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ERIC Number: ED453529
Record Type: Non-Journal
Publication Date: 2001-May
Pages: 11
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Strategic Genericisms: Prompting Comprehension, Vocabulary, and Assessment.
Williams, Robert H., Jr.; Graham, R. Terry
The presentation covered in this paper offers participants (i.e., teachers) an interactive, guided practice engagement with three specific instructional strategies appropriate for all learners, literacy strategies through which authentic writing and reading may be connected both to content and to the learners themselves as active creators of knowledge, not passive consumers of knowledge. The paper cites four objectives for participants, delineates three activities, and gives assessment intentions. It further explains the three activities: (1) Freudian Sentences: Prompting Content-Based Instruction; (2) Thematic Asterisks: Prompting Content-Based Knowledge Constructions; and (3) Collaborative Compositions: Prompting Content-Based Expression. The paper includes an addendum on games that serve as literacy tools. Contains a 10-item bibliography. (NKA)
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A