Paraphrasing words and sentences
ERIC 76 90 Reading Parties Adopt- a -Book: paraphrasing words and sentences Phase One Brief Description Using the Adopt-a-Book Program, students practice democracy in action to select one book the class paraphrasing words and sentences will promote throughout the school as their adopted book. Objective To provide opportunity for students to become aware of the favorite books of various individuals in the class.
Several lines of comments about the book to help you remember 5. Hold a primary election in which the two paraphrasing words and sentences books receiving the most votes are selected as candidates. Next follows a run-off election, and the Adopted Book is selected from the two candidates. Follow the same voting process as in the primary election. Examples of spoiled ballots are those with misspelled titles. One voter, one ballotl The judges will also count the ballots.
Activity 1 Assist your students in writing play dialogue based on their adopted book.
This provides them with real opportunities to use and develop their writing skills.
Some students could design costumes for the characters in the play. The play could be presented to other classes or to parents. They may need help with dramatic reading, voice inflection, projecting their voices, enunciation, and volume. Activity 2 Some students may wish to write an original song. Activity 3 Assist students in organizing a panel to discuss the book. These adb be turned into large and colorful posters to display throughout the school. Activity 6 All of the students could become involved in "authentic" writing as they prepare invitations to friends and relatives asking them to come see and hear the activities associated with the Adopt-a-Book Program.
Activity 7 Have students read a section of the adopted book to a group of children in a lower grade. They will need to prepare and practice the reading prior to this experience. Activity 8 Have students tape-record selected parts of the adopted book for sharing with students from other paraphrasing words and sentences classes. Your students could tape-record books for other children to read who cannot see.
Certificates are given for participation, finalists are selected, and prizes are awarded. To stimulate and integrate the skills of listening, speaking, reading, and writing. To stimulate excitement about reading so that students read not only during the summer but also throughout the year. Sacramento: California State Department of Education, 1989. Observation This activity is similar to "Book It," a national reading incentive program sponsored by Pizza Hut, Inc. Students set their reading goals, and they are rewarded for their reading accomplishments with free pizza. In this program, students do not compete with other students, but rather strive to meet their individual goals. For more information, contact the National Director, "Book It": National Reading Incentive Program, Pizza Hut, Inc. The ED numbers for sources in Resources In Education are included to enable you to go directly to microfiche collections, or to order from the ERIC Document Reproduction Service (EDRS).
A help on essay Guide to Curriculum Planning in English Language Arts. The content and skills sections in the guide include a statement of scope and sequence, goals and outcomes, evaluation techniques, suggestions for parents, and exemplars.
Topics covered in the editing and publishing section include revising, elements of style, beginning writing and sentence lifting, peer proofreading, colorful words, playing with modifiers, teaching grammar and mechanics through writing, publishing books, and young-authors programs. Topics covered in the systems section include coping with the paperload, writing evaluation, and using computers in the writing process. Each unit contains abstracts of selected documents, descriptions of successful local and national basic skills programs, abstracts of nonprint teacher training materials, descriptions of professional organizations, and a list of the Wisconsin Department of Public Instruction staff memberu who have worked in basic skills. Each listing describes the organization or product, its audience, and possible uses. The address, telephone number, and title of the contact person for each service or program cited are included.
Methods for developing new themes, recycling old themes, having children choose their study materials, and structuring classroom activities are presented. Examples from an insect theme illustrate the approach. International Council for Computers in Education, University of Oregon, 1787 Agate Street, Eugene, Oregon 97403-9905. Section 1 discusses the use of word processors as a composition tool within the process model of writing instruction, and includes articles entitled Should Students Use Spelling Checkers? Section 2 focuses on lesson ideas, providing detailed practical applications for using computers in the context of the process approach to teaching writing. Articles include The Computer as a Writing Tool, Creating Writing Lessons with a Word Processor, A Family Writing Project, Writing Skills with Write On! The three articles in section 3 discuss whether and how keyboarding skills should be taught.
Section 5 contains two additional articles that are suggested reading for those interested in computers and writing instruction. Fusing Form with Conient:A Collection of Exemplary Lessons. The monograph is divided into sections on elementary lessons, middle school lessons, secondary lessons, and mixed-level lessons. International Reading Association, 800 Barksdale Rd. The booklet focuses on inferential and evaluative comprehension skills, and the suggestions range from how to teach students to identify main ideas and details to the development of higher order critical reading competencies.