Language connections writing and reading across the curriculum

Students are expected to: Students ask open-ended research questions and develop a plan for answering them. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.

Language connections writing and reading across the curriculum

All of the above 3. Which of the following is not part of the writing process? Reading and research B. Making a vocabulary list C. Developing an outline 4. All of the above 5. Which of the following is not a good way to motivate secondary students to read?

Assign only textbook reading. D Learning new words is important to comprehension and integration of unfamiliar information. For a student to remember new words and add it to his active vocabulary, it should be relevant to him and essential to understanding the material.

One way to determine meaning is by considering the context in which the word is used. These indirect learning hints or context clues include definitions, descriptions, examples, and restatements. Since most words are learned by listening to conversations, people use this tool all the time, even if they do it unconsciously.

The words and terms presented at the start of a lesson should reflect key concepts that form the foundation of the material and will be used often. Paraphrasing gives the main idea, plus essential details necessary to understand and clarify the core idea. Students should be able to make a connection to information they already know, relate the term to personal experience, or use it to solve a real problem.

language connections writing and reading across the curriculum

D There are two reasons to read: Whatever the motivation, ideas are being formed and connections are being made to already-known information. Students read to improve comprehension, develop a diverse background of knowledge, and to expand their vocabulary.

It is important to read different media such as books, magazines, newspapers, and carefully screened articles on the Internet. Using class discussions to highlight, summarize, review, and critique the material contributes to a positive reading experience.

Comprehension improves when students actively think about what they are reading, apply learned knowledge and experience, and connect new information to their world. When a student is able to visualize the material, it becomes more personal and real. B Students need to understand that writing is hard work requiring patience and persistence.

A well-written paper takes thought and preparation. The steps in the writing process help produce a well-crafted, interesting paper.

Explaining each of the following steps will help students write better in all their classes: Brainstorm by reading and researching different subjects to generate ideas.

Take notes and highlight important facts. Write down book and article titles, authors, and page numbers. Develop an outline of the main topics to be covered. Write the first version, or rough draft, to get the ideas on paper.

Edit the revised version. Correct spelling and grammar errors. Have a parent or peer review and comment. Print publish the final version. D READ with expression and enthusiasm. Assign novels, poetry, short stories, essays, editorials, and biographies to keep boredom at bay. Let students decide what to read and lead a class discussion about the topic.

Encourage critical thinking, ask probing questions, and pose different scenarios.Providing educators and students access to the highest quality practices and resources in reading and language arts instruction.

language connections writing and reading across the curriculum

Kappa Delta Pi Record • Summer Curriculum Connections Achieving Consistency in Writing across the Curriculum by Richard Andersen Richard Andersen teaches writing and literature at Springfield College.

The Academic Language of History and Social Studies. This approach should help diverse learners including English language learners, make important connections among vocabulary words within the same family, and transfer core ideas across content areas.

would be taught in English class but students would encounter related words across the curriculum, in science, math, art, etc. Reading and. Reach All Learners in Core English Language Arts Classes. Across all demographics, students using Achieve ® ’s patented literacy solutions with the highest fidelity* exceeded their expected Lexile ® reading growth by an average of points, attaining over 3X the growth that was expected.

Achieve’s Pro literacy solutions (KidBizPro ® for grades , TeenBizPro ® for grades This document replaces The Ontario Curriculum, Grade 1–8: Language, Beginning in September , all language programs for Grades 1 to 8 will be based .

Making Connections Across the Curriculum