change the way our students think about history. It may help them be more attentive to language and argument. Importantly, it may help them value civil discourse as a civic virtue. These are good lessons for history students and for their professors. —Kevin B. Sheets is associate professor of history at the State University of New York, College at Cortland and project director of the “American Dream Project,” a Teaching American History grant-based project in upstate New York. He regularly teaches courses in historical methods and American intellectual and cultural history.
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Do's & Don'ts For Teaching English Language Learners - 64 views
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Larry Ferlazzo and Katie Hull Sypnieski teach at Luther Burbank High School in Sacramento, California. Their book, The ESL/ELL Teacher's Survival Guide, will be published this summer by Jossey-Bass; this article is an excerpt. Larry also writes a popular blog for teachers and has written several other books.