• Login
    View Item 
    •   Home
    • Graduate Theses, Dissertations and Projects
    • Queen's Graduate Projects
    • View Item
    •   Home
    • Graduate Theses, Dissertations and Projects
    • Queen's Graduate Projects
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Reading and Writing Informational Texts While Exploring Soil

    Thumbnail
    View/Open
    Project - Final Draft - PDF.pdf (465.0Kb)
    Date
    2012-12-05
    Author
    Harding, Katie
    Metadata
    Show full item record
    Abstract
    Many students struggle with comprehending informational texts (Duke, 2004; Hall, Sabey, & McClellan, 2005; Stafford et al., 2005; Marinak & Gambrell, 2008; Read et al., 2008; Duke, 2010). Informational texts are particularly difficult to comprehend because they contain complex ideas and information that not only is usually unfamiliar to the reader (Williams et al., 2009), but is organized into different text structures such as description, sequence, compare and contrast, problem and solution, and cause and effect. Adding to the difficulty, the information in many informational books is often organized using a combination of these text structures (Stafford et al., 2005). This project addresses the difficulties associated with reading and writing informational texts. Also, it includes a curriculum unit demonstrating how such texts can be integrated into a grade 3 science unit on soil. It is written for elementary teachers who want to learn how to better prepare their students for the many nonfiction texts they will encounter throughout their educational career and entire life. It is especially intended for teachers who tend to focus on teaching with narrative texts because that is what they are comfortable with. The research and lessons that comprise this project are meant to support teachers so that they might have a better understanding of how to teach their students to read and write informational texts and the importance of doing so.
    URI
    http://hdl.handle.net/1974/7678
    Collections
    • Queen's Graduate Projects
    • Faculty of Education Graduate Projects
    Request an alternative format
    If you require this document in an alternate, accessible format, please contact the Queen's Adaptive Technology Centre

    DSpace software copyright © 2002-2015  DuraSpace
    Contact Us | Send Feedback
    Theme by 
    Atmire NV
     

     

    Browse

    All of QSpaceCommunities & CollectionsPublished DatesAuthorsTitlesSubjectsTypesThis CollectionPublished DatesAuthorsTitlesSubjectsTypes

    My Account

    LoginRegister

    Statistics

    View Usage StatisticsView Google Analytics Statistics

    DSpace software copyright © 2002-2015  DuraSpace
    Contact Us | Send Feedback
    Theme by 
    Atmire NV