Classroom set includes 25 copies of the Spanish textbook (978-0-87020-512-5) PLUS 1 copy of the Teacher's Edition in English (978-0-87020-379-4) and 1 copy of the Student Activity Guide DVD in Spanish (978-0-87020-688-7)
"Wisconsin: Our State, Our Story" brings history to life! Thinking Like a Historian questions in each chapter encourage critical thinking. Scores of artifacts and documents invite students to become eyewitnesses to the past.
Lively, classroom-tested text will engross students. The rich content aligns with relevant, cross-curricular Wisconsin Model Academic Standards. The specially designed Teacher's Edition and Student Activity Guide provide additional tools to reach all learners.
The Teacher's Edition provides educators with the background, literacy, and other skill-building strategies to teach "Wisconsin: Our State, Our Story" in both social studies and literacy classes.
"Wisconsin: Our State, Our Story" textbook promotes content-focused reading to address both social studies and language arts standards for the state of Wisconsin.
The Teacher's Edition draws on the research-based pedagogy in both literacy development and in historical inquiry to help reach the many different levels of learners in today's classrooms.
Words Unbound draws on Milton Burke’s thirty years of teaching experience to help educators bring Inferno alive for today’s young reader. In a conversational, “colleague-to-colleague” style, Burke shares the interpretations, questions, and exercises he found effective in his high-school classroom, emphasizing group discussion to help students, no matter their religious or philosophical moorings, engage meaningfully with the notoriously difficult text.
Addressing how composers transfer both knowledge about and practices of writing, Writing across Contexts explores the grounding theory behind a specific composition curriculum called Teaching for Transfer (TFT) and analyzes the efficacy of the approach. Finding that TFT courses aid students in transfer in ways that other kinds of composition courses do not, the authors demonstrate that the content of this curriculum, including its reflective practice, provides a unique set of resources for students to call on and repurpose for new writing tasks.
The authors provide a brief historical review, give attention to current curricular efforts designed to promote such transfer, and develop new insights into the role of prior knowledge in students' ability to transfer writing knowledge and practice, presenting three models of how students respond to and use new knowledge—assemblage, remix, and critical incident.
A timely and significant contribution to the field, Writing across Contexts will be of interest to graduate students, composition scholars, WAC and writing-in-the-disciplines scholars, and writing program administrators.
This volume was conceived as a "best practices" resource for writing teachers in the way that Vocabulary Myths by Keith S. Folse is one for reading and vocabulary teachers. It was written to help ensure that writing teachers are not perpetuating the myths of teaching writing.
Each author is a practicing teacher who selected his or her "myth" based on classroom experience and expertise. Both the research and pedagogy in this book are based on the newest research in, for example, teacher preparation, EAP and ESP, and corpus linguistics. The myths discussed in this book are:
§ Teaching vocabulary is not the writing teacher's job. (Keith S. Folse)
§ Teaching citation is someone else's job. (Cynthia M. Schuemann)
§ Where grammar is concerned, one size fits all. (Pat Byrd and John Bunting)
§ Academic writing should be assertive and certain. (Ken Hyland)
§ Students must learn to correct all their writing errors. (Dana Ferris)
§ Corpus-based research is too complicated to be useful for writing teachers. (Susan Conrad)
§ Academic writing courses should focus on paragraph and essay development. (Sharon Cavausgil)
§ International and U.S. resident ESL writers cannot be taught in the same class. (Paul Kei Matsuda)
The book concludes with a discussion of students' myths about academic writing and teaching written by Joy Reid.READERS
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