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Pagina 264
One student says yes quietly and talks directly to Susan about his neighborhood having no white people . A different student looks at Becky and says yes there are white people in the neighborhood because he lives in the same ...
One student says yes quietly and talks directly to Susan about his neighborhood having no white people . A different student looks at Becky and says yes there are white people in the neighborhood because he lives in the same ...
Pagina 271
In another excerpt from lesson # 3 , Susan allowed opportunities for students to question each other and defend their ideas . We see that students have begun to respond to each other and not just to the teacher .
In another excerpt from lesson # 3 , Susan allowed opportunities for students to question each other and defend their ideas . We see that students have begun to respond to each other and not just to the teacher .
Pagina 273
We see in the above example , Susan respected her students ' ideas and stories and allowed time for them to talk . She modeled the skill of asking " why ? ” questions and explaining what you mean or don't understand .
We see in the above example , Susan respected her students ' ideas and stories and allowed time for them to talk . She modeled the skill of asking " why ? ” questions and explaining what you mean or don't understand .
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Inhoudsopgave
Using narrative picture books to build awareness | 7 |
One first grade teachers experience with | 21 |
Three views | 33 |
6 andere gedeelten niet getoond
Overige edities - Alles bekijken
Veelvoorkomende woorden en zinsdelen
activities approach arts asked authors basal beginning believe child classroom College conversation create direct discussion districts Education effective elementary encourage engage examine example experiences feel felt four girls give goals grade guides ideas important included individual initial instruction interactions interest interviews involved Journal knowledge language learning lesson literacy literature look materials meaning methods Michigan minutes motivation noted observed parents parody participated patterns picture plans position practice preservice teachers published questions readers Reading Horizons reading instruction reflections reported responses role selected session setting shared sibling skills social spelling standards story strategies structure successful suggestions Susan talk task teaching things tion tutors understanding University week whole writing written young
Bibliografische gegevens
| Titel | Reading Horizons, Volume 39 |
| Bijdragers | International Reading Association. Western Michigan University Chapter, Western Michigan University. Reading Center and Clinic, Western Michigan University. Psycho-Educational Clinic, Homer L.J. Carter Reading Council, Western Michigan University. College of Education, Dorothy J. McGinnis Reading Center and Clinic |
| Uitgever | College of Education of Western Michigan University and the Homer L. J. Carter Reading Council, 1998 |
| Oorspronkelijk uit | University of Illinois in Urbana-Champaign |
| Gedigitaliseerd | 11 aug 2017 |
| Citatie exporteren | BiBTeX EndNote RefMan |