Summarizing can be highly effective for helping students identify main ideas, generalize, remove redundancy, integrate ideas, and improve memory for what is read. It is especially worthwhile when used with other strategies such as generating questions and answering questions (NRP, 2000). Although sometimes considered similar to synthesizing, it is important to note that summarizing is more of a part of synthesizing. While creating a synthesis lends itself toward the achievement of creating a new perspective or thought out of what one is reading, summarizing provides more of an opportunity to understand and restate the text (Harvey & Goudvis, 2000).
"Poem Generator
This makes random poems. First, it randomly selects sentence patterns. Then, wherever the pattern has a number, it randomly selects a word from one of the numbered word lists. You can either choose one of the sample sets of words and sentence patterns, or you can enter your own words and sentence patterns."
"Teacher Ideas
This page features all the lesson plans and classroom ideas I've collected. They're organized by topic, with general education and Dahl resources first, books next, and shortstories last"
This is a page dedicated to William Carlos Williams, a poet who had an immense influence on the course of 20th century poetry. He wrote in varying style and technique and was often radically experimental. His work is fresh and clear, rejecting sentimentality and vagueness. It also reflects emotional restraint and heightens the sensory experience with articulated common speech. Williams's work inspired many poets and many generations to follow. His work is both easy and enjoyable to read.
The project is assembling an electronic archive of volumes of American poetry prior to 1920. The full text of each volume of poetry is being converted into digital form and coded in Standard Generalized Mark-up Language (SGML) using the TEI Guidelines, with various forms of access provided through the WWW.
"A Word About Reading Workshop
Reading workshop gives students the opportunity to read a wider range of material than might be found in a basal reading series and to respond to the material in a many ways (Atwell, 1989). Teachers have used this rather broadly defined model to create various experiences for their students. Generally, a considerable block of time is set aside each day for reading workshop. During that time students typically engage in the following activities:
* reading and responding to literature
* having group minilessons on skills and strategies
* participating in individual conferences with the teacher to review progress, receive individual instruction, and make plans for future activities
* sharing reading responses with the group "
Classroom Strategies
Explicit strategy instruction is at the core of good comprehension instruction. "Before" strategies activate students' prior knowledge and set a purpose for reading. "During" strategies help students make connections, monitor their understanding, generate questions, and stay focused. "After" strategies provide students an opportunity to summarize, question, reflect, discuss, and respond to text.
Teachers should help students to understand why a strategy is useful, how it is used, and when it is appropriate. Teacher demonstration and modeling are critical factors for success, and student discussion following strategy instruction is also helpful.
The most frequently researched strategies can be applied across content areas; other content-area specific strategies are emerging, and we will include them here in the future.
Notwithstanding several variations in writing a lab report, there is a general format that all reports should follow: provide a documentation of the...