Bibliografia:Berthoff, A. (1981). The making of meaning: Metaphors, mo<strong>de</strong>ls, andmaxims for writing teachers. Portsmouth, NH: Boznton/Cook.Bonwell, C.C.,& Eison, J.A. (1991). Active learning: Creating excitement inthe classroom (ASHE-ERIC Higher Education and Human Development.Carin, A. (1997). Gui<strong>de</strong>d discovery activities for elementary school science(4 th ed.). Upper Saddle River, NJ: Prentice Hall.Costin, F. (1972). Lecturing versus other methods of teaching: A review ofresearch. British Journal of Educational Technology, 3, 4-30.Dillon, J.T. (1988). Questioning and teaching: A manual of practice. NewYork: Teachers College Press.Elbow, P. (1982). Writing without teachers. New York: Oxford UniversityPress.Gallas, K. (1995). Talking their way into science: Hearing children’squestions and theories, responding with curricula. New York: TeachersCollege Press.Gardner, H. (1993). The unschooled mind: How children think and howschools should teach. New York: Basic Books.Lovel, J. (1992). Response jounals in a second gra<strong>de</strong> classrom. In C.Temple &P. Collins (Eds.), Stories and rea<strong>de</strong>rs. Norwood, MA: Christopher Gordon.Manzo, A. (1969). The ReQuest procedure. Journal of Reading, 31(11),123-126.Martic, R., Sexton, C., Wagner, K., & Gerlovici, J. (1998). Science for allchildren: Methods for constructing un<strong>de</strong>rstanding. Needham Heights, MA:Allyn & Bacon. Moore, D., Moore, S., Cunningham, P., & Cunningham, J.(1994). Developing rea<strong>de</strong>rs and writers in the content areas, K-12. WhitePlains, NY: Longman.Palincsar, A., & Brown, A.L. (1984). Reciprocal teaching of comprehensionfosteringand comprehension-monitoring activities. Cognition andInstruction, 1, 117-175. Penner, J.H. (1984). Why many college teacherscannot lecture. Springfield, IL: Charles C. Thomas.Pittelman, S.D., Heimlich, J.E., Berglund, R.L., & French, M.P. (1991).Semantic feature analysis: Classroom applications. Netwark, DE:International Reading Association.Temple, C., Meredith, K., & Steele, J. (1997). How children learn: Astatement of first principles. Geneva, NY: Reading & Writing for CriticalThinking <strong>Pro</strong>ject.48
Vacca, R., & Vacca, J.A. (1996). Content area reading (5 th ed.). New York:Harper-Collins.Verner, C., & Dickinson, G. (1967). The lecture: An analysis and review ofresearch. Adult Education, 17, 85-100ReferinţeAlvermann, D. (1991). The discussion web: A graphic aid for learningacross the curriculum. The Reading Teacher, 45, 92-99.Bleich, D. (1975). Subjective criticism. Baltimore, MD: Johns HopkinsUniversity Press.Bloom, B. (Ed.). (1956). Taxonomy of educational objectives: Handbook I.The cognitive domain. New York: David McKay.Britton, J. (1970). Language and learning. Harmondsworth, England: Penguin.Brophy, S. (1996). Classroom <strong>de</strong>bate as a method in reading forun<strong>de</strong>rstanding. Cluj, Romania.Freire, P. (1970). The pedagogy of the oppressed. New York: Seabury.Frye, N. (1957). The anatomy of criticism. Princeton, NJ: PrincetonUniversity Press.Levy-Strauss, C. (1963). Structural anthropology. New York: Basic Books.Lipman, M. (1991).Thinking in education. . New York:: CambridgeUniversity Press.Lobel, A. (1987). Days With frog and toad. . New York: Harpercrest.Matthews, G. (1988). Dialogues with children. Cambridge, MA: HarvardUniversity Press.Ogle, D. (1986). K-W-L: A teaching mo<strong>de</strong>l that <strong>de</strong>velops active reading ofexpository text. The Reading Taecher, 39, 564-570.Plecha, J. (1992). Shared inquiry. In C. Temple & P. Collins (Eds.), Storiesand rea<strong>de</strong>rs. Norwood, MA: Christopher Gordon.<strong>Pro</strong>bst,R. (1986). Response and analysis. Portsmouth, NH: Boymton/Cook.Rosenblatt, L. (1978). The rea<strong>de</strong>r, the text, the poem: The transectionaltheory of the literary work. Carbondale, IL: Southern Illinois University.Stauffer, R. (1975). The language experience approach to the teaching ofreading. . New York: Harper & Row.Temple, C., Meredith, K., & Steele, J. (1998). How children learn: A statementof first principles. Geneva, NY: Reading and Writing for Critical Thinking<strong>Pro</strong>ject.49
- Page 1 and 2: Charles TEMPLE, Jeannie L. STEELE,
- Page 3 and 4: Lecturi în perechi ...............
- Page 5 and 6: societate deschisă precum și cu p
- Page 7 and 8: CAPITOLUL I. Lecţii - modelLecţii
- Page 9 and 10: Cum a reuşit autorul să vă aten
- Page 11 and 12: Lecţia 2: Lectură intensivăAceas
- Page 13 and 14: Activitatea de pregătire Nr.2GÎND
- Page 15 and 16: teribile furtuni de iarnă. În anu
- Page 17 and 18: Evocarea experienţei personale a e
- Page 19 and 20: Cînd au ajuns la prima oprire indi
- Page 21 and 22: pentru că a ascuns pielea de focă
- Page 23 and 24: Cercetarea împărtășită (Plecha
- Page 25 and 26: Lecţia 4: Brainstorming în perech
- Page 27 and 28: sau la celălalt, ei vor începe gr
- Page 29 and 30: Dezbaterea care urmează oferă fie
- Page 31 and 32: aplicare a acestei metode, oferind
- Page 33 and 34: Acum putem întreba: ce caractere s
- Page 35 and 36: ceea ce, mai mult sau mai puţin, a
- Page 37 and 38: cuprinde jumătate din numărul cel
- Page 39 and 40: CAPITOLUL II. Activităţi pentru c
- Page 41 and 42: șoaptă) din textul Marco Polo, pr
- Page 43 and 44: Ghidul pentru învăţareGhidul pen
- Page 45 and 46: cu____________________, n-ai putea
- Page 47: Graficul TGraficul conceptual poate
- Page 51 and 52: GLOSAREvocarea - faza a lecţiei,
- Page 53 and 54: deja. Partea negativă este că exi
- Page 55 and 56: alte materiale, de ex: bumbac gros
- Page 57 and 58: preferinţei gîndacului-negru de a
- Page 59 and 60: cercetare, ce le vor fi folositoare
- Page 61 and 62: Familia Polo a traversat deșertul
- Page 63 and 64: și a materialelor plastice generea
- Page 65 and 66: firesc, aciditatea din apă distrug
- Page 67 and 68: Ivan avea o atitudine binevoitoare
- Page 69 and 70: - Și zici că ai deșurubat piuli
- Page 71 and 72: aveţi îndoieli cu datoriile la im
- Page 73 and 74: de rău. Puţinul pe care în pot f
- Page 75 and 76: Anexa IHenry Wadsworth LongfellowOr
- Page 77 and 78: Kahlil GibranDespre copiiIar o feme
- Page 79 and 80: A doua cauză a fost că fermierii
- Page 81 and 82: fusese infectată cu un parazit num
- Page 83 and 84: Anexa lDin agenda lui Christofor Co
- Page 85 and 86: să-i captureze și ei s-au apărat
- Page 87 and 88: i-am dat indigenului acele articole