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E-raamat: Teaching English in the Block

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  • Formaat: 176 pages
  • Ilmumisaeg: 18-Oct-2013
  • Kirjastus: Eye On Education, Inc
  • Keel: eng
  • ISBN-13: 9781317920113
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Teaching English in the BlockSuurem pilt
  • Formaat: 176 pages
  • Ilmumisaeg: 18-Oct-2013
  • Kirjastus: Eye On Education, Inc
  • Keel: eng
  • ISBN-13: 9781317920113
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Provides detailed instructional strategies, sample lesson plans, and sample assessments which can be adapted in your classroom to help create better readers and more effective writers.
Foreword v
About the Authors ix
Introducing Teaching English in the Block xvii
The Block Schedule and English Instruction
1(14)
Effective Instruction Through the Block Schedule
1(2)
Recognizing the Past, Present, and Future of English Instruction
3(1)
National Standards for Language Arts and English
4(3)
Standards for Reading
5(1)
Standards for Writing
5(2)
Integrating Reading and Writing in the Block Schedule---Lessons from Nancie Atwell
7(1)
Teaching English in the Block Schedule---What I Have Learned
8(7)
English/Language Arts in the Block---One District's Approach
15(12)
Rethinking ``English''?
16(4)
Assessing Students in the Block
20(7)
In-Class Writing Sample
20(1)
Spelling Inventory
20(1)
Abbreviated Informal Reading Inventory
21(3)
Recording and Using Diagnostic Results
24(1)
Literacy Clubs and the Circle of Literacy
25(2)
Teaching English in the Block---One Teacher's Approach
27(32)
Reading: Possibilities for Instruction
27(16)
Free Voluntary Reading
27(5)
Sustained Silent Reading (SSR)
32(4)
Independent Reading Responses
36(7)
Writing: Possibilities for Instruction
43(2)
The John Collins Cumulative Writing Folder Program
43(2)
Writing in the Block
45(3)
Speaking and Listening
48(3)
Seminars with Rubrics
48(1)
Grand Conversations---Literature Response
49(2)
Book Talks
51(1)
Grading and Assessment
51(4)
Pacing Learning in the Block: Some Models for Block Periods
55(4)
Daily Models for 90- to 100-Minute Classes
55(1)
Model A
55(1)
Model B
56(1)
Weekly Models
56(3)
Integrated Teaching in the Block---Getting the Act Together
59(28)
The Team-Taught Block in the Non-Blocked School
60(3)
Initial Steps
60(1)
Designing Integrated Learning Teams (ILTs)
61(2)
The Integrated Team in the Blocked School
63(4)
The Every-Day/All-Year Block
63(1)
A/B Every-Day Block
63(1)
4/4 All-Year Courses (Answer to the ``AP Problem''?)
64(1)
The Double-Length Block
65(1)
4/4 Schedule
65(1)
A/B Schedule
65(1)
Benefits of the Double-Length Block
66(1)
Advantages of the Team-Taught Block Course
67(3)
Elimination of Unnecessary Redundancy in the Curriculum
68(1)
Interdisciplinary Perspective on the Content
68(1)
Forced Reflection, Reconsideration, and Reinvention
69(1)
Flexibility in Time-Management for Teachers and Students
69(1)
Modeling the Active Learner
69(1)
Keeping the Teacher Honest
70(1)
Establishing the Curriculum: Infusing ``Problem'' Content
70(6)
The Eccentric-Individual Problem
70(1)
Comparative-Artist Strategies
70(1)
Project-Choice Strategies
71(1)
Case Study/Ethnographic Strategies
71(1)
Discipline-Exclusive Content: The ``Grammar Problem''
71(1)
A Writing/Conferring/Rewriting Sequence
71(1)
Document-Based Practice
71(1)
Small-Group Editing Workshops
72(1)
The Triage Approach
72(1)
Time-Out Mini-Lessons
72(1)
Block Period Lesson Plan for Grammar
72(1)
Literature in a Broader Context
73(1)
Debate
73(1)
Parody
74(1)
Writing ``As If''
74(1)
Small-Group Study
74(1)
Interdisciplinary Research Projects
74(1)
Collaborative Teaching and the Research Project
74(1)
Portfolios
75(1)
Writing Integrated Objectives
76(2)
Effects of the Integrated Block---Bringing Out the Best in Teachers and Students
78(9)
Higher-Level Questioning Strategies
79(1)
Personal Synergy: The Yin-Yang Effect
79(1)
Interdisciplinary Synergy: True Integration
80(2)
Peer-Checking: The Online Resource Effect
82(1)
Exploiting the Co-Learner Model
83(1)
Partners at Work---Examples of Classroom Interchanges
84(1)
Partners Learning from Each Other
84(1)
Acting as the Well-Meaning ``Dummy''
84(1)
Modeling a Sense of Humor and Delight in Learning
85(1)
Modeling Appropriate Response
86(1)
Broadening the Horizons---Students and Teachers in the English Block
87(32)
Avoiding Denial: What Not to Do
87(1)
Enhancing the Writing Process
88(6)
Peer Feedback: The Cloverleaf (or Figure-Eight) Loop
89(1)
The Process at Work
90(1)
Possible Pitfalls
91(1)
Accountability
92(1)
Evaluation and Grading
92(1)
Customizing the Process
92(2)
Using Computers to Generate Ideas and Facilitate Research
94(3)
Dueling Letters
94(1)
Time Management and Control
95(1)
Extension
95(1)
Evaluation
96(1)
Round-Robin Presentations
96(1)
Internet Hunts
96(1)
Improving Oral Skills: The Great Debate
97(5)
Overview
97(1)
Debate Procedures
98(1)
Topic Assignment
98(1)
Role Assignments
98(1)
Prior Research/Preparation
99(1)
In-Class Research/Preparation
99(1)
First Debate: Creative Arts Teams
99(1)
Second Debate: Public Policy Teams
100(1)
Assessment/Grading
100(1)
Possible Documentation for Assessment
100(1)
Customizing Options for the Great Debate
101(1)
Breaks
101(1)
Teachers as Coaches (an Advantage of Teaming)
102(1)
Guest Experts
102(1)
Research Projects in the Block
102(1)
Student Teams
103(1)
Teams A and B
103(1)
Pair-Sharing
103(1)
Small-Group Collaboration
103(1)
Splitting the Class
103(1)
Lecturing and Note-Taking in the Block
103(1)
Peer-Reviewed Note-Taking
104(1)
Collaborative Note-Taking
104(1)
Student-Designed Note-Taking Aids
104(1)
Computer-Assisted Presentation
104(1)
Conferencing in the Block
104(3)
Process Interview
105(1)
Using Triangulation
106(1)
The PCPC Process (Pre-Conference-Prepare-Conference)
106(1)
Assessment Options in the Block
107(1)
Oral Testing
107(1)
Test-Review-Retest Procedures
108(1)
Student Input in Testing
108(1)
Building Student Ownership and Motivation in the Block
108(2)
Student as Teacher
109(1)
Suggested Guidelines for Student-Led Instruction
109(1)
Creative Responses
110(1)
Integrating the Arts
110(1)
Controlling Time and Managing Behavior in the Block
110(3)
Segments and Transitions
110(1)
Breaks
110(1)
Time and Motion in the Room
111(1)
Building Ownership and Motivation
112(1)
Managing English Coursework in the 4/4 and A/B Blocks
113(3)
Intensive Semester Scheduling: Handling the 4/4
113(1)
Assign Fewer or Shorter Works for Outside Reading
113(1)
Exploit Potential Interdisciplinary Efficiencies
113(1)
Address the ``AP Problem''
114(1)
The A/B Schedule: Bridging the Gaps
115(1)
Spread Homework over Several Days
115(1)
Forestall Forgetting
116(1)
Modifying the Block Schedule for Middle School
116(2)
Break Lessons and Skills into Smaller Segments
117(1)
Take as Little Vocabulary for Granted as Possible
117(1)
Deal with a Literary Work in Smaller Increments
117(1)
Avoid Abstract Topics in Favor of the Concrete and Personal
118(1)
Use Frequent Change-ups
118(1)
Concluding Thoughts
118(1)
Appendices 119(14)
Appendix 1: Interdisciplinary Research Topics and Questions
120(2)
Appendix 2: Interesting Interdisciplinary Debate Topics
122(1)
Appendix 3: Alternate Debate Formats
123(1)
Appendix 4: ``Creative Response'' Topics
124(1)
Appendix 5: Sample Calendar for American Studies
125(8)
Bibliography and Suggested Reading 133(4)
Assessment
133(1)
Cognitive Theory and Research
133(1)
Curriculum Theory and Practice
134(1)
Motivation and Classroom Management
135(1)
Reading and Literature
136(1)
Word Study
137(1)
Writing
137
Joe Strzepek, a former high school teacher, is an Associate Professor of Education at the University of Virginia and Director of the Central Virginia Writing Project. The courses he teaches include Literature for Adolescents, Teaching Writing, and Seminar in Teaching English. His publications include periodical articles, book chapters, poems, and a Casebook for English Teachers, coauthored with Robert Small and published by Wadsworth Publishing Company., Jeff Newton teaches English and developmental reading at Spotswood High School in Virginia. President of the Virginia State Reading Association's Secondary Reading Council, he was named SRC Teacher of the Year in 1997. Mr. Newton is a frequent presenter at conferences, codirector of the Central Virginia Writing Project, a faculty consultant for the College Board Advanced Placement program, and an active consultant for Virginia school districts., Dan Walker currently teaches Creative Writing at Courtland High School and English 11 and 12 at the Commonwealth Governor's School for the Gifted. He has also served as English Department Head at Courtland High School and has taught at the Virginia Summer Residential Governor's School for the Humanities. An Adjunct Lecturer at Mary Washington College, his publications include articles, monographs, and poetry. He also conducts workshops for young writers.
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