3,910,924 results on '"NONFICTION"'
Search Results
202. Young Children's Spontaneous Participation during Classroom Book Reading: Differences According to Various Types of Books
- Author
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Moschovaki, Eleni and Meadows, Sara
- Abstract
This study examined young children's spontaneous participation during classroom book reading in response to different types of books. Twenty kindergarten teachers read four books--two fiction (familiar/unfamiliar story format) and two information books (expository/narrative text). The majority of children's spontaneous participation was related to the book illustrations and the children's personal experiences. Information books elicited more comments about personal experiences, while fiction books elicited more predictions, personal responses, chiming, recall, clarifying, and evaluation comments. The minimal expository text prompted more personal experiences and analytical comments compared to the narrative text of the information book. The familiar story form provoked more predictive and analytical comments. Finally, the quality of illustrations instigated an increased proportion of children's labeling comments.
- Published
- 2005
203. Young Children's Cognitive Engagement during Classroom Book Reading: Differences According to Book, Text Genre, and Story Format
- Author
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Moschovaki, Eleni and Meadows, Sara
- Abstract
This study examined young children's cognitive engagement during classroom book reading with different types of books in Greek kindergarten schools. Twenty teachers read four books--two fiction (familiar/unfamiliar story format) and two information books (expository/narrative text). As expected, children's and teachers' cognitive engagement was highly correlated. Overall, most group discussion was of low cognitive demand, focusing on text recall and labeling. Information books and expository texts prompted more high cognitive demand discussion, while fiction books and narrative texts of information books prompted more low cognitive demand discussion. No differences on the cognitive level of discussion between the familiar and unfamiliar fiction books were found. The outcomes are discussed in terms of young children's development of representational abilities.
- Published
- 2005
204. The Importance of Expository Text: Reading and Writing. ERIC Topical Bibliography and Commentary.
- Author
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ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. and Smith, Carl B.
- Abstract
Typically, elementary school children read more narrative texts, such as short stories, poems, and fiction books. Some educators have raised concerns over whether elementary school children are developing the skills needed to study the structure and function of expository texts. This topical bibliography and commentary provides examples that show how teachers can incorporate expository text into the school curriculum while making this writing style a rewarding experience for students. The bibliography/commentary notes that expository writing is also considered information literacy since the primary function of this text style is to convey information. It adds that this imbalance between narrative and expository experience has led educators to try to seek methods for closing the gap, and they have found that expository writing can be taught even at an early age. (Contains 2 Internet addresses and 14 references.) (NKA)
- Published
- 2003
205. Balancing the Roles of Explicit Instruction of Text Form Language and Schema Theory in Student Non-Fiction Writing: Problems and Possibilities
- Author
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Broer van Arragon, Kathleen
- Abstract
The focus of this study will be on the intersection of the following domains: Second Language Acquisition research on cohesion and coherence, discourse acquisition of young children, the effect of text form-focused instruction on student non-fiction writing and the impact of schema theory on student decision-making during the writing process.
- Published
- 2003
206. A Study in Content Area Language Acquisition
- Author
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Broer, Kathleen
- Abstract
This study was conducted at a public school with a population of over 900 students. Among the main language groups represented were Punjabi, Hindi, Tamil, Estonian, Serbian, Arabic as well as 23 other language groups. The author monitored over 75 students, in grades 1, 2 and 4. She was interested in exploring what strategies best promoted coherence in non-fiction writing of the students referred to me by classroom teachers. The focus of this study is on the effect of metacognitive awareness strategies and direct text form-focussed instruction on student non-fiction writing. An appendix presents: (1) Linguistic Profile of the Resource ESL Student Sample (Levels Determined by Board Approved Testing); (2) Vocabulary for Informational Text; (3) The Recall Passages; (4) Results of Student Recall--First Teaching Cycle; (5) Results of Student Recall--Second Teaching Cycle; (6) Results of Vocabulary Awareness--First Teaching Cycle; (7) Results of Vocabulary Awareness--Second Teaching Cycle; and (8) EQAO Results over 3 Years. (Contains 4 footnotes.)
- Published
- 2003
207. A Study in Content Language Acquisition
- Author
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Broer, Kathleen
- Abstract
This study examines how young second language learners acquire academic language. Among the main language groups represented were Punjabi, Hindi, Tamil, Estonian, Serbian, Arabic as well as 23 other language groups. I monitored over 75 students, in grades 1, 2 and 4. I was interested in exploring what strategies best promoted coherence in non-fiction writing of the students referred to me by classroom teachers. The focus of this study is on the effect of metacognitive awareness strategies and direct text form-focussed instruction on student non-fiction writing. (Contains 4 footnotes.) [Abstract modified to meet ERIC guidelines.]
- Published
- 2003
208. Your Reading: An Annotated Booklist for Middle School and Junior High. 11th Edition. NCTE Bibliography Series.
- Author
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National Council of Teachers of English, Urbana, IL., Brown, Jean E., Stephens, Elaine C., Brown, Jean E., Stephens, Elaine C., and National Council of Teachers of English, Urbana, IL.
- Abstract
Organized around the theme of "challenges," the 11th edition of "Your Reading" offers annotations of more than 1,200 books for young adults. Intended for teachers, librarians, parents, and students, this booklist presents recently published books that can be read for many purposes--for sheer enjoyment of the story, to pique curiosity or satisfy it, to find new information or confirm old, to complete school assignments, or for the exhilaration of escape. It is divided into the following parts: Foreword (Joan Bauer); (1) Challenges of Coming of Age (Families; Friends and Peers; Identity); (2) Challenging Our Lives (Adventures and Survival; Obstacles, Barriers, and Opportunities; Sports and Recreation); (3) Challenging Our Imaginations (Mysteries and Suspense; Fantasy and Supernatural; Arts, Architecture, and Other Creative Endeavors); (4) Challenging Our Minds (Science and Technology: Fact and Fiction; Health, Medicine, and Nutrition; Nature, Animals, and the Environment); (5) Challenges of Today's World (Diversity; Problems and Issues; Geography and Cultures); (6) Challenges of Yesterday (Historical Fiction; Historical Nonfiction; Folktales, Myths, and Legends); and Afterword (Joyce Hansen). Contains an Author Index, an Illustrator Index, a Subject Index, and a Title Index. (NKA)
- Published
- 2003
209. Kaleidoscope: A Multicultural Booklist for Grades K-8. Fourth Edition. NCTE Bibliography Series.
- Author
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National Council of Teachers of English, Urbana, IL., Hansen-Krening, Nancy, Aoki, Elaine M., and Mizokawa, Donald T.
- Abstract
The fourth edition of this annotated bibliography collection offers students, teachers, and librarians a helpful guide to the best multicultural literature (published from 1999 to 2001) for elementary and middle school readers. The book continues a tradition of promoting unity through diversity by highlighting fiction and nonfiction published by and about people of color. Its annotations have been divided according to kind, such as bilingual and multilingual literature and informational and educational books, or according to issues that young readers have in common, such as families, friends, and community; war and resilience; concerns about visibility; and social responsibility. Annotations provide bibliographic information as well as content summaries, and readers can search for books by author, illustrator, subject, and title. (NKA)
- Published
- 2003
210. Year 4 Term 1: Plays. National Literacy Strategy.
- Author
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Department for Education and Skills, London (England).
- Abstract
In this unit of work, the children will continue to learn about the features of playscripts, through reading and analyzing a play and writing a play based on a narrative. In the course of learning how to interpret and write stage directions, the children will apply their knowledge of adverbs. In the discrete work on vocabulary and spelling, the children will look at the relationship between nouns and adjectives and the verbs which are made from them using a range of suffixes. In addition, there is spelling wok on two-syllable words with double consonants and regular verbs from the medium-frequency word list. The plan of the unit is based on a teaching sequence which starts by exploring the reading objectives and moves into writing. An additional teaching sequence for spelling plots a route from learning the conventions of spelling, through practicing specific spellings, and concludes with learning to proofread. The 17 resource sheets include a play, "Atishoo!" (in an enlarged form for shared work and also in a version suitable for the children to use independently) and a story, "Robin Hood and the birthday cake" (to be made into a playscript). There are resources to support the analysis of the play and also for demonstration-writing. Materials for a card sort have been created for one of the spelling investigations. (RS)
- Published
- 2002
211. Year 3 Term 1. Report Unit. National Literacy Strategy.
- Author
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Department for Education and Skills, London (England).
- Abstract
In this unit of work, Year 3 children will learn to use the contents and index pages and to extract information about "Teeth and eating" from different types of non-fiction texts, including ICT (Information and Communications Technology) texts. After analyzing a non-chronological report, they will write a report on the subject of "Teeth and eating" (paying particular attention to the use of commas in lists and the correct spelling of content words and those with prefixes and long vowels). This unit of work has been linked specifically to the QCA (Qualifications and Curriculum Authority) Science scheme of work, Unit 3A, "Teeth and eating." The plan of the unit is based on a teaching sequence which starts by exploring the reading objectives and moves into writing. An additional teaching sequence for spelling plots a route from learning and practicing the conventions of spelling through learning how to use strategies for spelling in the context of the topic words for "Teeth and eating" and concludes with learning to proofread. A total of 24 resource sheets include some materials on the subject of teeth and eating and reports for analysis and demonstration. (RS)
- Published
- 2002
212. Year 6 Planning Exemplification, 2002-2003. The National Literacy Strategy.
- Author
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Department for Education and Skills, London (England).
- Abstract
This booklet contains examples of units of work for teaching children in Year 6 as part of the National Literacy Strategy. The seven units are drawn from all three terms in Year 6. Some of the units were written for the Year 6 Exemplification booklets in 2001-2002 and are reproduced in this publication with supplementary resources and/or guidance. Other units are new. The units cover reading and writing objectives in three non-fiction text types, narrative, poetry and plays and related sentence and word level objectives. The suggested length of these units varies from one week to three. The five-week revision unit prepares children specifically for the Key Stage 2 test. It covers narrative, poetry, and non-narrative reading, and narrative and non-narrative writing. Each unit consists of a five-page content section--contents page, introduction, teaching objectives, and teaching plan--and resources section. For most of the units, the resources section contains all the resources the teacher needs to teach the unit. (RS)
- Published
- 2002
213. Evaluation of National Geographic School Publishing Nonfiction Literacy Materials. Summary Report.
- Author
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Indiana Univ., Bloomington. Indiana Center for Evaluation., ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN., Metcalf, Kim K., Smith, Carl B., and Legan, Natalie A.
- Abstract
During the 2001-02 academic year, a purposive, national evaluation was undertaken of "Windows on Literacy" and "Reading Expeditions," two new school-based programs produced by the School Publishing Division of the National Geographic Society (NGS). The evaluation sought to determine the efficacy of the new materials for teachers and students. Questions posed were whether student academic performance improved when they were engaged with these literacy materials; what were the most effective practices teachers used to improve student performance as the materials were used; and whether students' affective behavior changed as a result of their experiences with these materials. The sample reflected broad geographic diversity across the U.S., classes at each of Grades 1-6, and use of books in both "Windows on Literacy" and "Reading Expressions." Each participating teacher (n=24) agreed to use at least five books from the appropriate literacy series during the study, and each assisted in three data collection activities--student generated concept maps, a written teacher survey, and extended teacher interviews by telephone (during which they shed light on their practices when using the materials). Findings suggest that students' learning improved significantly with these literacy materials and that teachers thought the books impacted their students' general attitudes toward learning. Teachers also thought that the pictures and the format of the text enabled students to personally connect with the texts, thereby making them more receptive to the content. (NKA)
- Published
- 2002
214. Strand Tracker: Non-Fiction Objectives. The National Literacy Strategy.
- Author
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Department for Education and Skills, London (England).
- Abstract
These materials aim to help teachers make explicit links between teaching in the Literacy Hour and in the rest of the curriculum. The materials map teaching objectives from England's National Literacy Strategy's (NLS) Framework for Teaching to various text types and lists NLS resources which can be used to support teaching and learning. Text types outlined in the materials are: recount; non-chronological report; instructions; explanation; persuasion; discussion; and dictionaries and other alphabetically ordered texts. Non-fiction skills outlined in the materials are: locating information; note-making; organizational features; recording information; and critical literacy. (NKA)
- Published
- 2002
215. Education by Imagination: Using Nonfiction Children's Literature to Promote Aesthetic Connections.
- Author
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Butterfield, Carol L.
- Abstract
In science and social studies, teachers continue to present lessons that generally begin and end with the facts. Teaching students to comprehend is all but forgotten as teachers frequently attempt to cover as much content as possible, regard all content as equal, and divide content into artificial categories that bear little relationship to how individuals use content in the real world. This contradicts the fundamentally speculative nature of history and science, with thorough disregard for the element of story inherent in scientific discovery and history making. A study explored what would happen after children read nonfiction science literature and listened to factual stories. A second-grade teacher and class (n=27) participated in a science unit where the focus would not be on the facts, but on the individual and the personal connections the students would make between scientific facts and their own lives. The aim was to engage the students in a process of "seeing with significance." The study was based on two important theories: the reader response movement; and the Vygotskian notion that learning is more effective and proceeds further when it happens in a social context. It also explored whether the students would construct their new knowledge in the form of a narrative. Although it was not found that these students freely expressed their new learning automatically in a narrative form, considerable evidence was found to support the other two hypotheses. In informal small group conversations the students repeatedly connected new information to their personal experiences and benefited by open discussion during the learning process. When the learning environment was structured to permit an open type of imaginative connection building and collaboration, these second graders used that opportunity to enhance their learning. (Contains 21 references.) (NKA)
- Published
- 2002
216. Exemplar Units of Work for English. Key Stage 3: National Strategy.
- Author
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Department for Education and Skills, London (England).
- Abstract
These exemplar units of work for National Strategy Key Stage 3 English show how medium and short-term planning can be based on the Key Stage 3 Framework objectives and support the implementation of Curriculum 2000. The Key Stage 3 English strand introduces pupils to more specialist study of language and literature and supports the study of subjects across the curriculum. Each unit has a cover sheet which provides: an outline of what is covered in the unit; the envisaged timescale; differentiated expectations for higher-achieving, typical, and lower-achieving pupils; the stages of progression within the unit; the anticipated prior learning; and the range of starter activities. After an introduction, the document offers Key Stage 3 lesson starters, sentence level starter activities, text level starter activities, and word level starter activities. The units included are deliberately different in their content and focus: "Write Now" centers upon writing (Year 7); "Books in their Times" has a literary focus (Year 7); "Great Lives" is built around biography and autobiography (Year 7); "What's in the News?" focuses on news reporting on TV and in newspapers (Year 7); "A Sense of Place" features stories from different cultures (Year 8); "Four Kids, Three Cats, Two Cows, One Witch (Maybe)" has a contemporary literary focus (Year 7 and Year 8); "Travelling and Telling" has a non-fiction focus (Year 9); "Research in Ireland" (Year 7) has a literary focus; and "The Faces of War" (Year 9) focuses on World War I poetry. (PM)
- Published
- 2002
217. The African American Sermon As an Exemplar of Culturally Relevant Adult Education.
- Author
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Isaac, E. Paulette and Rowland, Michael L.
- Abstract
Historically, the Black Church was culturally responsive to the needs of their community. In order to meet the needs of African American adult learners, the church had to assume many roles one of which was that of educator. Like many informal institutions of learning, the Black Church has been overlooked as a site for adult education research. Ten sermons of African-American preachers were analyzed to identify culturally relevant themes and their applicability for use in adult education classrooms. These five themes that relate to different aspects of African American life were revealed: (1) self-ethnic personalities/experiences; (2) self-ethnic social experiences; (3) self-ethnic psycho-cultural; (4) Africentric affirmations; and (5) self-ethnic metaphors. These conclusions were drawn from the thematic analyses: (1) African American sermons can provide adult educators with culturally relevant names that reflect self-ethnic personalities with which learners can identify; (2) negative self-ethnic social and psycho-cultural experiences of learners can be mitigated by educators made more aware; and (3) the polyrhythmic cadence of African-American sermons grow out of an oral tradition; and (4) affirmation themes are one way to mitigate against negative self-image. (A glossary of the five themes is included. The bibliography lists 27 references). (AJ)
- Published
- 2002
218. Strategies for Improving Non-Fiction Reading Comprehension.
- Author
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Bell, Karen and Caspari, Amy
- Abstract
This report describes a program for introducing students to strategies for improving their comprehension of non-fiction materials. The targeted population consisted of students of one third grade class in a small, middle class suburb, northwest of a large, midwestern city. Difficulty reading and comprehending non-fiction material was documented through data gathered on classroom assessments and teacher observation. Analysis of probable cause data revealed that students spent significantly less time interacting with non-fiction texts than with fiction texts and had fewer non-fiction materials available to them. The researchers noted that non-fiction is often perceived as being more difficult for elementary students to comprehend, and that strategies for reading and comprehending non-fiction materials are not consistently taught. Review of current literature supported these observations and pointed out that primary students have limited experience with expository texts. A review of solution strategies suggested by researchers, combined with an analysis of the problem setting, resulted in the selection of five interventions: more time spent with non-fiction, paired reading of fiction and non-fiction texts, graphic organizers to help students organize and synthesize information from the text, direct instruction of Collaborative Reading Strategies (CSR), and literature discussions using cooperative groups. A comparison of the results of both pretests to their corresponding posttests showed a marked improvement in student scores. Observations in the researchers' journals indicated a change in the way that the students approached non-fiction. The researchers concluded that the interventions did result in a positive change in students' comprehension of non-fiction. Appendixes contain a rubric for scoring open-ended items on holistic assessment, a consent letter, "clunk" cards, question "stems," and a description for cooperative group roles for CSR. (Contains 34 references and 6 figures of data.) (Author/RS)
- Published
- 2002
219. Children's Literature across the Curriculum: An Ontario Survey
- Author
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Pantaleo, Sylvia
- Abstract
In this article, I have presented findings from survey data to describe elementary teachers' and teacher-librarians' use of various genres of children's literature and their use of children's literature in specific curriculum areas. Data analysis revealed that teachers and teacher-librarians most frequently used the genres of non-fiction, realistic fiction, and fantasy in their teaching. They used children's literature in language and social studies to a greater extent than in other curricular areas. In general, teachers' and teacher-librarians' use of Canadian literature was limited. I have concluded the article with a discussion of the importance of national literature in Canadian classrooms. (Contains 4 notes.) [Published May 2004]
- Published
- 2002
220. Title Attributes of Successful Books in the United States: 1910-1990.
- Author
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Robinson, William C.
- Abstract
This study examined titles of successful books, i.e., those that were best sellers or won literary prizes. In all, 3,239 titles in 71 lists by decade were characterized. The single largest category was popular general fiction followed by general nonfiction. About 49% of the titles won or were nominated for awards, and 45% were best sellers. Most titles were issued in the 1950s through the 1990s. The median book title contained 3.5 words, the mode was 2.4 words, and the mean was 2.8 words. One-word titles accounted for 17% of the sample, two word titles for 34%, three word titles for 20%, and longer titles for 29%. Few titles included color words or place names, but about 16% included the name of a person. Only 2% of the tittles contained a subtitle, and the mean subtitle was 4 words long. Few titles, about 10%, contained a noun or verb word found in another title. There was little significant change over time. Attached tables show the sample distribution by category, sample distribution by decade, title length by category, and title length by decade. (Contains 18 references.) (Author/MES)
- Published
- 2002
221. Light in the Storm. ArtsEdge Curricula, Lessons and Activities.
- Author
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John F. Kennedy Center for the Performing Arts, Washington, DC. and Bauernschub, Mary Beth
- Abstract
"A Light in the Storm" is one of a series of books about America and American history published by Scholastic. The book has been adapted for the stage by the Kennedy Center. The story, which takes place during the Civil War, inspired this 5-lesson curriculum unit that complements the play and allows students to study different aspects of lighthouses in depth: the actual Fenwick Island Lighthouse (or, A Suitable Job for a Woman), Civil War Music, Structures on a Light Station, and Historical Timelines. The unit is intended for elementary students in grades 3 and above and is interdisciplinary in approach. Each lesson offers an overview; suggests length and grade level; lists subjects and subtopics; cites dimensions of learning and intelligence being addressed; notes equipment and materials needed; lists teacher resources; and addresses National Standards for Arts Education and other standards. Each lesson also identifies instructional objectives and strategies; provides a detailed, step-by-step instructional plan; suggests assessment and extension activities; and lists teacher references. Among the materials attached are several handouts with relevant background information. (NKA)
- Published
- 2002
222. Linking Literature with Life: The NCSS Standards and Children's Literature for the Middle Grades. NCSS Bulletin.
- Author
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National Council for the Social Studies, Washington, DC., Sandmann, Alexa L., and Ahern, John F.
- Abstract
Three significant changes have impacted the teaching of social studies to young adolescents in the past decade: (1) development of the curriculum standards for social studies by the National Council for the Social Studies (NCSS); (2) growth in the number of middle schools, which are premised on the integration of content; and (3) expansive use of children's literature in social studies. This book is in response to those innovations which are explained in two parts: (1) provides a rationale for using trade books in social studies and details strategies for nurturing students' reading comprehension; and (2) provides annotations for more than 250 trade books, along with ideas for classroom use, and recommends 150+ additional titles. An index by title and an index by subject are also included. (BT)
- Published
- 2002
223. Champions of the Land. [Lesson Plan].
- Author
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Discovery Communications, Inc., Bethesda, MD. and Carangelo, Audrey
- Abstract
Based on Rachel Carson's book "Silent Spring" and other conservation-related books, this lesson plan presents activities designed to help students understand that many conservationists have written books that have had a profound influence on the way people think about and treat the planet; such books can be powerful instruments for change; and reading such books and encouraging others to read them are important parts of being an environmentally responsible individual. The main activity of the lesson involves reading conservation-related books and writing a brief essay explaining the effects of their books might have had on science or society and their own personal reactions to what they read. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS)
- Published
- 2002
224. 'American Frontiers.' [Lesson Plan].
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Discovery Communications, Inc., Bethesda, MD.
- Abstract
Based on short stories and novels, this lesson plan presents activities designed to help students understand that in the 19th century, the American frontier brought both solutions and problems; and fiction writers as well as documentarians have portrayed the American frontier. The main activity of the lesson involves students writing essays addressing whether characters in the novels and short stories do or do not correspond with information students found from nonfiction sources. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS)
- Published
- 2002
225. Books and Pets: Our Friends for Life! Arizona Reading Program Manual.
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Arizona State Dept. of Library, Archives and Public Records, Phoenix. and Arizona Humanities Council, Phoenix.
- Abstract
This reading program manual delineates the "Books and Pets" program, a project of Arizona Reads, which is a collaboration between the Arizona Humanities Council and the Arizona State Library, Archives, and Public Records. A CD-ROM version of the program accompanies the manual. The manual is divided into the following parts: Introduction; Getting Started (Planning with Goals and Objectives; Program Planning and Scheduling; Let's Get Everyone Involved; Awards and Incentives; Program Survey; Publicity and Promotion; Letter from K-READ and Graphics; Decorations; Registration; Reading Logs); General Resources (Resource Companies; Government Resources; General Programming Titles; Theme-Based Fiction Titles; Theme-Based Non-Fiction Titles; Helpful Web Sites); Arizona Humane Society (Introductory Letter; Humane Literature Checklist; Games, Puzzles, and Activities; Bibliography of Children's Books); Activities (Age-Adaptable Programs and Activities; Songs and Plays; Pet Riddles; Games and Puzzles; Answers); Crafts (General Crafts; Sewing Crafts; Origami Crafts; Masks and Drawings; Recipes); and Special Groups (Young Adult General Programming; Young Adult Theme-Based Programming; Special Needs General Programming; Talking Book Bibliography; Good Books about Special Needs). Appendixes contain information about availability of program funds, incentive coupons for program participants, information on contributing to the 2003 Summer Reading Program, and detailed information on performers related to this year's theme. (NKA)
- Published
- 2002
226. Connecting the Dots: A Handbook Series for Teachers of English Language Arts, Grades 6-8.
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North Carolina State Dept. of Public Instruction, Raleigh. Instructional Services.
- Abstract
Designed to grow into a 2-inch three-ring binder, this handbook is part of a series for teachers of grades 6-8 language arts. The handbook aims to clarify some points, to provide a framework for new teachers and to give veteran teachers some new ideas. Volume I contains activities to use in the classroom, and Volume II is "all about books." The activities are divided into sections for grade 6 (n=17), grade 7 (n=12), and grade 8 (n=9), and each activity contains a brief section on teacher preparation, an activity starter, a "making the connection" section, and objectives addressed. Volume II provides background information about several young people's book awards, including Newbery Award Books, Caldecott Award Books, Coretta Scott King Award, Printz Award, Mildred L. Batchelder Award, National Book Award, Edgar Allen Poe Award, and Best Books List. It also provides extensive lists of fiction books, nonfiction and information books, and picture books published since 1990. (NKA)
- Published
- 2002
227. Sandra Cisneros in the Classroom: 'Do Not Forget To Reach.' The NCTE High School Literature Series.
- Author
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National Council of Teachers of English, Urbana, IL., Jago, Carol, Jago, Carol, and National Council of Teachers of English, Urbana, IL.
- Abstract
This book, the third volume in the NCTE High School Literature Series, explores the joys of reading and teaching the stories and poems of noted Mexican American author Sandra Cisneros. Already a fixture in many high school English classes, her works resonate with the challenges and promises of living in a multicultural society, and they appeal to students of all backgrounds. The book provides biographical information, including an interview with Sandra Cisneros; activities to help students mine their own experiences as rich sources of personal writing, using both Cisneros's fiction and nonfiction as models; methods for weaving literary terminology into the experience of literature study; samples of critical essays suitable for sharing with students; and lists of further resources for teaching both Cisneros's works and literature in general. Teaching suggestions in the book have enough flexibility to allow individual teachers to adapt them to their specific classrooms and students. The book is divided into the following chapters: (1) Where Life and Art Intersect; (2) Writing from Models; (3) A Feast for the Senses; (4) Teaching Literary Terminology in Context; (5) The House That Everybody Knows; (6) Taking a Critical Stance; and (7) "Woman Hollering Creek" and More. (Contains 23 references.) (NKA)
- Published
- 2002
228. Adventuring with Books: A Booklist for Pre-K--Grade 6. 13th Edition. NCTE Bibliography Series.
- Author
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National Council of Teachers of English, Urbana, IL., McClure, Amy A., Kristo, Janice V., McClure, Amy A., Kristo, Janice V., and National Council of Teachers of English, Urbana, IL.
- Abstract
In this 13th edition of "Adventuring with Books," teachers and librarians will find descriptions of more than 850 texts (published between 1999 and 2001) suitable for student use in background research, unit study, or pleasure reading, and children will find books that delight, amuse, and entertain. The texts described in the book are divided into 24 general topics, including Science Nonfiction; Struggle and Survival; Fantasy Literature; Sports; Games and Hobbies; and Mathematics in Our World. To highlight literature that reflects the schools' multiple ethnicities, the booklist also introduces readers to recent literature that celebrates African American, Asian and Pacific Island, Hispanic American, and indigenous cultures. Each chapter begins with a brief list of selection criteria, a streamlined list of all annotated titles in that chapter, and an introduction in which chapter editors discuss their criteria and the status of available books in that subject area. While the reviews were written by adults, the voices and opinions of children are often included as well, lending credence to adult choices of the quality children's books. (NKA)
- Published
- 2002
229. Level 2 Foundation Units. Key Stage 3: National Strategy.
- Author
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Department for Education and Skills, London (England).
- Abstract
These foundation units are aimed at pupils working within Level 2 entry to Year 7. They are designed to remind pupils what they know and take them forward. The units also will teach phonics knowledge from consonant-vowel-consonant (CVC) words to long vowel phonemes. The writing units focus on developing the following skills: understanding what a sentence is; extending sentences patterns using connectives; using adjectives and adverbs; planning endings of narratives which link to the openings; expanding points in narrative sentences to provide details; and understanding the various non-fiction text types. The reading unit focuses on non-fiction to support work done in the mainstream classroom while the handwriting unit ensures that pupils develop a more confident cursive script. Includes an explanation of running reading records and miscue analysis. (PM)
- Published
- 2001
230. Developing Factual Writing: An Approach through Scaffolding.
- Author
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Wray, David
- Abstract
Most teachers would agree that children should undertake a wide range of types of non-fiction writing, but there are many questions about how this aim should be achieved and about how teachers can help children learn about the various structural demands of particular writing forms. "Writing frames" are one strategy which can help children use the generic structures of recounts, reports, instructions, explanations, persuasion, and instructions until they become familiar enough with these written structures to have assimilated them into their independent writing repertoire. A writing frame consists of a skeleton outline to scaffold children's non-fiction writing. The writing frames concentrate on the six types of non-fiction genres identified by the Australian genre theorists, Christie (1989), Martin and Rothery (1986), and Rothery and Callaghan (1989). Children experience problems in practicing non-fiction writing. Writing frames are helpful to children of all ages and particularly useful with children of average writing ability and with those who find writing difficult. Use of a writing frame should always begin with discussion and teacher modeling, and not all children in a class will need to use a writing frame. Contains 21 references and some sample writing frames. (NKA)
- Published
- 2001
231. Information Retrieval. Literacy Progress Unit (Adapted for Whole Class Use). Key Stage 3: National Strategy.
- Author
-
Department for Education and Skills, London (England).
- Abstract
Adapted for whole class use, this unit focuses on developing some of the reading skills pupils need if they are to progress from Level 3 to Level 4 of England's National Curriculum. It is meant to supplement, but not to replace, the English curriculum for Year 7 pupils. The unit builds on the successful approaches of the National Literacy Strategy in primary schools, and therefore features a core teaching sequence which promotes active learning. The unit consists of 18 session plans, plus support materials in the form of teacher and pupil sheets. Each 20-minute session is fast-paced and interactive. The focus of the unit is firmly non-fiction, to complement the unit "Reading between the Lines," which is fiction-based. The unit seeks to extend pupils' repertoire of reading strategies by helping them to read the context as well as the text: activities are based on materials which are typical of those they meet across the curriculum. (RS)
- Published
- 2001
232. Information Retrieval. Literacy Progress Unit (for Use with Small Groups). Key Stage 3: National Strategy.
- Author
-
Department for Education and Skills, London (England).
- Abstract
Developed for use in small groups, this unit focuses on developing some of the reading skills pupils need if they are to progress from Level 3 to Level 4 of England's National Curriculum. It is meant to supplement, but not to replace, the English curriculum for Year 7 pupils. The unit builds on the successful approaches of the National Literacy Strategy in primary schools, and therefore features a core teaching sequence which promotes active learning. The unit consists of 18 session plans, plus support materials in the form of teacher and pupil sheets. Each 20-minute session is fast-paced and interactive. The focus of the unit is firmly non-fiction, to complement the unit "Reading between the Lines," which is fiction-based. The unit seeks to extend pupils' repertoire of reading strategies by helping them to read the context as well as the text: activities are based on materials which are typical of those they meet across the curriculum. Appended are weekly overview sheets and tracking sheets. (RS)
- Published
- 2001
233. The Best in Children's Nonfiction: Reading, Writing, & Teaching Orbis Pictus Award Books.
- Author
-
National Council of Teachers of English, Urbana, IL., Zarnowski, Myra, Kerper, Richard M., Jensen, Julie M., Zarnowski, Myra, Kerper, Richard M., Jensen, Julie M., and National Council of Teachers of English, Urbana, IL.
- Abstract
This book offers readers both a glimpse into the world of children's nonfiction and practical tips on teaching these texts in the classroom. The book looks at the first 10 years of the National Council of Teachers of English's award for excellence in children's nonfiction. In the first section of the book, Orbis Pictus Awards Committee members discuss the issues they consider as they select each year's winner, honor books, and recommended titles. Articles in this section are: (1) "The Quality of Prose in Orbis Pictus Award Books" (J. M. Jensen); (2) "Intermingling Fact and Fiction" (M. Zarnowski); (3) "Nonfiction Book Design in a Digital Age" (R. M. Kerper); (4) "Acknowledging, Citing, Going Beyond: Issues of Documentation in Nonfiction Literature" (K. P. Smith); and (5)"Significance of Topics of Orbis Pictus Award-Winning Books" (E. M. Aoki). In the middle section, writers--and Orbis winners or honorees--reflect on their work during the 1990s. These articles are: (6) "A Wish for a New Century" (D. Swanson); (7) "Lessons Learned from a Butterfly" (L. Pringle); (8) "Presidents, Plagues, and a Pilot: My Writing Life in the 1990s" (J. C. Giblin); (9) "Outside the Box" (P. Lauber); (10) "Writing in the '90s" (R. Blumberg); (11) "A World of Difference" (J. O. Dewey); (12) "One World, Many Religions" (M. P. Osborne); (13) "Nonfiction, 1999" (J. Fritz); and (14) "Serendipity, Detective Work, and Worry: One Nonfiction Writer's Journey through the '90s" (J. Murphy). The book concludes with an annotated list of Orbis Pictus winners and honor books from 1989 to 2000, including teaching suggestions for classroom use. (NKA)
- Published
- 2001
234. Kaleidoscope: A Multicultural Booklist for Grades K-8. Third Edition. NCTE Bibliography Series.
- Author
-
National Council of Teachers of English, Urbana, IL., Yokota, Junko, Yokota, Junko, and National Council of Teachers of English, Urbana, IL.
- Abstract
The third edition of this annotated bibliography collection offers students, teachers, and librarians a helpful guide to the best multicultural literature (published between 1996 and 1998) for elementary and middle school readers. With approximately 600 annotations on topics and formats including picture story books, realistic fiction, history and historical fiction, ceremonies and celebrations, biographies and autobiographies, informational books, poetry, and folklore, this collection continues the "Kaleidoscope" tradition of focusing on books by and about people of color--specifically African Americans, Latinos, Asian Americans, and Native Americans. Each annotation provides bibliographic information and an informative summary that encapsulates not only content but also ethnic focus, nationality, or country of origin. A 16-page insert featuring some of the covers of annotated books showcases the talents of designers and illustrators. The collection contains an author index, an illustrator index, a subject index, and a title index, and it lists award-winning books and publisher addresses. (NKA)
- Published
- 2001
235. Books for You: An Annotated Booklist for Senior High. Fourteenth Edition. NCTE Bibliography Series.
- Author
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National Council of Teachers of English, Urbana, IL., Beers, Kylene, Lesesne, Teri S., Beers, Kylene, Lesesne, Teri S., and National Council of Teachers of English, Urbana, IL.
- Abstract
Beginning with a history of young adult literature and ending with a history of the National Council of Teachers of English (NCTE) "Books for You" booklist project, this fourteenth edition collection offers high school students, teachers, and librarians a comprehensive annotated list of more than a thousand books published between 1997 and 1999. Whether adventure, detailed how-to, helpful study guide for the SAT, historical account, biography, or fantasy, readers will find much to engage with and think about in the collection. In thematically arranged chapters, readers can explore through brief entries that include bibliographic information and informative summaries. Annotations in the book are grouped by subject into 33 thematic chapters, including "Adventures and Survival";"Animals, Pets, and the Natural World"; "Colleges"; "Family Relationships"; "Historical Fiction"; "Math and Science"; "Poetry"; "Science Fiction"; "Sports and Sports Stories"; and "Writers and Writing." The collection's author, title, and subject indexes will assist readers looking for a particular author, book, or topic, and the appendixes provide additional useful material including a list of award-winning books, URLs for publishing houses, and titles of multicultural books. (NKA)
- Published
- 2001
236. 'Based on a True-Story': Using 'The Ballad of Frankie Silver' To Teach the Conventions of Narrative.
- Author
-
Whited, Lana
- Abstract
The distinction between fiction and nonfiction focuses on the aspect of literature teachers usually emphasize when teaching it to students: content. It is equally important, however, for students to understand the "mechanics" of literature, including how a writer crafts his or her material and how the text establishes expectations in a reader. Examining a narrative drawn from fact, such as Sharyn McCrumb's 1998 novel, "The Ballad of Frankie Silver," can deepen students' understanding of what writers do, how writing works, and why literature matters. The story operates on two levels, and by weaving together the two, McCrumb has created a unique work which bridges the fact/fiction gap. This paper shows how a reader of "The Ballad of Frankie Silver" can explore differences in the purpose, technique, and reader response of fictional and nonfictional material in one book. The paper recounts the novel's origins in a true story of an 1832 murder in North Carolina and discusses another book with the same theme, "The Untold Story of Frankie Silver" by Perry Deane Young. It recommends having students read and compare both books. The paper suggests that students scrutinize how McCrumb weaves primary written sources into her text, noting that they can learn a lot about how narrative is shaped and the decisions a writer makes in shaping it from examination of the original materials. It discusses in detail several aspects of the plot. The paper reiterates that reading McCrumb's novel and Young's book and examining original case materials can help students understand the workings of narrative, including theme, point of view, and multi-layered plots, as well as readers' differing expectations for fiction and nonfiction. (NKA)
- Published
- 2000
237. The Effect of Interest in Nonfiction Subject Matter on Comprehension.
- Author
-
Partridge, Heather
- Abstract
The purpose of this study was to determine whether a student's level of interest in a nonfiction topic affects his or her comprehension of that topic. An additional objective was to find out if the student's ability level had an impact on this interest-comprehension relationship. Three first graders (one low, one average, and one high ability) were read both high- and low-interest nonfiction trade books. The findings concerning the interest-comprehension effect differed with respect to each student. Overall, comprehension scores of the high-ability student were better, while the low- and average-ability students performed similarly. Topic interest had a greater effect on comprehension for lower-ability students than the high-ability student, in the sense that lower-ability students had better comprehension of high-interest texts. (Contains 20 references and 4 tables of data.) (Author/RS)
- Published
- 2000
238. Do Children, When They Write, Borrow Ideas from the Literature They Read?
- Author
-
Surmay, Jennifer Jankunas
- Abstract
The data gathered for this study does not support the hypothesis that second grade students, when they write, do not borrow characters, settings, elements of a story, authors' styles and information from nonfictional literature. Students writings were studied to determine the extent of the borrowing, and to answer the questions: (1) Did the students borrow the names of characters from literature to use for their own stories? (2) Did the students use the setting of a known story and change it into their own work? (3) Did the students use elements from a story, such as retelling and actual story into their own words? (4) Did the students use a particular style known to an author to enhance their own story? and (5) Did the students use information from a nonfiction book for use in their own story? The hypothesis was rejected after the data was analyzed. The students did, in fact, borrow ideas from the literature that they read as they wrote their own stories during Writer's Workshop. An appendix contains a tally sheet. Contains 25 references and 2 tables of data. (Author/RS)
- Published
- 2000
239. No Laughing Matter: Where's the Humor in Nonfiction.
- Author
-
Zarnowski, Myra
- Abstract
By highlighting the dreadful and avoiding the droll, nonfiction presents an unbalanced picture of the world and deprives readers of the benefits humor could contribute. Humor is needed in literature because it ventilates or disrupts oppressive conditions, it provides a different lens from which to view reality, and it provides hope, pleasure, and fun. While humor is a trend in current children's nonfiction, it has not assumed a substantial presence in award winning books. There is a need in children's nonfiction for books that show the value of humor as a means of coping with difficulties. (Contains 19 references.) (EF)
- Published
- 2000
240. The Writing-Reading Connection: A Pamphlet Project at Yang-Ming University.
- Author
-
Wu, Siew-Rong
- Abstract
This project emphasized the writing-reading connection in the English as a Foreign Language (EFL) curriculum, noting the effects of integrating nonfiction reading about culture into writing tasks and investigating reading-for-writing activities that functioned as an extension from the EFL classrooms to the outside world. The project occurred in a freshman English reading and writing class at a Taiwanese university. Students were taught skills in research, notetaking, summarizing, paraphrasing, synthesizing, writing for an audience, writing in a neutral tone, using the computer for word processing and information searching, and APA documentation style. A theme on Chinese, aboriginal, or other cultures was established to enhance cross-cultural communication and examine how cultural background and literacy context affected reading comprehension and writing skills. Students collected data and created a pamphlet using these skills, which functioned as an extension of the EFL classroom into the real world. Critical thinking in both reading and writing was facilitated and emphasized during all the reading and writing processes. Teacher and peer feedback were an integral part of the process. Students improved their own proficiencies as they provided feedback to peers. These various interactive procedures were very helpful in students' learning processes. (Contains 10 references.) (SM)
- Published
- 2000
241. Is It Moose-Mooses or Moose-Meese? First Grade Activity. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World.
- Author
-
San Bernardino County Superintendent of Schools, CA. and Speed, Christie
- Abstract
You (the student) have been selected to be the school librarian's helper today. You are going to help her shelve books about moose. But you will have to read the books before you shelve them to decide if they are fictional storybooks about moose or nonfictional books about moose. You will decide if the books are real (nonfiction) or make believe (fiction) by asking questions such as: where do moose live and what do they eat? This lesson plan outlines the process with a brainstorming activity, moose stories, discovering what moose look like, and where they live. It also gives the student learning advice; discusses evaluation; provides extension activities; and offers a reflection activity. The teacher notes section provides grade level/unit; states goals/purpose (standards in history/social science and language arts); and notes materials needed. It lists teacher Internet resources and other print resources. It also discusses interdisciplinary connections and adaptation for special needs students. (BT)
- Published
- 2000
242. Adventuring with Books: A Booklist for Pre-K--Grade 6. 12th Edition. NCTE Bibliography Series.
- Author
-
National Council of Teachers of English, Urbana, IL., Pierce, Kathryn Mitchell, Pierce, Kathryn Mitchell, and National Council of Teachers of English, Urbana, IL.
- Abstract
Books that expand children's horizons and stimulate their imaginations are the focus of this 12th edition, an annotated bibliography of selected children's books published between 1996 and 1998. The 20 chapters in the book contain traditional and nontraditional categories of literature: Stories of the Universe: From Questions and Observations to Discoveries and Inventions; Our Changing World; Exploring Our Past; Families; Struggle and Survival; School Life; Literacy; Picture Books; Mathematics; Poetry; Fine Arts; Sports, Games, and Hobbies; The Craft of Language: Passages, Profiles, and Puzzles; Fantasy Literature: Making the Impossible Possible; African and African American Voices and Experiences; Asian, Asian American, and Hawaii Pacific Voices and Experiences; Hispanic/Latino, Hispanic American, and Latino American Voices and Experiences; Native American Voices and Experiences; Gender Issues: Spunky, Clever, Caring, and Endearing Girls and Boys in Children's Literature; and Supporting Critical Conversations in Classrooms. New to this edition are extensive reviews of selected books, giving additional information on children's comments and reactions, ways the books have been used in the classroom, and other ideas about sharing the books with children. Introductions to each chapter (by the teachers, librarians, university faculty, school-age and university students, and parents who collaborated in choosing the books) share their processes, the issues they dealt with, and the decisions they made about the books in their section. Books are indexed by author, illustrator, subject, and title. (RS)
- Published
- 2000
243. National Award Books as Quality Information Resources in Thailand.
- Author
-
Varatorn, Supannee
- Abstract
This paper deals with the importance of book contests and book awards in Thailand, especially the National Book Awards announced during the National Book Week. The results of an analysis of the fiction and nonfiction national award books by author, content, and subject are discussed in order to show how these highly recognized books are quality information resources. A study of the availability of these national award books in some leading academic, school, public, and national libraries is also presented. The findings offer suggestions for improving book production in Thailand, enhancing the value of national award books, and making information professionals and users aware of these quality information resources and putting them to the best use. (Author/MES)
- Published
- 1999
244. Intermingling Fact and Fiction: Catalyst or Catastrophe?
- Author
-
Zarnowski, Myra
- Abstract
The current trend in adult nonfiction is to incorporate greater and greater amounts of fiction into what is marketed as nonfiction. This trend is mirrored in today's nonfiction for children. Sometimes fictional characters are introduced and their stories are meant to serve as a vehicle for keeping the young reader's interest; sometimes stretches of undocumented dialogue are included; sometimes liberties are taken with chronology. An idea that frequently emerges during discussions of fictionalizing is that fiction somehow provides a "higher truth" that can only be achieved when writers are not constrained by facts. A different way of seeing the changes in nonfiction is as a catalyst, as a means of deepening a reader's understanding of information. Even when telling the truth, authors can use storytelling notions. Rhoda Blumberg's "What's the Deal? Jefferson, Napoleon, and the Louisiana Purchase" (1998) taps the reader's understanding of the well formed story by providing five scenarios which could have happened but did not, and similarly, in "Joan of Arc" (1998), Diane Stanley uses the power of story to ask readers to imagine what it was like living during the Hundred Years' War. In evaluating the changes in nonfiction for children it has to be determined whether intermingling fact and fiction is a catalyst or a catastrophe. (Cites 5 children's books and contains 16 references.) (NKA)
- Published
- 1999
245. A Question of Diversity: An Analysis of the Young Adult Library Service Association's Best Books for Young Adults, 1994-1998.
- Author
-
Benedikt, Anna R.
- Abstract
This study examined the Young Adult Library Service Association's (YALSA's) Best Books for Young Adults (BBYA) recommended list for the years 1994-98 in order to determine if the list provides diversity in terms of the content of books and the gender and ethnicity of the authors and editors whose works appear on it. The results of the study concluded that, although the BBYA list showed diversity from different points of view, it did have some shortcomings. The works of minority authors, although represented on the list, appeared in numbers less than one would expect based upon their presence in the U.S. population overall. The same held true for the numbers of minority protagonists appearing in fictional works. Diversity in terms of content was also lacking to some extent. For both nonfiction and fiction books, the BBYA list contained a large number of certain types of genres and subject matter, while other kinds of form and content were few in number. Despite its shortcomings, YALSA's BBYA list does provide an exceptional source that librarians and teachers can use to select and recommend appropriate materials for their young adult patrons and students. Appendices include the YALSA BBYA policies and procedures, coding sheets used in this research, and data analysis tables. Contains 21 references. (Author/MES)
- Published
- 1999
246. Writing for Children: The Report of the Highlights Foundation Writers Workshop (Chautauqua, NY, 1998).
- Author
-
Highlights Foundation, Honesdale, PA. and Yoder, Carolyn
- Abstract
The atmosphere of focused interaction during a summer conference dealing with professional writing for children is recalled in this publication. The publication reports the experiences of diverse writers-in-residence who spent their days at Lake Chautauqua sharing their love and passion for children's literature--guiding, nurturing, inquiring, lecturing, discussing, mentoring, and critiquing emerge at the end with a sense of community. Articles and presentations in the publication and their authors are, as follows: "Chautauqua as Community" (Neil Waldman); "Discovering the Joy of Writing" (Jane Yolen); "Welcome!" (Joy Cowley); "The Scholarship Program" (Kent L. Brown, Jr.); "A Writer's Alphabet of Words" (Peter Jacobi); "The Book Journey: The Inside Story" (Patricia Lee Gauch);"The Current State of Children's Book Publishing" (James Cross Giblin); "Publishing Trends" (Judy O'Malley and Jewell Stoddard); "Nonfiction for a Day--for a Lifetime! The Nonfiction Easy Reader" (Rosanna Hansen); "The Many Dimensions of Research" (Laurence Pringle); "The Process of Writing How-To Books: The Second Book" (Andy Gutelle); "Difficult Subjects" (Susan Tejada); "Publishing Nonfiction" (Brent Farmer); "Bespoke Writing" (Lionel Bender); "History: Think Locally, Write Nationally" (Carolyn P. Yoder); "How to Write a Children's Book" (Fredrick and Patricia McKissack); "Where Do Ideas Come From?" (Mary Lou Carney); "What Makes a Great Book?" (Maria Salvadore); "Believing in Yourself" (Dayton O. Hyde); "A Rebus Primer" (Marileta Robinson); "Creating Memorable Fiction" (Linda Oatman High); "Conflict" (Kristi Holl); "Journal Writing" (Pat Ramsey Beckman); "Presenting Another Culture" (Marianne Mitchell); "The Naturalist's Journal" (Mark K. Baldwin); and "Writing for Teacher Publications" (Pat Broderick). (NKA)
- Published
- 1999
247. From Learning to Teaching: Towards a Model of Teaching Literacy.
- Author
-
Wray, David and Lewis, Maureen
- Abstract
Exploring ways to help primary school teachers extend the literacy of their pupils, this paper devises and classroom-tests strategies whereby teachers might develop the abilities of their children to use literacy more effectively as a means of learning. It focuses on the reading and writing of non-fiction text. Outlining four basic insights into the nature of the learning process, the paper discusses learning as a process of interaction between what is known and what is to be learned. It describes learning as a social process, as a situated process, and as a metacognitive process. It considers four principles for teaching, the development of a model for teaching and application of that model, and a way to support students throughout the learning process without continual attention from the teacher. There are great potential benefits in the application of these principles in the teaching of literacy. (Contains 17 references.) (SC)
- Published
- 1999
248. Extending Interactions with Non-fiction Texts: An Exit into Understanding.
- Author
-
Wray, David and Lewis, Maureen
- Abstract
Exploring ways of helping teachers to extend their pupils' literacy, this paper's intent is to devise and try in classrooms a range of strategies whereby teachers might develop the abilities of their children to use literacy more effectively as a means of learning. It gives an outline of the model used, the Extending Interaction with Texts, or "EXIT" model, and briefly outlines the thinking and research underlying the model. The paper concludes that despite the difficulties in devising models of this nature, teachers have reacted positively to the attempt to provide a framework for their classroom work. Contains 30 references. (SC)
- Published
- 1999
249. Biography Today: Profiles of People of Interest to Young Readers. Author Series, Volume 6.
- Author
-
Harris, Laurie Lanzen and Abbey, Cherie D.
- Abstract
This book provides biographical profiles of 11 authors of interest to readers ages 9 and above and was created to appeal to young readers in a format they can enjoy reading and readily understand. Biographies were prepared after extensive research, and each volume contains a cumulative index, a general index, a place of birth index, and a birthday index. Each entry in provides at least one picture of the individual profiled, and bold-faced rubrics lead the reader to information on birth, youth, early memories, education, first jobs, marriage and family, career highlights, memorable experiences, hobbies, and honors and awards. All entries end with a list of easily accessible sources designed to lead the student to further reading on the individual. Volume 6 features the following authors: Lloyd Alexander (1924-); Paula Danziger (1944-); Nancy Farmer (1941-); Zora Neale Hurston (Retrospective) (1891?-1960); Shirley Jackson (Retrospective) (1916-1965); Angela Johnson (1961-); Jon Krakauer (1954-); Leo Lionni (Obituary) (1910-1999); Francine Pascal (1938-); Louis Sachar (1954-); and Kevin Williamson (1965-). (BT)
- Published
- 1999
250. Biography Today: Profiles of People of Interest to Young Readers, 1999.
- Author
-
Harris, Laurie Lanzen and Abbey, Cherie D.
- Abstract
This document is the eighth volume of a series designed and written for the young reader aged 9 and above. It contains three issues and covers individuals whom young people want to know about most: entertainers, athletes, writers, illustrators, cartoonists, and political leaders. The publication was created to appeal to young readers in a format they can enjoy reading and readily understand. Each entry combines at least one picture of the individual profiled, and bold-faced rubrics lead the reader to information on birth, youth, early memories, education, first jobs, marriage and family, career highlights, memorable experiences, hobbies and honors and awards. Each of the entries ends with a list of easily accessible sources (both print and electronic) to lead the student to further reading about the individual. Obituary entries also are included, written to provide a perspective on an individual's entire career. This volume includes profiles of: Sarah Michelle Gellar, John Glenn, Lynn Johnston, Shari Lewis, Oseola McCarty, Mark McGwire, Frank Sinatra, Sammy Sosa, Venus Williams, Jennifer Aniston, Kobe Bryant, Sharon Draper, Savion Glover, Jeff Gordon, David Hampton, King Hussein, Shania Twain, Mitsuko Uchida, Jesse Ventura, Ben Affleck, Maurice Ashley, Sadie Delany, Bessie Delany, Lauryn Hill, Slobodan Milosevic, Natalie Portman, J. K. Rowling, Gene Siskel, John Stanford, and Natalia Toro. (LB)
- Published
- 1999
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