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Using the Workshop Approach in the High School English Classroom : Modeling Effective Writing, Reading, and Thinking Strategies for Student Success.
Take a peek into an effective workshop-based classroom and discover how you can enhance adolescents' technical and creative abilities in reading, writing, and thinking.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Thousand Oaks :
SAGE Publications,
2005.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
| LEADER | 00000cam a2200000 i 4500 | ||
|---|---|---|---|
| 001 | EBOOKCENTRAL_ocn939263090 | ||
| 003 | OCoLC | ||
| 005 | 20240329122006.0 | ||
| 006 | m o d | ||
| 007 | cr |n||||||||| | ||
| 008 | 160213s2005 xx o 000 0 eng d | ||
| 040 | |a EBLCP |b eng |e pn |c EBLCP |d OCLCQ |d AU@ |d OCLCQ |d LOA |d OCLCO |d OCLCF |d K6U |d OCLCO |d OCLCQ |d OCLCO |d OCLCL | ||
| 020 | |a 9781412925488 | ||
| 020 | |a 1412925487 | ||
| 029 | 1 | |a AU@ |b 000062375802 | |
| 035 | |a (OCoLC)939263090 | ||
| 050 | 4 | |a LB1631 |b .U73 2006 | |
| 082 | 0 | 4 | |a 808.0420712 |2 22 |
| 049 | |a UAMI | ||
| 100 | 1 | |a Urbanski, Cynthia D. | |
| 245 | 1 | 0 | |a Using the Workshop Approach in the High School English Classroom : |b Modeling Effective Writing, Reading, and Thinking Strategies for Student Success. |
| 260 | |a Thousand Oaks : |b SAGE Publications, |c 2005. | ||
| 300 | |a 1 online resource (193 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 588 | 0 | |a Print version record. | |
| 520 | |a Take a peek into an effective workshop-based classroom and discover how you can enhance adolescents' technical and creative abilities in reading, writing, and thinking. | ||
| 505 | 0 | |a Cover -- Contents -- Foreword -- Acknowledgments -- About the Author -- Chapter 1 -- Running and Writing -- The Workshop Culture: A Study of Coaching -- Conclusions and Mission -- Chapter 2 -- Who Writes the Rule Book Anyway? Accountability, Tests, and the History of Rhetoric -- A Bit of History -- And What about the Other Parts of My Curriculum? -- Testing and Accountability -- Conclusions -- Suggested Reading -- Chapter 3 -- Coaching and Teaching by Doing: Modeling Thinking, Writing, and Reading -- A Horror Story in Two Scenes -- Scene I: Sunday Night Back in the Dark Ages -- Scene II: Sunday Night One Week Later -- Modeling: A Simple Concept with Huge Benefits -- Modeling Gives us Fresh Experiences to Draw from -- Modeling can Transform our Classrooms -- Modeling Fosters Authentic Learning -- Modeling Will Supercharge our Planning Time -- Modeling in Our Classrooms: What Do We Do? -- Modeling Concepts for Writing -- A Lesson in Modeling Writing -- Modeling Concepts for Reading -- A Lesson in Modeling Close Reading and Analysis -- Conclusions: Pulling it all Together and Coming Full Circle -- Chapter 4 -- Warming up the Writing Muscles: Two Tools for Invention -- Free Writing -- What is Free Writing ... Really? -- Why Does Free Writing Work? -- Application: Helping Our Students Discover the Magic -- A Lesson in Free Writing -- The Last Word on Free Writing -- Daybooks: A Place to Store Free Writing and Thinking -- Conclusions -- Chapter 5 -- The Practice Field: Building Strength and Confidence in Writing and Literary Analysis -- Types of Practice -- Reader Response and Invention -- In-Class Drafting and Revision -- Types and Progression of Assignments as Practice -- Conclusions -- Chapter 6 -- Race Day: Evaluation and the Idea of Grammar -- Grammar in Context -- The Bottom Line on Grammar -- A Grammar Lesson -- A Word of Caution. | |
| 505 | 8 | |a For Further Ideas ... -- A Word About Standards -- Watching the Race: Evaluating Student Writing -- Grading Practice Writing without Eradicating its Purpose -- Grading Response Journals or Daybooks -- Grading Published Pieces -- Portfolios: Looking at the Whole Season and Student Growth over Time -- Conclusions -- Suggested Reading -- Chapter 7 -- Responding as a Spectator: The Writing Conference -- Why Conference Anyway? -- A Trek through a Conference Log -- Writing Conventions/Skills in Context -- A 50-Minute Tutoring Session Translated into a 90-Minute Class -- Basic Behavior in the Writing Conference -- A Close-up Look at a Conference -- Conclusions -- Chapter 8 -- Becoming Independent: Writing and Literature Groups -- A Scenario: Student Writing as Class Literature -- Student Response to Groups -- How to Make Groups Work -- Model Functional Groups -- Provide Structure and Incentive -- Help Students Find Their Own Structure -- What about the Kid Who Doesn't Buy into Group Work? -- Timing -- Writing Groups -- Literature Groups -- Conclusions -- Suggested Reading -- Epilogue: Why Teachers Coach -- References -- Index. | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a English language |x Composition and exercises |x Study and teaching (Secondary) | |
| 650 | 0 | |a Language arts (Secondary) | |
| 650 | 6 | |a Arts du langage (Secondaire) | |
| 650 | 7 | |a English language |x Composition and exercises |x Study and teaching (Secondary) |2 fast | |
| 650 | 7 | |a Language arts (Secondary) |2 fast | |
| 758 | |i has work: |a Using the workshop approach in the high school English classroom (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGft8h9rqkgxX833Vd8CpP |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Urbanski, Cynthia D. |t Using the Workshop Approach in the High School English Classroom : Modeling Effective Writing, Reading, and Thinking Strategies for Student Success. |d Thousand Oaks : SAGE Publications, ©2005 |z 9781412925488 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=1994351 |z Texto completo |
| 936 | |a BATCHLOAD | ||
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL1994351 | ||
| 994 | |a 92 |b IZTAP | ||