Literaturnachweis - Detailanzeige
Autor/inn/en | Frye, Elizabeth M.; Trathen, Woodrow; Schlagal, Bob |
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Titel | Extending Acrostic Poetry into Content Learning: A Scaffolding Framework |
Quelle | In: Reading Teacher, 63 (2010) 7, S.591-595 (5 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0034-0561 |
DOI | 10.1598/RT.63.7.6 |
Schlagwörter | Information Retrieval; Poetry; Reading Instruction; Scaffolding (Teaching Technique); Models; Teaching Methods; Coding; Elementary Education; Elementary School Teachers; Grade 2; Science Education Lyrik; Poesie; Leseunterricht; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Codierung; Programmierung; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 02; 2. Schuljahr; Schuljahr 02; Naturwissenschaftliche Bildung |
Abstract | Acrostic poems make use of a keyword written vertically, where each line of the poem begins with a letter of the keyword. The structure of this formula poem combined with teacher modeling provides a scaffold for students, showing them how to think flexibly and develop ideas and choose interesting words. Moreover, encoding information in poetic form is a thought-provoking way to capture and retain important content. This article describes an instructional framework for teachers to extend acrostic poetry into content areas. (Contains 2 tables.) (As Provided). |
Anmerkungen | International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |