Nonfiction author studies in the elementary classroom /
| Other Authors: | , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Portsmouth, NH :
Heinemann,
[2007]
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| Subjects: | |
| Online Access: | Table of contents only |
Table of Contents:
- Nonfiction author studies in the elementary classroom / Carol Brennan Jenkins
- Three popular perspectives on nonfiction author studies
- Nonfiction author study as biographical response
- Nonfiction author study as text analysis
- Nonfiction author study as personal response
- Nonfiction author study as multiple response : guiding principles
- Readers respond in multiple ways to an author's works
- Personal response to nonfiction should precede other types of response
- Nonfiction text analysis deepens and extends literacy and literary development
- Biographical response heightens the literary experience
- Designing a nonfiction author study
- Choosing a nonfiction author
- Recording multiple responses to the author's nonfiction literature
- Researching biographical links
- Nonfiction author studies in action
- Growing with Gail Gibbons- grade 1 / Peter Niemi and Rosalie Luddy-Lewis
- Our classroom
- Why Gail Gibbons?
- The Gibbons author study in action
- Toward an active process of comprehension
- Text analysis of The pumpkin book and descriptive writing
- Gail Gibbons teaches the text structure of sequence
- Gail Gibbons as person and writer
- Report writing/Power Point project and presentation
- Our class play
- Concluding comments
- On the go with Ann Morris- grade 2 / Julie Coppola and Joanne George
- Teaching English language learners
- Our classroom
- Ann Morris author study in action
- Taking notes On the go
- Text analysis of Teamwork and Play : how Ann Morris organizes her books
- From notes to sentences and paragraphs
- What was it like, Grandma? : opportunities for multiple response
- Who is Ann Morris? : biographical response
- Text analysis : comparing and contrasting Ann Morris' series books
- Writing a country book, Ann Morris style
- Concluding comments
- All about Arnosky- grade 3 / Patricia Harris
- My classroom
- Arnosky author study in action
- Browsing Arnosky's books
- Identifying text features in nonfiction literature
- Analyzing text features in Arnosky's books
- All about frogs : personal response and prior knowledge
- Generating headings for All about frogs
- "Five frog facts" pamphlet : learning to paraphrase
- I have a hunch about Arnosky!
- Creating an animal ark : Arnosky mentors our report writing
- All about Arnosky : team biographies
- Concluding comments
- Fritzing through history : Jean Fritz- grade 3 / Maryanne Lally and Carol Brennan Jenkins
- My classroom
- Jean Fritz author study in action
- Personal responses to Can't you make them behave, King George?
- What makes a good biography? : text analysis of Can't you make them behave, King George?
- What are personal traits? : text analysis of George Washington's mother
- Chronology : the text structure that typifies biography
- Elements of a chronology : Paul Revere and hula hoops
- Biographical insights about Jean Fritz
- Language play in Fritz' s biographies
- Would you care for one lump or two? : colonial tea party
- Concluding thoughts
- Spiders and snakes and sharks, oh yeah! : outside and inside Sandra Markle- special education, grades 4 and 5 / Karen Centofanti and Carol Brennan Jenkins
- My classroom
- Implementing the Sandra Markle author study
- Snake memories : personal response to Outside and inside snakes
- Personal responses and prior knowledge
- Students construct their own anticipation guides
- How does Markle organize her information? : analyzing text structures
- Book talks : sustaining interest in Sandra Markle
- A visit with "Sandra Markle" : biographical response
- Concluding comments
- References
- Appendix A: Curriculum maps
- Appendix B: Selected curriculum standards
- Appendix C: Tips for navigating the Internet.