Sentences with phrase «students read fiction»

Students read fiction and nonfiction books that provide enrichment to subjects studied in other areas of the curriculum.

Not exact matches

Each month in the student flyer children will find a terrific selection of new and noteworthy fiction, classics, award - winning titles, perennial favourites, reference books, and more — all at amazing values and just - right reading levels.

During a keynote speech on day two, cosmologist and astrophysicist Martin Rees said he often tells students it is better to read first - rate science fiction than second - rate science.

Students» understanding of water is further broadened through literature by reading such books as Dune, by science fiction writer Frank Herbert, and travel writer Bill Bryson's A Walk in the Woods.

These posters can be used to guide the thinking process as students are involved with a reading selection — fiction as well as nonfiction.

Perhaps most important was that while students were deeply engaged in the content and invested in creating the final product, they were also developing historical thinking skills, exploring Europe's history through a critical lens, applying their reading comprehension skills to difficult non-fiction and historical fiction, interpreting primary sources, writing in a number of genres, and developing their oral language abilities.

For instance, reading fiction that presents children characters in the Great Depression, such as Leah's Pony, not only provides English language arts opportunities but help students connect with the subject matter through the power of stories.

Using the Great Depression example, students must read a historical fiction book set in the time period, research the Dust Bowl and its impact on crops, and listen to a song from the 1930s that encapsulates the mood of the historical period.

Lesson includes reading a story, identifying elements of fiction, creating a project about survival, and making a PowerPoint presentation to demonstrate student comprehension.

The students eventually decided as a group to open a Chinese restaurant, and the class spent several weeks reading fiction and nonfiction books about China to help them make decisions about their restaurant's decor, ambience, and menu.

- Storyboarder - to enable students to demonstrate that they can: «Maintain a positive attitude towards reading by understanding, listening to, and discussing a range of fiction, plays, poems, non-fiction, reference books and text books.»

Students learn through the following tasks: - Gauging and collaborating previous knowledge through an interactive starter task; - Identifying the descriptive devices in sentences written about 19th Century characters; - Building close reading skills through a study of a fiction extract from Frankenstein - Answering exam - style questions interpreting and inferring the key meanings in the text; - Using models and templates to write extended analysis responses about the descriptive language used in the fiction extract; - Peer assessing their partners» learning attempts.

Our plan is grounded in the following two premises: 1) When purposefully synchronized with one another across multiple forms of media («cross-media»), children's and adolescents» exposure to high quality youth - oriented social and ethical story content, i.e. stories of substance specifically about character development, compassion, and courage (CCC), is a powerful way to promote youth academic achievement and ethical values; 2) Especially if these stories, told and «read» across media, in their various genres (human interest, biography, history and historical fiction, civic engagement, coming of age, social change, spiritual awakening, moral issues, etc.), are «taught» by «educators» (broadly defined) using an «evidence - based» pedagogy that A) makes use of peer to peer, and adult facilitated group discussion and debate as a primary form of instruction, and B) takes advantage of access to the texts of the story that are made available cross-media (narratives, scripts, videos, etc.) to foster students» critical thinking and ethical reflection skills.

Baseball Fact or Fiction Submitted by Cheryl Sexstella - Wright Students learn about the history of baseball while incorporating computer skills, reading skills, and writing abilities.

Students choose any work of fiction appropriate for their reading level (in my AP Literature class, students read AP - worthyStudents choose any work of fiction appropriate for their reading level (in my AP Literature class, students read AP - worthystudents read AP - worthy books).

One way to do that is to think strategically about the fiction text that you choose to read with your students.

Fiction Elements in Hatchet Submitted by Iylene Dew Students create PowerPoint Presentations as they read Hatchet, by Gary Paulsen.

Much of what many students must read in college is nonfiction — often complex and dense nonfiction — but their reading during their middle and high school years is usually heavily weighted toward fiction, often, as we discussed in chapter 1, insufficiently complex fiction.

Much of our compendium of personal favorites — to read and to teach — is made up of memoir and biography, but it is also worth noting that these are the forms of nonfiction that most closely resemble fiction and therefore are most intuitive to students already.

And of course a broad and deep base of knowledge doesn't just assist students in reading nonfiction texts: it makes successful readers of fiction too, just as the knowledge that students derive from reading isn't exclusively from nonfiction.

So it is important not only to read plenty of nonfiction and to read it in a way that adds as efficiently as possible to a student's knowledge base but also to read fiction in the same way.

In addition to saturating themselves with science fiction and dystopias, many of my students have been reading novels that deal with real - life issues.

In order to fully comprehend reading materials, students need to understand the cause - and - effect relationships that appear in a variety of fiction and nonfiction texts.

The standards call for students in kindergarten through grade five to read an equal amount of fiction and nonfiction.

Personalized goals mean that students can «analyze complex texts» using their choice of fiction or non-fiction reading at the appropriate Lexile / readability level for them.

For example, when students studied astronomy, she had them read both fiction and non-fiction texts related to the issues they studied.

In 4th grade, about half the texts students read should be fiction and half should be nonfiction, the standards say.

Will highlight students» areas of strength and weaknesses in key reading areas including: giving / explaining meanings of words in context, retrieving and recording information / identifying key details from fiction and non-fiction, summarising main ideas from one or more paragraphs, making inferences from the text / explaining and justifying inferences with evidence from the text, identifying / explaining how information / narrative content is related and contributes to meaning as a whole, and identifying / explaining how meaning is enhanced through choice of words and phrases.

But, if executed correctly, she says schools should be challenging students to «read fiction like writers» — dissecting the connections between craft and theme, for instance — while also giving them time to experiment with less analytical forms of writing.

The instructional support materials in the Big Cat Emergent Small Group Package are built around 40 fresh, new leveled books (half fiction, half nonfiction) ranging from Guided Reading Levels A through F with the «just right» ingredients for your classroom: high student appeal, built - in teaching tips for comprehension - focused support, and an embedded reading response summary page to quickly check comprehension and improve speaking and listening Reading Levels A through F with the «just right» ingredients for your classroom: high student appeal, built - in teaching tips for comprehension - focused support, and an embedded reading response summary page to quickly check comprehension and improve speaking and listening reading response summary page to quickly check comprehension and improve speaking and listening skills.

Summary: This article explores the importance of reading fiction in helping students understand characters and their motivations, relationships, and emotions by simulating the character's experiences in relation to the story.

And in turns of getting great «student achievement» results (aka high test scores) I could spend the whole year having students read nothing but newspaper extracts and single pages ripped from any current fiction.

The instructional support materials in the Big Cat Early - Fluent Small Group Package are built around 40 fresh, new leveled books (half fiction, half nonfiction) ranging from Guided Reading Levels J through P with the «just right» ingredients for your classroom: high student appeal, built - in teaching tips for comprehension - focused support, and an embedded reading response summary page to quickly check comprehension and improve speaking and listening Reading Levels J through P with the «just right» ingredients for your classroom: high student appeal, built - in teaching tips for comprehension - focused support, and an embedded reading response summary page to quickly check comprehension and improve speaking and listening reading response summary page to quickly check comprehension and improve speaking and listening skills.

Students read complex nonfiction and fiction texts focusing on issues of both current and enduring importance.

Aligned to state and national standards, this fiction title will engage students in reading and learning.

Curriculum is designed to allow large blocks of time for students to investigate and read authentic literature, express themselves through the creation of fiction and non-fiction texts, and develop solutions to complex problems.

In kindergarten through third grade, the primary goal is to teach all students to read fluently and to comprehend a variety of fiction and nonfiction selections that relate to all areas of the curriculum.

Or, at the front end you could allow students the choice of reading To Kill a Mockingbird or reading another book of choice, fiction or nonfiction, that addresses similar themes of race, culture, power, and equity.

For a lesson plan designed to help teach students improve their reading comprehension, for example, you might state that at the end of the lesson, students should be able to read and understand figurative language, plot, climax, and other fiction characteristics, as well as the elements of nonfiction, and display the ability to find specific information in the text.

Students read and analyze passages from real texts — fiction and nonfiction — and sometimes watch video or listen to audio.

Give students time to read in class (fiction and nonfiction) and then do something active with what they read, such as contributing to a class blog, building a museum box, debating a topic in their book, or creating readers» theaters from sections in the book.

Students first read a book (fiction or nonfiction), magazine, textbook, etc..

Students will continue to learn to read and develop comprehension skills for fiction texts, but the lack of preparation for the analysis of informational text looms over the heads of teachers.

Native Literature: NACA's Native Literature courses provide students with an opportunity to master reading strategies while exploring works from Native American Fiction and Non-Fiction authors.

Before Common Core, students in most high school English classes read mostly literature, but the reality now is that students must split their time between fiction and nonfiction.

Students will still study spelling and grammar, though they may read more informational texts and a little less fiction.

Students will read a variety of fiction and nonfiction texts, accompanied by teacher - created instructional resources as well as supplementary programs like StudySync and Achieve3000.

Students at the Corona - Norco Unified school use a program that delivers challenging fiction and non-fiction stories to students regardless of their readinStudents at the Corona - Norco Unified school use a program that delivers challenging fiction and non-fiction stories to students regardless of their readinstudents regardless of their reading level.

Some ideas to make reading appealing to adolescents include pairing classic literature with similarly themed young adult fiction; building a classroom library that addresses the curriculum and the needs of students; providing time for sustained silent reading; start book clubs; and using Venn diagrams, dinner party, and readers» theater techniques to explore issues in literature.

Over the next two weeks, students work with a reading buddy to practice using the strategies with both fiction and non-fiction texts while the teacher monitors their progress and provides guidance.