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Collaborate with a fellow student or a classroom teacher toset up a book display to interest students, including those with limitedEnglish proiciency, in reading. Decide on a theme and ways to...
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Reread the viewpoint in Box 12.2, Literature and MultiplePerspectives, and relect on the author’s thoughts. Discuss your reactions. Howdo the author’s thoughts relect your philosophy of teaching...
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Ask students, “What pictures do you get in your mind of thischaracter, seting, or event?” “If character X were to come through the doornow, what would he or she look like?” “If you went to the...
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Read the opening of a story. Immediately aterward, tellstudents to jot down what was going on in their heads— pictures, memories,thoughts— during the reading. he jotings should be in a stream-...
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Ask students to tell about the part of the story orcharacter they remember most vividly. For example, “How did that character feelin this part of the story?” “Have you ever felt like this?”...
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Depending on the text, ask questions such as, “Did anythingespecially interest you? Frighten you? Puzzle you? Seem familiar? Seem weird?”Have students tell which parts of the text caused these...
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When you feel you know the story, tell the story in front ofa mirror. After you have practiced it two or three times, the wording willimprove, and you can try changing vocal pitch to diferentiate...
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Interview a teacher who has a limited number of computers inhis or her classroom and a teacher who uses a computer lab as the primaryvehicle for using technology. Ask the teachers the following...
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Although he concedes that the physical education major is“hardly a rigorous, demanding discipline” (par. 5), Shughart proposes thatfootball be a major in its own right. His argument hinges on the...
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