First, skimming through the readings and look for similar issues in each essay. Reflect on those issues, and jot down your ideas. Reread and decide on one topic that will unify your essay. Note each essay's thesis and main points. Finally, take notes.
Tell the students that they will be reading the book again. Have them listen carefully to the words in the story and write down any words that they don’t already know or understand. – Prepare Students buddy read with a partner- Read After the story: 1. Ask students to share their found words with a partner. –Respond 2.
It is also when a student can tell why they are going to read. In this stage they begin to look through the book and think of what they think it might be about. Once a student learns to examine the book they move onto actually reading their book. When they are reading the book, they have different ways to participate. The whole class can have a copy of a book and look at it as the teacher reads.
Lesson Hook: Students will read a book of their choosing from computer website or school library. The teacher can put samples and comments from different author up on the overhead from the website using the projector. The teacher will explain format for written and presenting book report. Activity to present new information/skills: 1. Students will read about different authors and choose a book that they want to read about and write a book report on their book of choice.
Learning how to read the guidebooks helped me to write my summary & response papers. After reading the guidebook, I would start to identify the writing requirements of my paper. There were several writing rules that I needed to apply on. The summary & response paper was a single-spaced paper; it could be a one-two page. The requirements were half of the paper should be a summary about the guidebook and the other part should be my response to the information.
Survey the Literature, 5. Critique the Literature, 6. Write the Review. This paper will describe and evaluate the steps involved in writing a literature review. The first step in conducting a literature review is selecting a topic.
It should be one or two paragraphs summarizing the topics in your paper. It should also contain your conclusions or findings. Triple click anywhere in this paragraph to begin typing. You may want to use the table provided.] References [Your references go here in alphabetical order (by the first author¡¦s last name ¡V or when there is no author, the first word of the title).
Students will then decide how they will use text features to inform the reader. They will use the examples from the read alouds or other nonfiction books to determine how they will arrange their text features. Throughout the entire process I want to create an environment that lets my students know that I believe in them and that are capable of reaching the caliber of the authors in the read alouds. My students will feel comfortable sharing about their individualized writing process
For example students may read in an efferent stance when they study for exams or read non-fiction literature. Students may read aesthetically as well, when they are reading for the “pleasure and the rew... ... middle of paper ... ...est them. With the understanding of Rosenblatt’s Transactional Theory, I can mold myself into an educator that teaches for the students. I will accept and understand that each student will learn through different processes, at different levels, and by different texts. In my future classroom, I will strive towards creating and comforting environment in which students can enrich themselves in books that they have chosen.
I mostly taught myself how to write in this way. Before writing, I would read part of a book written for kids my age, and try to emulate the author’s voice. What kept me writing in this way was the feedback I received from others. I showed them to my friends and family, and they would tell me how much they liked certain parts of the story. After receiving that feedback, I would then look back at the parts they mentioned, and try to write like I had in the “good” passages.