This book examines storymaking processes in K-8 classrooms from a social-semiotic perspective that highlights how participants' discourse influences story construction and interpretation. It is unique in that it invites the reader to actively engage in the analysis of classroom discourse and to consider issues related to storymaking in specific classrooms. Examples of theory in action illustrate important issues regarding text selection and the roles of teachers and students in affecting meaning-making processes. An excellent text for upper-level and graduate courses in language, literacy, and literature education, Storymaking in Elementary and Middle School Classrooms includes: * Transcripts of teacher-student-text discourse in kindergarten, and second-, fifth-, seventh-, and eighth-grade classrooms. * Helpful overviews at the beginning of each chapter. * Theory-into-practice sections at the end of each chapter that pose issues to think about related to classroom practice. * A separate chapter on translating theory into practice in the classroom, with practical suggestions.Segment. 3. In the final phase of the event, Vivian drew a Venn diagram on the board and discussed with the students what the circles looked like and how to use them for comparisons ofKeatsa#39; texts: Teacher: All right. Thata#39;sthe circle forHi Cat!
|Title||:||Storymaking in Elementary and Middle School Classrooms|
|Author||:||Joanne M. Golden|
|Publisher||:||Routledge - 2000-01-01|