Download Teaching New Literacies in Grades K-3: Resources for by Barbara Moss PhD, Diane Lapp EdD PDF
By Barbara Moss PhD, Diane Lapp EdD
Even the youngest readers and writers in today’s school rooms can profit drastically from engagement with quite a lot of conventional and nontraditional texts. This teacher-friendly guide is choked with inventive ideas for introducing K3 scholars to fiction, poetry, and performs; informational texts; photograph novels; electronic storytelling; Web-based and multimodal texts; hip-hop; ads; math difficulties; and lots of different kinds of texts. widespread professionals clarify the learn base underlying the book’s 23 whole classes and supply functional actions and tests for selling interpreting, fluency, comprehension, and different key literacy abilities. Snapshots of numerous study rooms convey the fabric to existence; precious reproducibles are integrated.
Read Online or Download Teaching New Literacies in Grades K-3: Resources for 21st-Century Classrooms (Solving Problems in the Teaching of Literacy) PDF
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Extra resources for Teaching New Literacies in Grades K-3: Resources for 21st-Century Classrooms (Solving Problems in the Teaching of Literacy)
Example text
Reprinted with permission. actions they took in the story. The aim of the matrix is to summarize what we know about the characters. When you write your own stories, you need to keep these features in mind so you can make your characters seem real. Are there other things I could add to the matrix? ” Then the teacher asked students to identify a problem for the story. 5. Character matrix. Narrative Writing 41 have enough flour. Mr. ” The students suggested that perhaps she went to the store to buy some flour but while she was away the mice tipped over the bowl of mixture and made a real mess.
In today’s lesson Mr. Calfee wanted to build on this previous experience with a new story. He wanted his pupils to be able to quickly figure out the major and minor characters and draw a story graph of the sequence of events in the plot in the form of a time line. Mr. Calfee chose a story at a grade 2 reading level that provided a springboard for narrative writing. 2. 2. Tales by John O’Brien. Reprinted with permission from the author. 2. 2. ) 36 TEACHING THE GENRES The story was about a boy who felt his mother did not listen to him.
Johnson, N. S. (1977). Remembrance of things parsed: Story structure and recall. Cognitive Psychology, 9, 111–151. O’Brien, J. (1987). Tales. School Journal, 1(3), 16–22. , & Pollatsek, A. (1989). The psychology of reading. Englewood Cliffs, NJ: Prentice Hall. Rumelhart, D. E. (1975). Notes on a schema for stories. In D. G. Bobrow & A. M. 211–236). New York: Academic Press. , & Harris, K. R. (2004). Preventing writing difficulties: The effects of planning strategy instruction on the writing performance of struggling writers, Exceptionality, 12(1), 3–17.