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God Sends Sunday (1931)
Black Thunder (1936) |
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There is Confusion (1924)
Plum Bun (1928)
The Chinaberry Tree (1931)
Comedy, American Style (1933) |
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The Walls of Jericho (1928)
The Conjure-Man Dies (1932) |
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Not Without Laughter (1930)
Mulatto |
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Jonah's Gourd Vine (1934)
Their Eyes Were Watching God (1937) |
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Quicksand (1928)
Passing (1929) |
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Home to Harlem (1927)
Banjo (1929)
Gingertown (1931)
Banana Bottom (1933) |
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Black No More (1931)
Slaves Today (1931) |
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The Blacker the Berry (1929)
Infants of the Spring (1932) |
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| How does one foster reading appreciation within the secondary classroom? |
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Use nonprint materials in addition to the assigned text
Use a variety of print materials, including trade books, electronic books, and Internet resources |
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| How can a teacher strengthen students' vocabulary? |
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Encourage use of structural cues: prefixes, roots, and suffixes.
Context cues: words and phrases around the unknown word.
Build relationships between words and the concepts they represent. |
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| What are some instructional strategies for increasing students' knowledge of prefixes, roots and suffixes? |
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| What are some instructional strategies for increasing students' ability to use context cues? |
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| What are some instructional strategies for increasing students' command of the relationships between the concepts and the vocabulary in their courses? |
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| What are some components of good comprehension? |
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-Identifying key concepts
-Paraphrase key ideas
-Make predictions
-Use recognition of text structure or patterns to aid comprehension
-Choose correct reading strategies. |
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| What is the purpose of skimming? |
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| What is the purpose of scanning? |
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| What is the purpose of note-taking? |
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| What is the concept mapping and other graphic organizers? |
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| What is the purpose of semantic feature analysis? |
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| What is the purpose of anticipation guides? |
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| Includes the teacher reading aloud, the teacher demonstrating appropriate responses to new types of challenging questions, and reciprocal teaching |
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| to reinforce concepts and elicit analysis, synthesis, or evaluation |
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| helping students achieve independence in reading by first giving support and then gradually taking it away as students are ready to do the tasks on their own |
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| Activating prior knowledge |
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| the use of anticipation guides, semantic feature analysis, pretests, and discussions |
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| Making students aware of reading strategies and how to use those strategies to learn with text; helping students activate self-knowledge and self-monitoring. |
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| What are the phases of language development for secondary students learning English? |
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| What are some strategies for building English proficiency for students with limited English proficiency? |
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| What are the characteristics of a secondary student new to the US who is learning English and is said to have "beginning proficiency"? "Intermediate proficiency"? "Advanced proficiency"? |
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| How might new English language learners use syntax and other elements of their first language when they speak/write in English? (e.g. differences in vowel sounds, consonant patterns, or syntax) |
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| What languages are English derived from? |
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| What/how is English related to other modern languages? |
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| What is the general chronology of the English language? |
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| Morphological, phonological, semantic |
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| Cognates, prefixes, suffixes, roots |
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| Phrase (Participal, Prepositional, Appositive) |
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| Clause (Independent/coordinate; dependent/ subordinate) |
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| Pronoun/antecedent/ weak reference |
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Sentence Structure:
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| How is meaning affected by punctuation or word order? |
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| How are euphemism and other semantic strategies used to obscure/ alter meaning? |
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| What are some prewriting strategies? |
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| What are some drafting strategies? |
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| What are some revising strategies? |
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| What are some editing strategies? |
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| What are some publishing strategies? |
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| What are some criteria for evaluating source information? |
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-Motives, credibility, and perspectives of the author
-Date
- Rigor of the logic
-Freedom from strong bias, prejudice, and stereotypes
-Comprehensiveness of the evidence |
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| Analogies and extended metaphors |
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