Active Literacy Across the Curriculum: Strategies for Reading, Writing, Speaking, and Listening
Gespeichert in:
1. Verfasser: | |
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Format: | Elektronisch E-Book |
Sprache: | English |
Veröffentlicht: |
Hoboken
Taylor and Francis
2014
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Schlagworte: | |
Beschreibung: | Cover; Title Page; Copyright Page; Table of Contents; Foreword by Rachel Billmeyer; Acknowlegements; Chapter 1. Revising Roles: Every Teacher Becomes an Active Language Teacher; Every Teacher Is a Language Teacher; Seven Essential Strategies: Revising Current Practice; What Is Missing?; Missing: Consistent and Ongoing Vertical Planning-Grades K-3; How Can We Bring These Strategies Together at the School or District?; 2. Teaching English as a Foreign Language: Employing Three Distinctive Types of Vocabulary; Down with Simply Looking Up Words; Some Basics; High-Frequency Words Specialized TerminologyEmbellishments; Summary; 3. Creative Notetaking: Activating Extraction and Reaction from Texts; Taking Notice of Notetaking Problems; Four Notetaking Forms; Student-Friendly Notation Basics; Conclusion; 4. Editing and Revising Independently: Using a Consistent Developmental Policy in Every K-12 Classroom; Infusing the Policy into a Rubric Pool ; 5. Speaking and Listening in Groups: Working with the Discussion Types Model; Misconception 1: We Are Having Discussions; Misconception 2: The Best Way to Stimulate Discussion Is with a Question Misconception 3: Direct Questions Increase Critical ThoughtThe Discussion Types Model; Conclusion; 6. Tuning the Speaking/Listening Instrument: Giving Voice Lessons in Each Classroom; Speaking and Listening Partners: Lessons from the Writing Process; Working through Cultural and Subcultural Issues in Classroom Speech; Attributes of Speech: Vocal Lessons in Each Class; Designing Formal Speaking Assessment Types; Formal Feedback for Speaking ; 7. Mapping Active Literacy: Revising and Integrating Curriculum Maps K-12; Why Map Literacy?; A Revealing Middle School Vignette Mapping: A Coin with Two SidesA Planning Model for Cross-Classroom Language-Skill Development; Conclusion; Bibliography Highly acclaimed author Heidi Hayes Jacobs shows teachers - at very grade level and in every subject area -- how to integrate the teaching of literacy skills into their daily curriculum. With an emphasis on school wide collaborative planning, she shows how curriculum mapping sustains literacy between grade levels and subjects |
Beschreibung: | 153 pages |
ISBN: | 9781317927204 1317927206 |
Internformat
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245 | 1 | 0 | |a Active Literacy Across the Curriculum |b Strategies for Reading, Writing, Speaking, and Listening |
264 | 1 | |a Hoboken |b Taylor and Francis |c 2014 | |
300 | |a 153 pages | ||
336 | |b txt |2 rdacontent | ||
337 | |b c |2 rdamedia | ||
338 | |b cr |2 rdacarrier | ||
500 | |a Cover; Title Page; Copyright Page; Table of Contents; Foreword by Rachel Billmeyer; Acknowlegements; Chapter 1. Revising Roles: Every Teacher Becomes an Active Language Teacher; Every Teacher Is a Language Teacher; Seven Essential Strategies: Revising Current Practice; What Is Missing?; Missing: Consistent and Ongoing Vertical Planning-Grades K-3; How Can We Bring These Strategies Together at the School or District?; 2. Teaching English as a Foreign Language: Employing Three Distinctive Types of Vocabulary; Down with Simply Looking Up Words; Some Basics; High-Frequency Words | ||
500 | |a Specialized TerminologyEmbellishments; Summary; 3. Creative Notetaking: Activating Extraction and Reaction from Texts; Taking Notice of Notetaking Problems; Four Notetaking Forms; Student-Friendly Notation Basics; Conclusion; 4. Editing and Revising Independently: Using a Consistent Developmental Policy in Every K-12 Classroom; Infusing the Policy into a Rubric Pool ; 5. Speaking and Listening in Groups: Working with the Discussion Types Model; Misconception 1: We Are Having Discussions; Misconception 2: The Best Way to Stimulate Discussion Is with a Question | ||
500 | |a Misconception 3: Direct Questions Increase Critical ThoughtThe Discussion Types Model; Conclusion; 6. Tuning the Speaking/Listening Instrument: Giving Voice Lessons in Each Classroom; Speaking and Listening Partners: Lessons from the Writing Process; Working through Cultural and Subcultural Issues in Classroom Speech; Attributes of Speech: Vocal Lessons in Each Class; Designing Formal Speaking Assessment Types; Formal Feedback for Speaking ; 7. Mapping Active Literacy: Revising and Integrating Curriculum Maps K-12; Why Map Literacy?; A Revealing Middle School Vignette | ||
500 | |a Mapping: A Coin with Two SidesA Planning Model for Cross-Classroom Language-Skill Development; Conclusion; Bibliography | ||
500 | |a Highly acclaimed author Heidi Hayes Jacobs shows teachers - at very grade level and in every subject area -- how to integrate the teaching of literacy skills into their daily curriculum. With an emphasis on school wide collaborative planning, she shows how curriculum mapping sustains literacy between grade levels and subjects | ||
650 | 4 | |a Direct instruction | |
650 | 4 | |a Language arts / Correlation with content subjects | |
650 | 4 | |a Language experience approach in education | |
650 | 7 | |a LANGUAGE ARTS & DISCIPLINES / General |2 bisacsh | |
650 | 7 | |a Direct instruction |2 fast | |
650 | 7 | |a Language arts / Correlation with content subjects |2 fast | |
650 | 7 | |a Language experience approach in education |2 fast | |
650 | 4 | |a Language arts |x Correlation with content subjects | |
650 | 4 | |a Language experience approach in education | |
650 | 4 | |a Direct instruction | |
776 | 0 | 8 | |i Erscheint auch als |n Druck-Ausgabe |a Hayes- Jacobs, Heidi |t Active Literacy Across the Curriculum : Strategies for Reading, Writing, Speaking, and Listening |d Hoboken : Taylor and Francis, ©2014 |z 9781596670235 |
912 | |a ZDB-4-NLEBK | ||
999 | |a oai:aleph.bib-bvb.de:BVB01-029759523 |
Datensatz im Suchindex
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---|---|
any_adam_object | |
author | Hayes- Jacobs, Heidi |
author_facet | Hayes- Jacobs, Heidi |
author_role | aut |
author_sort | Hayes- Jacobs, Heidi |
author_variant | j h h jh jhh |
building | Verbundindex |
bvnumber | BV044356891 |
collection | ZDB-4-NLEBK |
ctrlnum | (ZDB-4-NLEBK)ocn884014528 (OCoLC)884014528 (DE-599)BVBBV044356891 |
dewey-full | 428.43 428/.43 |
dewey-hundreds | 400 - Language |
dewey-ones | 428 - Standard English usage |
dewey-raw | 428.43 428/.43 |
dewey-search | 428.43 428/.43 |
dewey-sort | 3428.43 |
dewey-tens | 420 - English & Old English (Anglo-Saxon) |
discipline | Anglistik / Amerikanistik |
format | Electronic eBook |
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illustrated | Not Illustrated |
indexdate | 2024-07-10T07:50:40Z |
institution | BVB |
isbn | 9781317927204 1317927206 |
language | English |
oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-029759523 |
oclc_num | 884014528 |
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physical | 153 pages |
psigel | ZDB-4-NLEBK |
publishDate | 2014 |
publishDateSearch | 2014 |
publishDateSort | 2014 |
publisher | Taylor and Francis |
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spelling | Hayes- Jacobs, Heidi Verfasser aut Active Literacy Across the Curriculum Strategies for Reading, Writing, Speaking, and Listening Hoboken Taylor and Francis 2014 153 pages txt rdacontent c rdamedia cr rdacarrier Cover; Title Page; Copyright Page; Table of Contents; Foreword by Rachel Billmeyer; Acknowlegements; Chapter 1. Revising Roles: Every Teacher Becomes an Active Language Teacher; Every Teacher Is a Language Teacher; Seven Essential Strategies: Revising Current Practice; What Is Missing?; Missing: Consistent and Ongoing Vertical Planning-Grades K-3; How Can We Bring These Strategies Together at the School or District?; 2. Teaching English as a Foreign Language: Employing Three Distinctive Types of Vocabulary; Down with Simply Looking Up Words; Some Basics; High-Frequency Words Specialized TerminologyEmbellishments; Summary; 3. Creative Notetaking: Activating Extraction and Reaction from Texts; Taking Notice of Notetaking Problems; Four Notetaking Forms; Student-Friendly Notation Basics; Conclusion; 4. Editing and Revising Independently: Using a Consistent Developmental Policy in Every K-12 Classroom; Infusing the Policy into a Rubric Pool ; 5. Speaking and Listening in Groups: Working with the Discussion Types Model; Misconception 1: We Are Having Discussions; Misconception 2: The Best Way to Stimulate Discussion Is with a Question Misconception 3: Direct Questions Increase Critical ThoughtThe Discussion Types Model; Conclusion; 6. Tuning the Speaking/Listening Instrument: Giving Voice Lessons in Each Classroom; Speaking and Listening Partners: Lessons from the Writing Process; Working through Cultural and Subcultural Issues in Classroom Speech; Attributes of Speech: Vocal Lessons in Each Class; Designing Formal Speaking Assessment Types; Formal Feedback for Speaking ; 7. Mapping Active Literacy: Revising and Integrating Curriculum Maps K-12; Why Map Literacy?; A Revealing Middle School Vignette Mapping: A Coin with Two SidesA Planning Model for Cross-Classroom Language-Skill Development; Conclusion; Bibliography Highly acclaimed author Heidi Hayes Jacobs shows teachers - at very grade level and in every subject area -- how to integrate the teaching of literacy skills into their daily curriculum. With an emphasis on school wide collaborative planning, she shows how curriculum mapping sustains literacy between grade levels and subjects Direct instruction Language arts / Correlation with content subjects Language experience approach in education LANGUAGE ARTS & DISCIPLINES / General bisacsh Direct instruction fast Language arts / Correlation with content subjects fast Language experience approach in education fast Language arts Correlation with content subjects Erscheint auch als Druck-Ausgabe Hayes- Jacobs, Heidi Active Literacy Across the Curriculum : Strategies for Reading, Writing, Speaking, and Listening Hoboken : Taylor and Francis, ©2014 9781596670235 |
spellingShingle | Hayes- Jacobs, Heidi Active Literacy Across the Curriculum Strategies for Reading, Writing, Speaking, and Listening Direct instruction Language arts / Correlation with content subjects Language experience approach in education LANGUAGE ARTS & DISCIPLINES / General bisacsh Direct instruction fast Language arts / Correlation with content subjects fast Language experience approach in education fast Language arts Correlation with content subjects |
title | Active Literacy Across the Curriculum Strategies for Reading, Writing, Speaking, and Listening |
title_auth | Active Literacy Across the Curriculum Strategies for Reading, Writing, Speaking, and Listening |
title_exact_search | Active Literacy Across the Curriculum Strategies for Reading, Writing, Speaking, and Listening |
title_full | Active Literacy Across the Curriculum Strategies for Reading, Writing, Speaking, and Listening |
title_fullStr | Active Literacy Across the Curriculum Strategies for Reading, Writing, Speaking, and Listening |
title_full_unstemmed | Active Literacy Across the Curriculum Strategies for Reading, Writing, Speaking, and Listening |
title_short | Active Literacy Across the Curriculum |
title_sort | active literacy across the curriculum strategies for reading writing speaking and listening |
title_sub | Strategies for Reading, Writing, Speaking, and Listening |
topic | Direct instruction Language arts / Correlation with content subjects Language experience approach in education LANGUAGE ARTS & DISCIPLINES / General bisacsh Direct instruction fast Language arts / Correlation with content subjects fast Language experience approach in education fast Language arts Correlation with content subjects |
topic_facet | Direct instruction Language arts / Correlation with content subjects Language experience approach in education LANGUAGE ARTS & DISCIPLINES / General Language arts Correlation with content subjects |
work_keys_str_mv | AT hayesjacobsheidi activeliteracyacrossthecurriculumstrategiesforreadingwritingspeakingandlistening |