|
Showing 1 - 10 of
10 matches in All Departments
Examines public and private writings of low-income urban,
pre-adolescent girls, illuminating ways that girl's voice are often
silenced in schools and society.
She Say, He Say reveals the development of fifth grade urban
girls' voices through their own writing in the classroom. This book
underscores the importance of including all of the girls' voices
into the curriculum where their voices can be nurtured, cultured,
and responded to in potentially productive ways.
Through an exploration of two major writing contexts, the public
and the private, Brett Elizabeth Blake chronicles how the girls
learned through their writing not only how to name issues salient
to them, such as domesticity and racism, but also how to resist the
underlying notions of such important issues. The girls' stories are
based on nearly three years of study, and the traditional notion of
a process approach to writing is challenged by addressing how such
an approach must become a site for significant tension and struggle
over issues like ownership and voice. Blake suggests several
curricular strategies, such as reader response techniques and a
violence-prevention unit, as additional approaches that support
girls' voices. This book explores and challenges us to look more
closely at how the intersection of gender, race, and class is
crucial for understanding not only how and what girls write about,
but also why they write so deliberately and poignantly about their
lives.
Teaching Writing for All: Process, Genres, and Activities offers
educators an informative anthology about writing instruction in the
K-12 school setting. The collection provides articles, discussion
questions, and activities to deepen educators' understanding of the
writing process, genres of writing, and the uses of writing. The
text begins with articles that explore the evolution of writing
instruction and effective practices which can help educators teach
the process of writing to students. The proceeding sections provide
readings on the various genres of writing which are typically used
in K-12 classrooms, including narrative, poetry, expository, and
persuasive writing. The book also addresses writing for the English
language learner and students with learning disabilities. The
anthology leads the reader into writing in a technological world by
closing with an article about facilitating online writing through
the practice of journaling. Teaching Writing for All is a valuable
resource which provides students of the education profession with a
collection of articles that offers information on history and genre
writing for students in elementary, middle, and high school
settings. It is well suited for courses in education, especially
those with an emphasis on writing instruction.
A state-of-the-art compendium of resource materials and current
practice that answers two basic questions: "What is literacy?" and
"How do individuals become literate?" Not long ago, literacy simply
meant knowing how to read and write. Today, the study of literacy
is a complex field encompassing many different areas, from computer
literacy to geographic literacy, and including several degrees of
competence such as functional, pragmatic, and cultured. In addition
there are six kinds of readers: the submissive, the active, the
semiotic, the subjective, the psychoanalytic, and the interpretive
community reader, and at least two distinct ways of reading:
aesthetic reading and rational reading. In this comprehensive,
accessible volume, two literacy experts not only help readers
understand the latest theories and the heated controversies in this
exciting field, they also show readers how this vast new knowledge
is being applied in successful literacy programs. Detailed
discussion of reader response theory and the different types of
readers Contact information for a variety of literacy organizations
along with a list of websites offering lesson plans, teaching
resources, and literacy research
Becoming a Teacher revisits the concept of Teacher Lore (Schubert
and Ayers, 1992), by providing a cross-disciplinary approach
linking elements of narrative theory to all aspects of pre- and
in-service teaching. In essence, it embraces the notion that what
teachers say matters. The rationale behind this text is the idea
that narrative can not only be a conceptual lens through which a
particular discipline can be re-examined, but also an aid to help
preservice teachers understand the potential importance of personal
experience and reflective ways of knowing as they learn to become
teachers. In addition, this book serves as a reminder to those of
us in teacher education that the very mandates that control so much
of our curricula, funding, and publishing decisions can be
reconstructed to reflect what we know is good teaching - and what
we know works, in spite of standardized testing and accountability
measures that declare the opposite.
This book provides not only educators, but parents and caretakers
with a variety of engaging instructional strategies for K-8
students. These approaches enable all students to read easily and
enjoyably by utilizing different styles and approaches. None
typically are used in conventional classrooms, but children who
either have not mastered-or who do not enjoy-reading, become
involved in and energized with active participation. When these
activities are introduced, many children will begin recognizing
words, stringing them together, increase vocabulary, and reading
within the first four months of beginning_if not earlier.
A Road Less Traveled: Critical Literacy and Language Learning in
the Classroom, 1964-1996 takes us through what Robert W. Blake
calls the "jaunty journey" of the English/English Language Arts
classroom from its linguistic and literature foundations, to
emphases on close reading techniques and structures to composing
and responding to literature. A Road Less Traveled heads bumpily
into the path of learning how to work with "non-native speakers"
and other "basic" students toward a (re)-burst of a renewed
interest in poetry and drama, reader response, a process approach
to writing, and the diverse student, showing through the often
winding and blurry road along the journey of our literacy travels
over 30 years, that what we understood best about reading and
writing has stood the test of time.
A Road Less Traveled: Critical Literacy and Language Learning in
the Classroom, 1964-1996 takes us through what Robert W. Blake
calls the "jaunty journey" of the English/English Language Arts
classroom from its linguistic and literature foundations, to
emphases on close reading techniques and structures to composing
and responding to literature. A Road Less Traveled heads bumpily
into the path of learning how to work with "non-native speakers"
and other "basic" students toward a (re)-burst of a renewed
interest in poetry and drama, reader response, a process approach
to writing, and the diverse student, showing through the often
winding and blurry road along the journey of our literacy travels
over 30 years, that what we understood best about reading and
writing has stood the test of time.
|
You may like...
Impossible
Sarah Lotz
Paperback
R330
Discovery Miles 3 300
Icebreaker
Hannah Grace
Paperback
R280
R189
Discovery Miles 1 890
Heart Bones
Colleen Hoover
Paperback
R367
Discovery Miles 3 670
Book Lovers
Emily Henry
Paperback
(4)
R245
R192
Discovery Miles 1 920
|