One strategy we've used to improve student literacy is giving all departments training on how to assess and mark writing for accuracy. We give five-minute presentations on ways of checking different mistakes. For example, in one half-term we focused on the use of apostrophes in students' writing. Teachers were reminded of the rules of apostrophes and asked to highlight mistakes in work they marked, irrespective of the subject.
Text-to-Text, Text-to-Self, Text-to-World Rationale Reading comes alive when we recognize how the ideas in a text connect to our experiences and beliefs, events happening in the larger world, our understanding of history, and our knowledge of other texts.
The Text-to-Text, Text-to-Self, Text-to-World strategy helps students develop the habit of making these connections as they read. When students are given a purpose for their reading, they are able to better comprehend and make meaning of the ideas in the text.
You can use this strategy with any type of text, historical or literary, and with other media, such as film. Teachers often give students their own copy of the text so that they can mark it up, although this is not required.
The questions in the directions are general, but you can make them specific to the material your class is studying. For example, you might ask students to connect what they read to specific texts or to events you have studied earlier in the school year.
Debrief Students gain a deeper understanding of the text, of their classmates, and of the world around them when they have the opportunity to discuss their responses with peers.
Students can share their responses with a partner see the Think-Pair-Share teaching strategyin small groups see the Assigning Roles teaching strategyor as part of a larger discussion see the Fishbowl teaching strategy. If you have limited time, you can give students the option of writing about one connection they have found between the text and another text, their lives, or the larger world.
Social maps are a visual way of showing relationships between people, but they can also be used to show relationships between ideas and events. An extension of this activity would be to have students draw the connections they find between a text and other ideas, events, or experiences.
Students can work on these maps in groups, noting the relationships among their responses.Writing and Reading across Disciplines: A site in the making. (Writing Across the Curricululm), but for reasons outlined here, WRAD is what we are.
Thus, this site is the WAC with Reading as one of its middle names, seeks to make an explicit connection between the texts students "consume" in their majors and the ones they produce.
Reading, writing, speaking, listening and critical thinking must be integrated into each discipline across all grades so that all students gradually build knowledge and skills toward college and career readiness. "by Ward, Dean; Vander Lei, Elizabeth | PB | Acceptable - Real Texts: Reading and Writing across the Disciplines by Ward, Dean; Vander Lei, Elizabeth Millions of satisfied customers and climbing.
Thriftbooks is the name you can trust, guaranteed. Compare and Contrast is a text structure or pattern of organization where the similarities and differences of two or more things are explored. It is important to remember that with the compare and contrast text structure the text should be discussing similarities and differences.
If the text only discusses similarities, it is only comparing. After reading and writing about innovators, students will produce an innovator’s notebook in which they explain their own innovation in an informational text which includes diagrams, drawings, and written text.
Some students may find it more powerful to “visually represent a text than through marginal notations, traditional outlining, or even summary writing” (Bean, , p. ). If students find this to be useful, the following PDF is filled with 36 pages of graphic organizers for reading strategies.