THE BIG BOOK OF LITERACY TASKS,GRADESK-8:75 BALANCED LITERACY ACTIVITIES STUDENTS DO(NOT YOU!)
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Available copies
- 3 of 3 copies available at Headquarters.
Current holds
0 current holds with 3 total copies.
| Location | Call Number / Copy Notes | Barcode | Shelving Location | Status | Due Date |
|---|---|---|---|---|---|
| Dansoman Library | 201 428.074/AKH | 000001736687 | 400 - Languages, Grammar, Dictionaries, Thesaurus | Available | - |
| Dodowa Library | 201 428.074/AKH | 000001736694 | 400 - Languages, Grammar, Dictionaries, Thesaurus | Available | - |
| Tema Library | 201 428.074/AKH | 000001736700 | 400 - Languages, Grammar, Dictionaries, Thesaurus | Available | - |
Record details
- ISBN: 9781506389639
- Physical Description: PAPERBACK
- Publisher: LONDON CORWIN 2018
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| Subject: | Literacy--Study and teaching (Elementary) |
| A new spin on who, what, why, when and where | ||
| Making predictions to help comprehension | ||
| Journal writing after reading | ||
| Make a connection to the world when reading a text independently | ||
| Quoting an important idea in a nonfiction text | ||
| Name character motives and actions | ||
| Name rising plot | ||
| Name plot resolution | ||
| Tell the text | ||
| Dig deeper into the text | ||
| Guided comprehension talks | ||
| Elaborate and clarify meaning | ||
| Setting routines for independent reading | ||
| Fixing up when attention wanders | ||
| Communicating your heads-up ball approach | ||
| Answering a text-dependent question | ||
| Tell why (you think, believe, remember, know) with why messages | ||
| Make a bold statement about a text | ||
| Extend thinking when discussing a text | ||
| One-liners for nonfiction texts | ||
| Crystal ball predictions | ||
| Yesterday's news | ||
| Annotate text | ||
| Sentence strip statements | ||
| Write questions about reading | ||
| Super cool three steps to describe an experience | ||
| Getting kids to write: wonderful concentration | ||
| Sketch to write | ||
| Getting help from another writer: write dialogue in narratives and quotes in reports | ||
| Getting help from another writer: write a hook | ||
| The right amount of details, the right amount of clarity | ||
| Thinking small to write well | ||
| Writing a jot about what was read | ||
| Works too long and never gets any writing done | ||
| Dialogue journals | ||
| Analyze for author's purpose with a text that is a little too hard for students to read on their own | ||
| Create a structured outline of a text | ||
| Collecting research and organizing notes for writing | ||
| Plot summary snapshots | ||
| Writing information in a new format | ||
| Stay on point in writing | ||
| Productive use of the author's chair | ||
| Write a short research report | ||
| Write an all about text | ||
| Your students have voice: writing an opinion text | ||
| Arguing the solution to a problematic situation | ||
| Writing the recipe for success: how-to texts | ||
| Writing explanations, be like an encyclopedia | ||
| Inquiry for smart minds | ||
| Responding to literature with some kick to it | ||
| Identify theme in a complex text | ||
| Posing questions for easier inquiry | ||
| Writing a fable or myth | ||
| Writing a fairy tale | ||
| Justifying an answer with a claim and evidence | ||
| Use known info to help others learn new info | ||
| Connecting ideas between texts | ||
| Identifying real facts from made-up facts: fallacious reasoning | ||
| Brainstorming multiple valid answers/responses | ||
| Concept mapping between big ideas | ||
| Make me ponder: questions that get the thinking juices flowing | ||
| Writing compare and contrast response to literature | ||
| Peer-to-peer analysis and response | ||
| Critique a functional document or text | ||
| Visible and visual: use known concepts and vocabulary to understand a text | ||
| Summarize a text that is a little too hard for students to read on their own | ||
| Student think-alouds | ||
| Separate central idea from a big idea | ||
| Writing in different genres or multimedia to engage and persuade | ||
| Creative debate | ||
| I am a reader | ||
| I am a writer | ||
| Look up | ||
| Goodbye, perfect teacher | ||
| Teacher and learner. |
