Get it done! : writing and analyzing informational texts to make things happen
Record details
- ISBN: 9780325042916 (alk. paper)
- ISBN: 0325042918 (alk. paper)
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Physical Description:
print
xiv, 253 p. ; 24 cm. - Publisher: Portsmouth, NH : Heinemann, c2012.
Content descriptions
Bibliography, etc. Note: | Includes bibliographical references and index. |
Formatted Contents Note: | Laying the foundation -- Thinking about the structures behind informational and explanatory texts -- Five kinds of knowledge: the foundation of understanding and expertise -- Five kinds of composing: making informational texts and making them matter -- The process and practical context of inquiry -- Naming and listing: prerequisites for problem solving and performing the possible -- Getting to the point: the process and promise of summary -- Summary summarized! why summary matters -- Getting oriented and directed: description and process -- Divining and defining: what's the big definition? -- Comparing and contrasting: but what's the difference? -- Classification: the most powerful thought pattern in the world? -- Problem-solution and cause-effect: so what's the problem?. |
Search for related items by subject
Subject: | English language -- Composition and exercises -- Study and teaching (Secondary) Exposition (Rhetoric) Youth literacy Writing instruction Nonfiction |
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Available copies
- 1 of 1 copy available at Decoda Literacy Library.
Holds
- 0 current holds with 1 total copy.
Location | Call Number / Copy Notes | Barcode | Shelving Location | Holdable? | Status | Due Date |
---|---|---|---|---|---|---|
Decoda Literacy Library | 428.00712 W55 2012 (Text) | 35410000033076 | General Collection | Volume hold | Available | - |
- Baker & Taylor
Presents a guide for teachers on how to teach their students to compose and analyze informational texts using the Common Core State Standards as guidelines. - Book News
Wilhelm et al., who help students use literacy to become active citizens, show educators how to teach the composition and reading of various types of informational texts (one of the three major types of texts designated by the Common Core State Standards (CCSS)). They explain what informative/explanatory texts are and their real-world purposes, structures, and how to prepare students to meet the demands of the CCSS for college, careers, and citizenship through a structured process of conceptual inquiry. They outline five kinds of knowledge and composing needed, the structures of informational texts and the importance of instructional specificity, how to make composing and reading these texts matter in the context of inquiry units, and processes of teaching each kind of structure. Annotation ©2012 Book News, Inc., Portland, OR (booknews.com) - Heinemann
Informational texts arenât just for school
âEven if the CCSS are not adopted in your state, the theory and instruction we present is devoted to developing not only competence in literacy, but competence in life.âJeffrey Wilhelm, Michael Smith, and James Fredricksen
Informational texts arenât just for school. They are a real-world tool for making things happen. Similarly, the Common Core State Standards for writing are designed to help adolescents be prepared for the world outside the classroom.
Thatâs why Jeffrey Wilhelm, Michael Smith, and James Fredricksen wrote Get It Done! So that once kids leave school, theyâll have the skills, know-how, and agency to do work that matters by composing nonfiction textsâand so that their teachers have a clear-cut set of strategies for instruction in informational genres.
Naming and listing, summarizing, describing, defining, comparing and contrasting, classifying, identifying causeâeffect relationships, exploring problemâsolution situationsâGet It Done! will both help you teach all these types of informational texts engagingly and effectively, while explicitly connecting your work to the Common Core State Standards.
Help your students Get It Done! âWe think that through effective instruction, the goals of the CCSS and much more can be met,â write Wilhelm, Smith, and Fredricksen. âMore important we want the work we and our students do to matter.â