Bringing Family and Community into the Writing Curriculum

Autor/in	Werderich, Donna E.
Titel	Bringing Family and Community into the Writing Curriculum
Quelle	In: Middle School Journal (J3), 39 (2008) 3, S.34-39 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
Schlagwörter	Federal Legislation; Community Involvement; Profiles; Literacy Education; Educational Opportunities; Middle School Teachers; Educational Improvement; Family Involvement; Writing (Composition); Teaching Methods + Suchen Sie Ihr Suchwort? Bundesrecht; Charakterisierung; Profilanalyse; Bildungsangebot; Bildungschance; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Teaching improvement; Unterrichtsentwicklung; Schreibübung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	While middle school educators are faced with No Child Left Behind's demands for improving students' literacy learning, it is also wise to incorporate family and community involvement into the curriculum. In designing activities that meet such demands, middle school educators should consider allowing their students to write profiles on family and community members to support students' literacy learning. Providing opportunities for students to explore the lives of different people through profiles allows students to connect literacy skills to the real world. This article examines how writing profiles integrate parental and community involvement into literacy instruction across the curriculum. (Contains 4 figures.) (ERIC).
Anmerkungen	National Middle School Association. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@nmsa.org; Web site: http://www.nmsa.org/Publications/MiddleSchoolJournal/tabid/435/Default.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10