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Weaving Expository Texts into the Fabric of the Elementary School Curriculum

dc.contributor.authorBurka, Allison
dc.descriptionTeaching and Learning Department Capstone Projecten_US
dc.description.abstractWith the growing realization of the importance of introducing students to expository texts at a young age coupled with the motivational benefits for young students, there has been an “explosion” of informational trade books available to educators in recent years. However, despite this growth, teachers have received little guidance in learning effective ways of selecting high quality books for classroom libraries. Therefore, this paper investigates and critiques suggested frameworks currently used by teachers when selecting informational trade books. While the selection of high quality informational trade books is the first step in increasing students’ exposure to expository texts, this paper also explores strategies that maximize the benefits of expository texts for young readers. Finally, this paper addresses the need for early expository textual and visual assessment tools that can be easily administered, in order to help teachers better meet the needs of their students.en_US
dc.publisherVanderbilt University. Peabody Collegeen_US
dc.subjectExpository textsen_US
dc.subjectExpository texts selection frameworksen_US
dc.subjectMotivational benefits of expository texts for young studentsen_US
dc.subject.lcshExposition (Rhetoric) -- Study and teaching (Elementary)en_US
dc.subject.lcshLanguage arts (Elementary) -- Study and teachingen_US
dc.subject.lcshReading comprehension -- Study and teaching (Elementary)en_US
dc.titleWeaving Expository Texts into the Fabric of the Elementary School Curriculumen_US
dc.description.collegePeabody College of Education and Human Developmenten_US
dc.description.departmentDepartment of Teaching and Learningen_US

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