The big book of literacy tasks, grades K-8 : 75 balanced literacy activities students do (not you!) /
"A compendium of reading and writing tasks that virtually all teachers have students do, with the value-add of expert scaffolding tips that ensure students are doing the work--not the teacher. Based on research on coherence by Elmore and others at Harvard. Perfect for balanced literary classroo...
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Thousand Oaks, California :
Corwin Literacy,
[2018]
|
| Subjects: |
| LEADER | 05288cam a22004578i 4500 | ||
|---|---|---|---|
| 001 | mig00004766514 | ||
| 003 | OCoLC | ||
| 005 | 20180430062729.8 | ||
| 008 | 180228s2018 caua b 001 0 eng c | ||
| 010 | |a 2017049404 | ||
| 020 | |a 9781506389639 |q (pbk. ; |q alk. paper) | ||
| 020 | |a 1506389635 | ||
| 035 | |a (OCoLC)1014063484 | ||
| 035 | 0 | 0 | |a on1014063484 |
| 040 | |a LBSOR/DLC |b eng |e rda |c DLC |d OCLCO |d OCLCQ |d OQX | ||
| 042 | |a pcc | ||
| 049 | |a TXMM | ||
| 050 | 0 | 0 | |a LB1576 |b .A396 2018 |
| 082 | 0 | 0 | |a 372.6 |2 23 |
| 092 | |a 372.6 |b Ak46b | ||
| 100 | 1 | |a Akhavan, Nancy L., |e author. | |
| 245 | 1 | 4 | |a The big book of literacy tasks, grades K-8 : |b 75 balanced literacy activities students do (not you!) / |c Nancy L. Akhavan. |
| 263 | |a 1802 | ||
| 264 | 1 | |a Thousand Oaks, California : |b Corwin Literacy, |c [2018] | |
| 300 | |a xiv, 195 pages : |b color illustrations ; |c 26 cm | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a unmediated |b n |2 rdamedia | ||
| 338 | |a volume |b nc |2 rdacarrier | ||
| 520 | |a "A compendium of reading and writing tasks that virtually all teachers have students do, with the value-add of expert scaffolding tips that ensure students are doing the work--not the teacher. Based on research on coherence by Elmore and others at Harvard. Perfect for balanced literary classrooms whether workshop centered or literature basal"-- |c Provided by publisher. | ||
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a A new spin on who, what, why, when and where -- Making predictions to help comprehension -- Journal writing after reading -- Make a connection to the world when reading a text independently -- Quoting an important idea in a nonfiction text -- Name character motives and actions -- Name rising plot -- Name plot resolution -- Tell the text -- Dig deeper into the text -- Guided comprehension talks -- Elaborate and clarify meaning -- Setting routines for independent reading -- Fixing up when attention wanders -- Communicating your heads-up ball approach -- Answering a text-dependent question -- Tell why (you think, believe, remember, know) with why messages -- Make a bold statement about a text -- Extend thinking when discussing a text -- One-liners for nonfiction texts -- Crystal ball predictions -- Yesterday's news -- Annotate text -- Sentence strip statements -- Write questions about reading -- Super cool three steps to describe an experience -- Getting kids to write: wonderfully concentrating minds generating ideas -- Sketch to write -- Getting help from another writer: write dialogue in narratives and quotes in reports -- Getting help from another writer: write a hook -- The right amount of details, the right amount of clarity -- Thinking small to write well -- Writing a jot about what was read -- Works too long, and never gets any writing done -- Dialogue journals -- Analyze a text for author's purpose with a text that is a little too hard for students to read on their own -- Create a structured outline of a text -- Collecting research and organizing research notes for writing -- Plot summary snapshots -- Writing information in a new format -- Stay on point in writing -- Productive use of the author's chair -- Write a short research report -- Write an all about text -- Your students have voice?writing an opinion text -- Arguing the solution to a problematic situation -- Writing the recipe for success: how-to texts -- Writing explanations, be like an encyclopedia -- Inquiry for smart minds -- Responding to literature with some kick to it -- Identify theme in a complex text -- Posing questions for easier inquiry -- Writing a fable or myth -- Writing a fairy tale -- Justifying an answer with a claim and evidence -- Use known concepts to help others learn new information -- Connect the dots, or ideas between texts -- Identifying real facts from made-up facts?fallacious reasoning -- Brainstorming multiple valid answers/responses -- Concept mapping between big ideas -- Make me ponder?questions that get the thinking juices flowing -- Writing compare and contrast response to literature -- Peer to peer analysis and response -- Critique a complex or functional text -- Visible and visual: -- Use known concepts & vocabulary to understand a text -- Summarize a text that is a little too hard for students to read on their own -- Student think-alouds -- Separate central ideas from big ideas -- Writing in different genres or multimedia to engage and persuade -- Creative debate -- I am a reader -- I am a writer -- Look up -- Good-bye, perfect teacher -- Teacher and learner. | |
| 650 | 0 | |a Language arts (Elementary) | |
| 650 | 0 | |a Language arts (Middle school) | |
| 650 | 0 | |a Literacy |x Study and teaching (Elementary) | |
| 650 | 0 | |a Literacy |x Study and teaching (Middle school) | |
| 907 | |a 3688113 |b 05-07-18 |c 05-07-18 | ||
| 998 | |a w |b 05-07-18 |c m |d a |e - |f eng |g cau |h 4 |i 1 | ||
| 994 | |a 92 |b TXM | ||
| 945 | |a 372.6 |b Ak46b |g 1 |i 33082017642058 |j 0 |l w3 |o - |p $30.56 |q - |r - |s - |t 0 |u 1 |v 0 |w 0 |x 1 |y .i21987609 |z 05-07-18 | ||
| 999 | f | f | |i 4b9f1402-d425-4ea0-813f-60b642673d11 |s b15f0b93-ee0c-492c-b0a6-786265a49403 |
| 952 | f | f | |a Middle Tennessee State University |b Main |c James E. Walker Library |d Main Collection - Walker Library - 3rd Floor |e 372.6 Ak46b |h Library of Congress classification |i Book |m 33082017642058 |n 1 |
