Reading Unbound: Why Kids Need to Read What They Want—and Why We Should Let Them
The book is divided into two parts: Part One provides an in-depth exploration of the nature and variety of the pleasure avid adolescent readers experience through their out-of-school reading. Part Two identifies and explains the genres teen readers most enjoy—romance, vampires, dystopian fiction, and science fiction/fantasy. The authors explore what we can learn from teens’ pleasure reading and the implications for instruction in this era of Common Core State Standards.
Talk toolkits of teachers and children: An analysis of talk between teachers and children On the carpet:Organising talk with children when starting and finishing lessons Ground rules for exploratory talk: Why is exploratory talk so important? Speaking and listening for reading and writing: Basing reading and writing on talk, using story examples Talk for learning across the curriculum: Strategies which stimulate and support exploratory talk in any curriculum area Talk about opinions and feelings: Exploratory talk to elicit opinions and reasons, using a story example
The higher standards expected today call for literacy instruction that focuses on the close reading of complex texts. In this book, twenty literary text passages are organized around high-interest topics connected to the curriculum and to key comprehension skills. Each reading is specially formatted to provide practice with text marking—a proven, powerful tool for building comprehension skills, such as describing characters, settings, key events and details, and story structure; identifying points of view; determining the meaning of key vocabulary and figurative language; and making inferences.
Added by: Lucianadp | Karma: 14.51 | Black Hole | 24 March 2017
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Vocabulary for IELTS SB and MP3
This book aims to extend and improve the accuracy of your vocabulary and help you prepare for the IELTS test. It introduces vocabulary through listening and reading texts that reflects the materials used in the IELTS test.
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