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Q. What is necessary to effective reading, composing, and understanding of informational text structures? A. Five Kinds of Knowledge Five Kinds of Composing. Jeffrey D. Wilhelm Boise State University From the book GET IT DONE! Teaching the reading and writing of informational text
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Q. What is necessary to effective reading, composing, and understanding of informational text structures?A. Five Kinds of KnowledgeFive Kinds of Composing
Jeffrey D. Wilhelm
Boise State University
From the book
GET IT DONE! Teaching the reading and writing of informational text
(Conceptual/Declarative knowledge developed through Procedural knowledge)
Formal Writing/Putting it all together:
The declarative becomes conceptual and transferable when it is practiced in a meaningful context of use
Ask an essential question that requires and rewards thinking and composing in informational thought patterns/text structures:
What makes and breaks a good relationship?
Requires and rewards Argument of Judgment; reframe to:
What is a good relationship? A healthy relationship? What is a good friend? (extended definition)
What kinds of relationships are there? healthy relationships? (classification)
What are the major causes relational problems? (Cause and effect)
What could society do to promote good relationships/solve particular relational problems? (problem-solution)
REQUIRING LISTING: “What do we need to survive and thrive?” can easily be adapted for use in all content areas: “What do we need to survive and thrive . . . on a camping trip, in outer space, in algebra class, in the future (e.g. in a career), in case of a terrorist attack, as a sustainable planet, while living in another culture, on a trip to Italy?"
Clear purpose and feedback
Appropriate challenge and assistance
Developing control and competence
Immersion in the immediate
A good teacher is one who promotes deep passion for a subject and deep understanding of it among her students. This means the students of a good teacher will have a desire to continue learning AND a growing understanding along the lines of how experts understand. For example, a good teacher of history will help students to feel that history really matters, and the students will know how this is actually so by being helped to think historically. The student will know why we study history, how historians think and use knowledge and when they can use it in his life. A good teacher is not someone who teaches to the test or whose students can recall information. A good teacher works for much higher purposes than this. . . .
As a follow up, students could be asked to create groupings for their closet at home, a cupboard or drawer. They could write brief explanations of each grouping’s common characteristics, as well as noting violations of the general grouping criteria.
1- Students likely to know evidence/data already
2- Teacher provides evidence/data
3- Students draw on single text
4- Students draw on range of secondary sources
5- Students draw on range of primary sources
6- Students generate new data through their own critical inquiry
Oh Yeah? Teaching Argument
Get it Done! Teaching Informational Texts
Tell me a Story: Teaching Narrative
By Jeff Wilhelm, Michael Smith and Jim Fredricksen
Available summer 2012