Fisher and Frey present a model for teaching middle and high school students some of the most crucial skills, often neglected, in today's schools: reading texts closely, taking good notes, analyzing and synthesizing information from multiple sources, then writing clearly and effectively. The authors have developed, implemented, and refined a process for teachers and students that results in evidence becoming a signature part of student work. When you use this process in your classroom, students will learn how to read closely to find out what a complex text says and means. They'll understand the purpose and use of evidence. They will hone their annotation and sourcing skills. And they'll learn how to communicate and focus their ideas through meaningful discussion before writing. Chapters in this book focus on The Role of Evidence in Reading, Writing, and Discussion Close Reading of Complex Texts Preparing for Discussion and Writing: Annotation, Sourcing, and Avoiding Plagiarism Using Evidence in Discussion Writing From Sources Videos linked throughout the text give you an opportunity to hear from teachers and students who have successfully implemented Fisher and Frey's ideas. You'll see how scaffolding these skills, which often are not learned until college or the workplace, can improve your students' reading and writing, both in terms of the habits they develop and in the products they create.real or contrived, and when the topic statement was simpler (e.g., aMake a recommendation to a fellow seventh-grade ... information about the topic itself ( e.g., aDiscuss the causes and effects of water desalination on the marine ecology. ... Monte-Sano and De La Paz (2013) studied the effects on the writing of high school history students who were presented with one of four writing prompts that requiredanbsp;...
|Title||:||Close Reading and Writing From Sources|
|Author||:||Douglas Fisher, Nancy Frey|
|Publisher||:||International Reading Assoc. - 2014-02-20|