Constructing curriculum: alternate units of study
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Portsmouth, NH
Firsthand, Heinemann
2010
|
| Schriftenreihe: | [Units of study for teaching reading : Grades 3 - 5]
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XII, 324 S. |
| ISBN: | 9780325030708 |
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Datensatz im Suchindex
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| adam_text | IMAGE 1
ACKNOWLEDGMENTS
INTRODUCTION
LUCY CALKINS
PART ON E
ALTERNATE UNITS OF STUDY FOR TEACHING READING
VIII
IX
LAUNEHING THE READING WORKSHOP WITH YOUNG READERS 1
HAREEM ATIF KHAN
OUR FIRST JOB IN SEPTEMBER IS TO ENGAGE OUR STUDENTS-IN THEIR READING
AND ALSO IN OUR TEACHING. THIS UNIT HAS BEEN WRITTEN WITH AN EYE TOWARDS
ENGAGING AS WELL AS TEACHING STUDENTS WITH BRIEF, SPIRITED MINILESSONS
THAT WELCOME YOUNGSTERS INTO A READING WORKSHOP. WE RECOMMEND THIS UNIT
FOR TEACHERS OF THIRD GRADERS IN YOUR SECOND YEAR OFLAUNCHING, AFTER YOU
HAVE LEAMED FROM TEACHING THE FOUNDATIONAL UNITS. THE UNIT TAKES
THE ROLLICKING FAVORITE, FANTASTIC MR. FOX BY ROALD DAHL, AS A
TOUCHSTONE TEXT, ALTHOUGH YOU COULD ALTER THIS, AND TEACHES THE HABITS,
RITUALS, AND SKILLS THAT ARE ESPECIALLY IMPORTANT AT THE START OF THE
YEAR.
INTELLECTUAL INDEPENDENCE: AN AMBITIOUS WORKSHOP FOR EXPERIENCED READERS
61
MARY EHRENWORTH
THIS UNIT IS DESIGNED FOR TEACHERS AND STUDENTS WHO ARE BOTH SEASONED
PARTICIPANTS IN A READING WORKSHOP. THE UNIT RALLIES STUDENTS TO ADOPT
AMBITIOUS GOALS AND TO DO THIS BY DRAWING ON ALL THEY HAVE ALREADY
LEARNED DURING PREVIOUS YEARS IN ORDER TO WORK WITH GREAT PERSONAL
RESOLVE TO READ INCREASINGLY COMPLEX BOOKS WITH DEPTH AND
SOPHISTICATION. THE UNIT EXPECTS THAT STUDENTS WILL WORK WITH INCREASING
INDEPEND-
ENCE AND RESOURCEFULNESS, AND HELPS THEM WANT TO DO THIS.LT S WRITTEN
WITH AN EYE TOWARDS APPEALING TO STUDENTS WHO ARE ON THE BRINK OF
ADOLESCENCE AND ARE EAGER TO BE TREATED LIKE THEY ARE PRACTICALLY
EXPERTS. THE UNIT IS WRITTEN WITH EDWARD S EYES BY PATRICIA MACLACHLAN
AS A TOUCHSTONE TEXT-BUT IT RELIES ONLY LIGHTLYON THAT BOOK, AND YOU
COULD EASILY SUBSTITUTE ANOTHER WELL-WRITTEN NOVEL. THIS UNIT WILL MAKE
THE MOST SENSE
WHEN YOUR STUDENTS (AND YOU) HAVE EXPERIENCED THE FOUNDATIONAL UNITS.
BRINGING CHARACTERS TO LIFE AND DEVELOPING ESSENTIAL READING SKILLS 128
JULIA MOONEY
IN 8ECAUSE OFWINN-DIXIE BY KATE DICAMILLO, A SCRUFFY, HOMELESS DOG TURNS
A TOWN INTO A COMMUNITY AND BEGINS TO HEAL A YOUNG GIRL S OLD WOUNDS. IN
THIS UNIT, YOU LL BRING THAT DOG, ITS OWNER OPAL, AND DOZENS OF OTHER
CHARACTERS FROM YOUR CHILDREN S OWN BOOKS TO FRONT AND CENTER IN YOUR
CLASSROOM. THE RESULT WILL BE NOT ONLY A COMMUNITY, BUT A COMMUNITY OF
READERS WHO GROW THEORIES ABOUT CHARACTERS AS THEY READ. YOU LL USE
THESE RELATIONSHIP BETWEEN READERS AND CHARACTERS TO PROPEL YOUR
STUDENTS INTO IMPORTANT WORK WITH SKILLS SUCH AS ENVISIONING, DEVELOPING
THEORIES ABOUT CHARACTERS, USING STORY STRUCTURE TO SUPPORT COMPRE-
HENSION, AND INFERRING. THE UNIT WAS WRITTEN WITH THE EXPECTATION THAT
YOU MIG HT ELECT TO TE ACH IT AS A VARIATION ON UNIT 2: FOLJOWING
CHARACTEN INTO MEANING, SO THAT STUDENTS WILL HAVE A CHANCE TO CYCLE
THROUGH CHARACTER WORK SEVERAL TIMES-ONCE WITH 8ECAUSE OF WINN-DIXIE AND
PERHAPS A YEAR LATER WITH THE TIGER RISING. KATE DICAMILLO S FLAWED AND
DEEPLY LOVING CHARACTERS ARE ALMOST IMPOSSIBLE NOT TO EMBRACE AS REAL,
AND THEIR STRUGGLES WILL HELP CHILDREN ADDRESS IMPORTANT LESSONS ABOUT
LOSS AND RENEWAL.
IV CONSTRUCTING CURRICULUM: ALTERNATE UNITS OF STUDV
IMAGE 2
LEARNING FRORN THE ELVES: A GENRE STUDY OF THE CORNPLEXITIES AND THERNES
OF FANTASY .... 185
MARY EHRENWORTH
THIS UNIT OF STUDY AIMS TO GET KIDS HOOKED ON READING FANTASY-HOOKED ON
THE INTENSE CHARACTERS, THE DANGER-FILLED NARRATIVE, AND THE UNDERLYING
THEMES OF THE ESSENTIAL GOODNESS AND COURAGE OF MANKIND, EVEN IN THE
DARKEST OF HOURS. THE UNIT WILL HELP YOU LAUNCH EXPERIENCED READERS INTO
THIS COMPELLING GENRE, AND IT WILL HELP YOU BE SURE THEY EMERGE WITH
INCREASED CONFIDENCE, BETTER ABLE TO TACKLE MORE COMPLEX TEXTS. THE
UNIT DEMONSTRATES SOME OFTHE COMPLICATED INTELLECTUAL WORK STUDENTS CAN
DO IN FANTASY AND ANY COMPLEX NOVEL, USING RICKRIORDAN S THE LIGHTNING
THIEF AS A TOUCHSTONE TEXT.
PART TWO FRAMEWORKS FOR ALTERNATE UNITS
A STUDY OF FAIRYTALES AND MYTHS CAN TEACH ARCHETYPES AND ALLEGORY 242
MARY EHRENWORTHAND JULIA MOONEY
THERE IS A REASON THAT FAIRYTALES, FOLKTALES, FABLES, AND MYTHS HAVE
STAYED WITH US FOR CENTURIES-EVOLVING AND CHANGING OVER TIME AND ACRASS
CULTURES, BUT REMAINING CRUCIAL ELEMENTS OF OUR COLLECTIVE LITERARY
VOCABULARY. NOT ONLY ARE THE TYPES OF STORIES PRESENTED IN THIS UNIT
UNFAILINGLY ENGAGING AND FUN, BUT THEY ALSO OFFER UP A WEALTH OF
TEACHING MATERIAL. INTHIS UNIT, STUDENTS WILLLEARN THE CHARACTERISTICS
AND STRUCTURES OF EACH TYPE
OF STORY, AND LEARN TO USE THEIR DEEPER UNDERSTANDING OF THESE OLD TALES
IN THE CONTEXT OF THEIR OTHER FICTION READING. EQUALLY AS IMPORTANT,
THEY WILLLEARN TO RECOGNIZE THE ARCHETYPICAL CHARACTERS APPEARING IN
THESE TALES AS THE ANTECEDENTS OF CONTEMPORARY CHARACTERS. THEY WILL BE
EXPOSED TO THE IDEA OFLITERARY ALLUSION, AND COME TO UNDERSTAND THAT A
LITTLE RESEARCH INTO AN UNFAMILIAR ALLUSION WILL YIELD DEEPER
UNDERSTANDING, A
PRACESS THAT HAS THE POTENTIAL TO ENHANCE AND ENRICH THEIR READING FOR
THE REST OF THEIR JIVES.
CONTENT-AREA STUDY: AN INQUIRY AND RESEARCH UNIT 256
FJ DEROBERTIS
THIS UNIT TEACHES CONTENT AREA READING THRAUGH A STUDY OF ONE
TOPIC-IMMIGRATION. IT AIMS TO DO THIS IN WAYS THAT MIG HT ALLOW YOU TO
ADOPT A DIFFERENT TOPIC, IF YOU LIKE, WHILE STILLLEANING ON THIS UNIT OF
STUDY. VOU WILL HELP CHILDREN UNDERSTAND THAT ONE WAY TO LEARN ABOUT AN
ERA IN HISTORY IS TO LEARN ABOUT ITS PEOPLE. FOR A MONTH OR SO, YOUR
READING WORKSHOP WILL PRAVIDE STUDENTS WITH A FORUM FOR READING
NONFICTION PERTAIN-
ING TO THE TOPIC ON HAND, WHICH IN THIS CASE IS IMMIGRATION.
VOUREMPHASIS WILL NOT BE ON THE CONTE NT OF THIS TOPIC BUT RAT HER ON
THE TRANSFERABLE SKILLS OF READING TO LEARN. VOU LL HELP STUDENTS LEARN
FRAM NONFICTION BOOKS, ARTICLES, VIDEO, PHOTOGRAPHS, DOCUMENTS, AND
WEB-BASED SOURCES AS WELL AS FRAM FICTION TEXTS. VOU LL SUPPORT YOUR
STUDENTS ENVISIONMENT AND EMPATHY, QUESTIONING AND CRITICAL READING,
AND INTERPRETATION.
ASK CRITICAL QUESTIONS 268
TIFFANY WORDEN,MARIANNA SANDERS, AND NORA JARAMILLO
THIS UNIT IS DESIGNED NOT TO INVITE READERS TO WORK WITH A KIND OF TEXT,
BUT INSTEAD TO DEVELOP A KIND OF SKILL. SPECIFICALLY,THE UNIT SHINES A
SPOTLIGHT ON THE IMPORTANT SKILL OF QUESTIONING. THE REAL GOAL, OF
COURSE, IS NOT
SIMPLY QUESTIONING-IT IS THE THINKING THAT RESULTS BECAUSE READERS ARE
DIGGING DEEP. VOU LL HELP STUDENTS LEARN TO ASK DEEP, CRITICAL
QUESTIONS, FIRST OFTEXTS, THEN OF AUTHORS, AND FINALLY OF THEMSELVES AS
READERS AND AS PEOPLE.LN THIS UNIT, STUDENTS QUESTION AND MULL OVER
POSSIBLE ANSWERS, DISCUSSING THEM WITH THEIR BOOK
CLUB MEMBERS AND WRITING TO GRAW THEIR THINKING. THE ULTIMATE AIM OFTHIS
UNIT IS THAT STUDENTS CARRY THE HABIT OF QUESTIONING INTO THEIR OWN
LIVES.
CONTENTS V
IMAGE 3
SOLVING THE MYSTERY BEFORE THE DETECTIVE:
INFERENCE, CLOSE READING, SYNTHESIS, PREDICTION 275
THE TEACHERSCOLLEGEREADING & WRITING PROJECTSTAFF
THIS IS AN ALL-TIME FAVORITE UNIT. THE UNIT HELPS YOUNGSTERS SYNTHESIZE
A TEXT, FOLLOWING A SINGLE STORY LINE THROUGH THE SEPARATE CHAPTERS AS
THEY READ, SEEING CAUSE-AND-EFFECT RELATIONSHIPS, PREDICTING OUTCOMES,
AND READING CLOSELY. IT IS NATURAL TO EXPECT READERS OF MYSTERIES TO TRY
TO SOLVE THE MYSTERY BEFORE THE CRIME SOLVER DOES-BUT TO ACTUALLY
ACCOMPLISH THIS GOAL IS AS COMPLEX AS ALL OFREADING. THE BAR IS SET
HIGH! WITH
SUPPORT FROM BOOK CLUBS, READERS CAN LEARN TO BE ATTENTIVE AND
CONSTRUCTIVE READERS. MYSTERY READERS NEED TO BE ABLE TO PULL IN TO
CATCH KEY DETAILS, AND THEYNEED TO BE ABLETO PULL BACK TO ASSEMBLE THOSE
DETAILS AND GROW SOMETHING OUT OF THEM-A HUNCH, A SUSPICION, A
PREDICTION, A THEORY. AND THAT IS THE ART OF READING.
FROM PERSPECTIVE TO INTERPRETATION 284
ANNA GRATZ
THIS UNIT HELPS SHARPEN ADVANCED READERS AWARENESS OF PERSPECTIVE. THE
UNIT FIRST INVITES READERS TO STUDY TEXTS THAT CLEARLY REVEAL TWO
SEPARATE POINTS OF VIEW,LEARNING TO THINK ABOUT WHO IS TELLING THE STORY
AND WH AT THAT PERSPECTIVE INVOLVES. READERS THEN APPLY THIS
UNDERSTANDING OF PERSPECTIVES TO WORK WITH ALL FICTION TEXTS.
READERSLEARN TO CONSIDER HOW THE STORY MIGHT GO WERE IT TOLD FROM A
DIFFERENT VIEWPOINT, AND, FROM THIS THINKING, TO DEVELOP BIG IDEAS ABOUT
THE CHARACTERS, THE EVENTS, AND THE POWER STRUCTURES IN THE STORY.
READING FOR JUSTICE AND POWER: A SOCIAL ISSUES BOOK CLUB UNIT 301
MARY COAKLEY
AS STUDENTS PREPARE FOR SIXTH GRADE AND BEG IN TO NOTICE MORE CLIQUES
AND BULLYING AMONG THEIR PEERS, A UNIT ON READING BOOKS THROUG H A
SOCIAL ISSUESLENS COULD BE CALLED FOR,PROVIDING STUDENTS WITH LANGUAGE
AND FRAMES FOR EXAMINING TEXTS AND THEIR OWN LIVES.THIS UNIT HELPS YOUNG
PEOPLE READ CRITICALLY AND THIN K DEEPLY, TOGETHER IN BOOK CLUBS,
ESPECIALLY ABOUT POWER. THE SKILLS STUDENTS USE TO IMPROVE THEIR READING
OF TEXTS
CAN ALSO HELP THEM IMPROVE THEIR READING OFTHE WORLD-AND, TOO, IT CAN
INFORM THE WAY THEY LIVE THEIR LIVES.
FINDING THE FUNNY: DON T LET IRONY AND FIGURATIVE LANGUAGE PASS BY
UNNOTICED!
(PLEASE SEE RESOURCES CD-ROM FOR THIS UNIT.)
LAUREN CIUFFREDA,KYLEEN DAVIS, AND BETHANY TRENCH
THIS UNIT WAS BORN OF WANTING TO BRING MORE HUMOR INTO A YEARLONG
READING CURRICULUM. ORIGINALLY DESIGNED FOR THIRD GRADERS, THE UNIT
COULD ALSO BE ADAPTED FOR YOUNGER OR OLDER READERS. ONE IMPORTANT GOAL
IS TO HELP READERS LAUGH AT THE FUN NY PARTS IN BOOKS. THIS, OF COURSE,
REQUIRES THAT THEY GET THE JOKE, WHICH REQUIRES FAR MORE COMPREHENSION
AND CLOSE READING THAN YOU MIGHT AT FIRST THINK! THE UNIT SUPPORTS
READERS IN
ENJOYING, SHARING, ENACTING, AND STUDYING HUMOROUS TEXTS. READERS LEARN
TO NOTICE PATTERNS IN HUMOROUS TEXTS AND THEY SEE THE SIGNALS AUTHORS
GIVE.
VI CONSTRUCTING CURRICULUM: ALTERNATE UNITS OF STUDY
IMAGE 4
HISTORICAL FICTION: UNDERSTANDING PLACE AND THE PEOPLE WHO LIVE THERE
(PLEASE SEE RESOURCES CD-ROM FOR THIS UNIT.)
MARCIE VON HECK
HOW DOES THE IDEA OF PLACE-THE INTERSECTION OF GEOGRAPHY AND TIME-AFFECT
WHO WE ARE AND WHO WE BECOME? WHAT ELEMENTS OFTHE HUMAN SPIRIT SEEM TO
CUT ACROSS HISTORY, APPEARING IN CHARACTERS THAT LIVE ON THE UNBROKEN
PRAIRIE AND ON SOUTHERN PLANTATIONS, IN THE FILTHY, BOISTEROUS STREETS
OFMEDIEVAL LONDON AND IN THE OKLAHOMA DUSTBOWL? HOW ARE OUR CHARACTERS
SHAPED BY THE PLACES IN WHICH THEY LIVE? HOW DO
THE POWER STRUCTURES EXISTING WITHIN VARIOUS HISTORICAL CONTEXTS AFFECT
CHARACTERS DECISIONS? THESE ARE ON LY SOME OF THE QUESTIONS THAT THIS
UNIT OF STUDY IN HISTORICAL FICTION WILL HELP YOU TO EXPLORE WITH YOUR
STUDENTS. THIS UNIT WAS DESIGNED FOR FIFTH-GRADE STUDENTS WHO ARE WELL
INTO THEIR YEAR OF READING WORKSHOP. IT AIMS TO BUILD ON STUDENTS PRIOR
KNOWLEDGE OF ENVISIONING, EMPATHIZING, CRITICAL READING, AND
SYNTHESIZING IN
ORDER TO LIFT THE LEVEL OF THE READING WORK STUDENTS HAVE BEEN DOING
THROUGHOUT THE YEAR WITHIN THE MORE COMPLEX CONTEXT OF HISTORICAL
FICTION.
PART THREE A BLUEPRINT FOR DESIGNING YOUR OWN UNITS OF STUDY
AUTHORING CURRICULUM 316
LUCY CALKINS
THE BOOK ENDS WITH A CHAPTER THAT PASSES THE BATON TO YOU, SETTING YOU
UP TO BE ABLE TO CONSTRUCT YOUR OWN UNITS OF STUDY. YOU LL LEARN THE
UNDERLYING PRINCIPLES, THE PREDICTABLE CHALLENGES, THE TRICKS OF THE
TRADE-THAT IS,YOU LL RECEIVE THE SAME SORT OF COACHING THAT THE
CO-AUTHORS OF THIS BOOK HAVE RECEIVED. THE PURPOSE OF THIS ENTIRE VOLUME
IS NOT JUST TO TRIPLE THE NUMBER OF UNITS THAT YOU FEEL CONFIDENT TO
TEACHTHE PURPOSE IS ALSO TO PROVIDE YOU WITH SOME SCAFFOLDING SO THAT
YOU CO-AUTHOR SOME UNITS OF STUDY WITH
OUR INVOLVEMENT, TOO.LN THIS WAY, YOU LL RECEIVE THE SUPPORT THAT CAN
HELP YOU DEVELOP STATE-OF-THE-ART READING WORKSHOP CURRICULUM THAT CAN,
IN TURN, BE SHARED WITH OTHER READING WORKSHOP TEACHERS. PERHAPS, BEFORE
LONG, THERE WILL BE A SEQUEL TO CONSTRUCTING CURRICULUM!
CONTENTS VII
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| series2 | [Units of study for teaching reading : Grades 3 - 5] |
| spelling | Calkins, Lucy M. Verfasser aut Constructing curriculum alternate units of study Lucy Calkins ... Portsmouth, NH Firsthand, Heinemann 2010 XII, 324 S. txt rdacontent n rdamedia nc rdacarrier [Units of study for teaching reading : Grades 3 - 5] Curriculum (DE-588)4010781-4 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Curriculum (DE-588)4010781-4 s DE-604 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=021179097&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Calkins, Lucy M. Constructing curriculum alternate units of study Curriculum (DE-588)4010781-4 gnd |
| subject_GND | (DE-588)4010781-4 (DE-588)4143413-4 |
| title | Constructing curriculum alternate units of study |
| title_auth | Constructing curriculum alternate units of study |
| title_exact_search | Constructing curriculum alternate units of study |
| title_full | Constructing curriculum alternate units of study Lucy Calkins ... |
| title_fullStr | Constructing curriculum alternate units of study Lucy Calkins ... |
| title_full_unstemmed | Constructing curriculum alternate units of study Lucy Calkins ... |
| title_short | Constructing curriculum |
| title_sort | constructing curriculum alternate units of study |
| title_sub | alternate units of study |
| topic | Curriculum (DE-588)4010781-4 gnd |
| topic_facet | Curriculum Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=021179097&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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