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كتاب Because of Winn Dixie لKate DiCamillo

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المؤلف : Kate DiCamillo
سنة النشر : 2000
عدد الصفحات : غير محدد
عن الكتاب : 2000م - 1443هـ Because of Winn-Dixie Learning Objective: The goal of this exemplar lesson is to give students the opportunity to use the reading and writing habits they’ve been practicing on a regular basis to absorb deep lessons from Kate DiCamillo’s story. By reading and rereading the passage closely and focusing their reading through a series of questions and discussion about the text, students will identify how and why the three main characters become friends. Reading Task: Students will silently read the passage in question on a given day—first independently and then following along with the text as the teacher and/or skillful students read aloud. Depending on the difficulties of a given text and the teacher’s knowledge of the fluency abilities of students, the order of the student silent read and the teacher reading aloud with students following might be reversed. What is important is to allow all students to interact with challenging text on their own as frequently and independently as possible. Students will then reread specific passages in response to a set of concise, text-dependent questions that compel them to examine the meaning and structure of DiCamillo’s prose. Therefore, rereading is deliberately built into the instructional unit. This serves two purposes: helping less fluent readers access a more complex text than they could independently and modeling for all students the necessity and process of returning to the text in order to absorb all it has to offer. .
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كتاب Because of Winn Dixie

2000م - 1443هـ Because of Winn-Dixie Learning Objective: The goal of this exemplar lesson is to give students the opportunity to use the reading and writing habits they’ve been practicing on a regular basis to absorb deep lessons from Kate DiCamillo’s story. By reading and rereading the passage closely and focusing their reading through a series of questions and discussion about the text, students will identify how and why the three main characters become friends. Reading Task: Students will silently read the passage in question on a given day—first independently and then following along with the text as the teacher and/or skillful students read aloud. Depending on the difficulties of a given text and the teacher’s knowledge of the fluency abilities of students, the order of the student silent read and the teacher reading aloud with students following might be reversed. What is important is to allow all students to interact with challenging text on their own as frequently and independently as possible. Students will then reread specific passages in response to a set of concise, text-dependent questions that compel them to examine the meaning and structure of DiCamillo’s prose. Therefore, rereading is deliberately built into the instructional unit. This serves two purposes: helping less fluent readers access a more complex text than they could independently and modeling for all students the necessity and process of returning to the text in order to absorb all it has to offer. .


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