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It's not easy to fight the students while writing and reading.
Many have begun to learn the ropes in terms of reading and writing strategies, but not enough opportunity to practice, so they do not automatically create purposes for their reading or customize their writing.
A promising approach (as a recommendation in the new "teaching secondary students for writing effectively" published by the Institute for Educational Sciences in November 2016 is to focus on reading and writing the functions of the effective text as a way ,
When implementing in a student-centered classroom, this approach can help students to build independence - it allows them to take more control over the construction of meaning. Think deeply about tasks, purpose and audience; And actively identify yourself as a reader and writer.
Here are a few strategies with which you can implement this approach in your classroom:
Stress connections between reading and writing. Many educators teach reading and writing separately. However, the practice manual explicitly highlights to highlight the connections between the two compartments.
For example, students can take note of the sensory details they find in close a story and apply what they write for a piece. A relatives would be to ask the students to remove and discuss the sensory details of reading and discussing how it affects the text.
Use the starters of the cognitive strategy to help students understand what an author does. The students react to appetizers (eg "the most important message ..." here because. "), And they learn to identify as readers and writers.
If you connect reading and writing in the classroom, use every opportunity to build the trust of your students - if you read, you should be the understanding of the text of the most important work, and if you write, you should know you know are responsible for creating a connection with your readers.
It strengthened things.
use mentor texts. Let your students read texts that show the qualities of effective letter (also referred to as copies of texts). Let yourself be telling you in your own words, why you love your favorite books. Then encourage them to be specific. For example: "What in the text helped that author loved the farm where he grew up more than any other place in the world?"Learn your students along these lines a clear and specific vocabulary to describe the properties of high-quality letters (eg "ideas", "organization", "wording", etc.) and show them where they can uncover these Features in different text types. Use a section that gives the students the language you need to analyze texts of different quality, so they learn to distinguish what a text occurs.
In addition, you examine mentor texts with your students. Have the highlighting or color coding to identify specific features of effective writing. In one example from the practice guide that the students who read a piece of argumentative writing are lifting each of the claims of the author to yellow as a way to learn more about how an argument is structured. If your students get a handle on the features, you can better demonstrate what they have learned in their own writing.
Remember: If you integrate reading and writing into the classroom, you should definitely develop the student's ability to independently select and use different strategies to create the meaning. Do not be afraid to renew from the strategies and to change the task occasionally.
Your goal is an active student participation, which gives the students trust and the ability to tackle complex reading and writing.
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