11/25/2023 0 Comments Readwrite think timlines![]() Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). ![]() Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.ġ2. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.Ĩ. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.ħ. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).ĥ. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. Among these texts are fiction and nonfiction, classic and contemporary works.ģ. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world to acquire new information to respond to the needs and demands of society and the workplace and for personal fulfillment. Through discussion, they verify the dates and consider the connections between historical events and when inventions were created.ġ. ![]() Next, students consult Web resources about inventions to help them revise their timelines for accuracy. Students then work in pairs or small groups to add to their notes, indicating how this portion of the activity confirmed, refined, or changed their thinking about the timelines they are developing. Using a historical timeline and the students' prior knowledge of events, students predict when specific inventions were produced and take notes describing their reason for identifying that particular year. Students begin with a discussion about timelines and their use to prepare for the research activity. In this lesson, students use timelines to help motivate them to read more nonfiction, which will, in turn, help increase their comprehension of nonfiction. Nonfiction texts, in many students' opinion, lack the excitement, energy, and adventure of fictional stories.
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