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Reading and Language Arts Worksheets Don't Grow Dendrites - Book Cover

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Bestseller!

Reading and Language Arts Worksheets Don't Grow Dendrites

20 Literacy Strategies That Engage the Brain

Second Edition
By: Marcia L. Tate

Newly consistent with CCSS, this classroom companion employs hands-on techniques, teaching-tested activities, and brain-compatible literacy strategies to engage and motivate reluctant readers.

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Product Details

Grade Level: PreK-12
ISBN: 9781452280301
Published By: Corwin
Year: 2013
Page Count: 200
Publication date: November 04, 2013

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Description

Brain-based strategies turn reluctant readers into motivated and engaged learners!

Experts say that when students engage in learning, comprehension is more likely to occur. Building on Marcia Tate’s 20 successful “dendrite-growing” teaching strategies, Reading and Language Arts Worksheets Don’t Grow Dendrites, based on the very latest research, contains more than 200 activities for delivering brain-based literacy instruction.

Now in a new, reader-friendly format and consistent with the Common Core State Standards, this classroom companion is dedicated to improving the way students learn to read and read to learn. You’ll discover hands-on techniques grouped by grade level and standard to help teach reading in relevant ways. Activities cover essential categories of literacy and language arts instruction, including

Phonemic and phonological awareness
Fluency and vocabulary instruction
Text comprehension
Writing
Speaking and listening
Language
Cross-curricular instruction
Reading literacture and information text

When teachers understand how to plan and execute great lessons and when students are involved and engaged, true learning occurs. Start today!

Praise for the previous edition:
“I thoroughly enjoyed reading this user-friendly book and plan to share the activities with teachers working with struggling readers.”
—Catherine Duffy, English Chairperson
Three Village Central School District, East Setauket, NY

Author(s)

Marcia L. Tate

Marcia L. Tate, EdD, is the former executive director of professional development for the DeKalb County School System in Decatur, Georgia. During her thirty-year career with the district, she has been a classroom teacher, reading specialist, language arts coordinator, and staff development executive director.

Marcia is currently an educational consultant and has taught over 500,000 administrators, teachers, parents, and business and community leaders throughout the world. She is the author of the eight books in the best-selling Worksheets Don’t Grow Dendrites series and four additional books: Formative Assessment in a Brain-Compatible Classroom: How Do We Really Know They’re Learning?, 100 Brain-Friendly Lessons for Unforgettable Teaching and Learning K–8, and 100 Brain-Friendly Lessons for Unforgettable Teaching and Learning 9–12, and her latest book, Healthy Teachers, Happy Classrooms that is designed to address both the personal and professional lives of all educators. Participants in her workshops refer to them as some of the best ones they have ever experienced since Marcia uses the twenty strategies outlined in her books to actively engage her audiences.

Marcia received her bachelor’s degree in psychology and elementary education from Spelman College in Atlanta, Georgia. She earned her master’s degree in remedial reading from the University of Michigan in Ann Arbor, her specialist degree in educational leadership from Georgia State University, and her doctorate in educational leadership from Clark Atlanta University.

Marcia is married to Tyrone Tate and is the proud mother of three children: Jennifer, Jessica, and Christopher, and nine grandchildren: Christian, Aidan, Maxwell, Aaron, Roman, Shiloh, Aya, Noah, and Alyssa.

Marcia and her husband own the company Developing Minds, Inc. and can be contacted by calling the company at (770) 918-5039, emailing her at marciata@ bellsouth.net, or by visiting her website at www.developingmindsinc.com. You can also follow her on Twitter and Instagram at @DrMarciaTate.

Table of Contents

Acknowledgments

About the Author

Introduction

Strategy 1: Brainstorming and Discussion

What: Defining the Strategy

Why: Theoretical Framework

How: Instructional Activities

Reflection and Application

Strategy 2: Drawing and Artwork

What: Defining the Strategy

Why: Theoretical Framework

How: Instructional Activities

Reflection and Application

Strategy 3: Field Trips

What: Defining the Strategy

Why: Theoretical Framework

How: Instructional Activities

Reflection and Application

Strategy 4: Games

What: Defining the Strategy

Why: Theoretical Framework

How: Instructional Activities

Reflection and Application

Strategy 5: Graphic Organizers, Semantic Maps, and Word Webs

What: Defining the Strategy

Why: Theoretical Framework

How: Instructional Activities

Reflection and Application

Strategy 6: Humor

What: Defining the Strategy

Why: Theoretical Framework

How: Instructional Activities

Reflection and Application

Strategy 7: Manipulatives, Experiments, Labs, and Models

What: Defining the Strategy

Why: Theoretical Framework

How: Instructional Activities

Reflection and Application

Strategy 8: Metaphors, Analogies, and Similes

What: Defining the Strategy

Why: Theoretical Framework

How: Instructional Activities

Reflection and Application

Strategy 9: Mnemonic Devices

What: Defining the Strategy

Why: Theoretical Framework

How: Instructional Activities

Reflection and Application

Strategy 10: Movement

What: Defining the Strategy

Why: Theoretical Framework

How: Instructional Activities

Reflection and Application

Strategy 11: Music, Rhythm, Rhyme, and Rap

What: Defining the Strategy

Why: Theoretical Framework

How: Instructional Activities

Reflection and Application

Strategy 12: Project-Based and Problem-Based Instruction

What: Defining the Strategy

Why: Theoretical Framework

How: Instructional Activities

Reflection and Application

Strategy 13: Reciprocal Teaching and Cooperative Learning

What: Defining the Strategy

Why: Theoretical Framework

How: Instructional Activities

Reflection and Application

Strategy 14: Role Plays, Drama, Pantomimes, and Charades

What: Defining the Strategy

Why: Theoretical Framework

How: Instructional Activities

Reflection and Application

Strategy 15: Storytelling

What: Defining the Strategy

Why: Theoretical Framework

How: Instructional Activities

Reflection and Application

Strategy 16: Technology

What: Defining the Strategy

Why: Theoretical Framework

How: Instructional Activities

Reflection and Application

Strategy 17: Visualization and Guided Imagery

What: Defining the Strategy

Why: Theoretical Framework

How: Instructional Activities

Reflection and Application

Strategy 18: Visuals

What: Defining the Strategy

Why: Theoretical Framework

How: Instructional Activities

Reflection and Application

Strategy 19: Work Study and Apprenticeships

What: Defining the Strategy

Why: Theoretical Framework

How: Instructional Activities

Reflection and Application

Strategy 20: Writing and Journals

What: Defining the Strategy

Why: Theoretical Framework

How: Instructional Activities

Reflection and Application

Resource A: Brain-Compatible Lesson Design

Resource B: Graphic Organizers

Bibliography

Index

Other Titles in: Teaching Methods & Learning Styles | Brain-Friendly Teaching & Learning | Literacy, K-12

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