Introduction |
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xvii | |
Lesson Sequence 1 Integrating Opinion Writing With Evaluating Argument |
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1 | (44) |
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What Teachers Guide Across the Week |
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2 | (1) |
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What Students Do Across the Week |
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3 | (1) |
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Booster Reading Lesson 1: Understanding Point of View |
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4 | (4) |
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Adapting This Lesson for Other Text Types: Informational |
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7 | (1) |
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Companion Writing Lesson 1: Launching Opinion and Persuasive Writing |
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8 | (4) |
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Snapshot of a Turn-and-Talk Peer Conference on POV |
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10 | (2) |
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Booster Reading Lesson 2: Co-Constructing and Close Reading |
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12 | (1) |
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Companion Writing Lesson 2: Determine Structure and Essential Elements |
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13 | (3) |
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Language Connections: Formal Versus Informal English |
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14 | (2) |
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Booster Reading Lesson 3: Reading and Annotating Fairy Tales |
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16 | (1) |
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Companion Writing Lesson 3: Planning and Drafting |
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17 | (1) |
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Booster Reading Lesson 4: Compare/Contrast Writing |
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18 | (1) |
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Companion Writing Lesson 4: Revision Focus on Transition Words |
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19 | (1) |
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Booster Reading Lesson 5: Complete Compare/Contrast Piece |
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20 | (1) |
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Companion Writing Lesson 5: Edit and Finalize Piece |
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21 | (1) |
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22 | (2) |
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24 | (1) |
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25 | (20) |
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What Do I See? A Student Sample of Persuasive Writing |
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26 | (2) |
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What Do I See? A Student Sample of Compare and Contrast |
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28 | (3) |
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Authentic Assessment: Student Reflection and Evaluation |
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31 | (1) |
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Peer Power: How to Use Student Work as Mentor Texts |
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32 | (4) |
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36 | (2) |
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38 | (3) |
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Unit Planning: How to Build Out Three Weeks |
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41 | (4) |
Lesson Sequence 2 Integrating Reading Craft and Structure With Opinion Writing |
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45 | (53) |
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What Teachers Guide Across the Week |
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46 | (2) |
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What Students Do Across the Week |
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48 | (1) |
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Booster Reading Lesson 1: Explaining How an |
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Author Uses Reasons and Evidence in Informational Text |
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49 | (4) |
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Companion Writing Lesson 1: Expressing an Opinion in Response to Text |
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53 | (4) |
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Booster Reading Lesson 2: Examining How Text Features Help With Main Idea and Evidence |
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57 | (2) |
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Companion Writing Lesson 2: Modeling Opinion Writing |
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59 | (4) |
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Language Connections: Determine or Clarify the Meaning of Unknown Words |
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61 | (2) |
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Booster Reading Lesson 3: Using Essential Questions to Dig Deeper |
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63 | (1) |
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Companion Writing Lesson 3: Launching Opinion Writing |
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64 | (3) |
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Booster Reading Lesson 4: Moving to Independence |
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67 | (1) |
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Companion Writing Lesson 4: Working Through the Writing Process |
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68 | (2) |
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Booster Reading Lesson 5: Assessing Our Learning |
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70 | (1) |
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Companion Writing Lesson 5: Wrapping Up the Writing |
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71 | (3) |
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Snapshot of How to Move From a Written Opinion Piece to a Speech |
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72 | (2) |
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74 | (2) |
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76 | (2) |
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78 | (20) |
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What Do I See? A Student Sample of Response to Reading |
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79 | (4) |
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What Do I See? A Student Sample of Response to Reading |
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83 | (2) |
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Authentic Assessment: Student Reflection and Evaluation |
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85 | (1) |
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Peer Power: How to Use Student Work as Mentor Texts |
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86 | (4) |
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90 | (2) |
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92 | (2) |
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Unit Planning: How to Build Out Three Weeks |
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94 | (4) |
Lesson Sequence 3 Integrating Narrative Writing With Craft and Structure |
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98 | (48) |
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What Teachers Guide Across the Week |
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99 | (1) |
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What Students Do Across the Week |
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100 | (2) |
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Booster Reading Lesson 1: Elements of Myths |
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102 | (2) |
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Companion Writing Lesson 1: Starting to Envision an Original Myth |
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104 | (4) |
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Adapting This Lesson for Other Text Types: Informational |
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107 | (1) |
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Booster Reading Lesson 2: Co-Constructing a Summary and Independent Reading |
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108 | (1) |
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Companion Writing Lesson 2: Planning a Myth |
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109 | (3) |
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Booster Reading Lesson 3: Mini-Book Clubs |
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112 | (1) |
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Companion Writing Lesson 3: Adding Character Description and Dialogue |
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113 | (4) |
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Language Connections: Eavesdropping on a Book Club Conversation |
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114 | (3) |
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Booster Reading Lesson 4: Looking at Language |
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117 | (2) |
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Companion Writing Lesson 4: Rich Language Equals Rich Writing |
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119 | (1) |
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Booster Reading Lesson 5: Wrapping Up and Assessment |
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120 | (1) |
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Companion Writing Lesson 5: Finalizing the Myths |
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121 | (3) |
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Language Connections: Reading With Fluency |
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122 | (2) |
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124 | (1) |
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125 | (1) |
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126 | (20) |
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What Do I See? A Student Response to Literary Elements |
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127 | (2) |
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What Do I See? A Student Sample of an Original Myth |
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129 | (3) |
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Authentic Assessment: Student Reflection and Evaluation |
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132 | (1) |
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Peer Power: How to Use Student Work as Mentor Texts |
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133 | (5) |
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138 | (2) |
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140 | (2) |
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Unit Planning: How to Build Out Three Weeks |
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142 | (4) |
Lesson Sequence 4 Integrating Explanatory Text Writing With Reading for Key Ideas |
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146 | (51) |
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What Teachers Guide Across the Week |
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147 | (1) |
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What Students Do Across the Week |
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148 | (1) |
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Booster Writing Lesson 1: Informative/Explanatory Text Makes the World Go 'Round |
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149 | (4) |
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Companion Reading Lesson 1: Noticing Text Features |
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153 | (5) |
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Adapting This Lesson for Other Text Types: Literature |
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156 | (2) |
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Booster Writing Lesson 2: Grouping by Headings |
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158 | (2) |
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Companion Reading Lesson 2: How Authors Use Headings |
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160 | (2) |
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Booster Writing Lesson 3: Sequencing Information |
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162 | (2) |
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Companion Reading Lesson 3: Close Reading a Text and Visuals |
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164 | (4) |
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Language Connections: Vocabulary |
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166 | (2) |
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Booster Writing Lesson 4: Vocabulary and Elaboration |
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168 | (1) |
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Companion Reading Lesson 4: Assessing Understanding With Annotating and Summarizing Text |
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169 | (1) |
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Booster Writing Lesson 5: Presenting the "All About" Pieces |
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170 | (1) |
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Companion Reading Lesson 5: Presenting the "All About" Pieces |
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171 | (3) |
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Snapshot of a Presentation |
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172 | (2) |
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174 | (1) |
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175 | (1) |
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176 | (21) |
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What Do 1 See? A Student Sample of Informative Text |
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177 | (2) |
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What Do I See? A Student Sample of a Topic Written in Two Different Formats |
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179 | (5) |
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Authentic Assessment: Student Reflection and Evaluation |
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184 | (1) |
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Peer Power: How to Use Student Work as Mentor Texts |
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185 | (3) |
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188 | (2) |
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190 | (1) |
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Unit Planning: How to Build Out Three Weeks |
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191 | (6) |
Lesson Sequence 5 Integrating Research With Presentation |
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197 | (54) |
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What Teachers Guide Across the Week |
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198 | (1) |
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What Students Do Across the Week |
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199 | (1) |
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Booster Writing Lesson 1: Introducing Research and Questions |
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200 | (3) |
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Companion Reading Lesson 1: Evaluating Print and Digital Content |
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203 | (4) |
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Adapting This Lesson for Other Text Types: Literature |
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205 | (2) |
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Booster Writing Lesson 2: Determining Importance and Note-Taking |
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207 | (4) |
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Companion Reading Lesson 2: Becoming a Media-Savvy, Critical Reader |
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211 | (6) |
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Snapshot of Student Collaboration |
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213 | (2) |
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Language Connections: Words in Their Best Order |
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215 | (2) |
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Booster Writing Lesson 3: A Focus on Note-Taking |
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217 | (2) |
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Companion Reading Lesson 3: Analyzing Notes |
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219 | (1) |
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Booster Writing Lesson 4: Drafting |
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220 | (2) |
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Companion Reading Lesson 4: Re-Reading and Refining Drafts |
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222 | (1) |
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Booster Writing Lesson 5: Putting It All Together |
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223 | (2) |
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Companion Reading Lesson 5: Compelling Conclusions |
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225 | (1) |
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226 | (1) |
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227 | (1) |
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228 | (23) |
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What Do I See? A Student Sample of a Nonfiction Article |
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229 | (3) |
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What Do I See? A Student Sample of a Nonfiction Research Piece |
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232 | (4) |
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Authentic Assessment: Student Reflection and Evaluation |
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236 | (1) |
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Peer Power: How to Use Student Work as Mentor Texts |
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237 | (4) |
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241 | (2) |
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243 | (2) |
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Unit Planning: How to Build Out Three Weeks |
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245 | (6) |
References |
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251 | |