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Author: National Council of Teachers of English
Publisher:
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 220
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Book Description
A compilation of articles dealing with current topics in education.
Author: National Council of Teachers of English
Publisher:
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 220
Get Book Here
Book Description
A compilation of articles dealing with current topics in education.
Author:
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 256
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Book Description
Author: Gerald Campano
Publisher: Teachers College Press
ISBN: 0807778362
Category : Education
Languages : en
Pages : 220
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Book Description
This powerful book demonstrates how culturally responsive teaching can make learning come alive. Drawing on his experience as a fifth-grade teacher in a multiethnic school where children spoke over 14 different home languages, the author reveals how he created a language arts curriculum from the students’ own rich cultural resources, narratives, and identities. Illustrating the challenges and possibilities of teaching and learning in a large urban school, this book: Documents how a culturally engaged pedagogy improved student achievement and increased standardized test scores.Examines the literacy practices of children from immigrant, migrant, and refugee backgrounds, and includes powerful examples of their voices and writing.Provides an invaluable model of reflective practice, including a wide array of student-centered strategies, to generate powerful learning experiencesDemonstrates a way for teachers to tap into the various forms of literacy students practice beyond the borders of the classroom. “Campano illustrates what it takes to be a teacher with heart and soul, not simply one who succumbs to the increasing calls for higher test scores and standardized curricula. . . . There are many lessons to be learned from this gem of a book.” —From the Foreword by Sonia Nieto, University of Massachusetts at Amherst “Campano shows us what we can do—what we must all learn to do—to restore children’s full humanity to the center of U.S. literacy education.” —Patricia Enciso, The Ohio State University
Author: National Council of Teachers of English, Urbana, IL.
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 252
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Book Description
This publication contains journal essays and book chapters (from publications of the National Council of Teachers of English) which address trends and issues in elementary language arts education. The following articles appear in the publication's first section, "Writing and a Move to New Literacies": (1) "Sacred Cows: Questioning Assumptions in Elementary Writing Programs" (Brenda Power and Susan Ohanian); (2) "Learning To Write: Honoring Both Process and Product" (JoAnn Portalupi); (3) "Putting Ourselves on the Line" (Pat McClure and Linda Rief); and (4) "Understanding and Transforming the Meaning of Our Lives through Poetry, Biographies, and Songs" (Cecilia M. Espinosa and Karen J. Moore). Articles in the second section, "Critical Literacy," are: (5) "Critical Literacy: Teaching Reading, Writing, and Outrage" (excerpt) (Linda M. Christensen); (6) "Story Time as a Magical Act Open Only to the Initiated: What Some Children Don't Know about Power and May Not Find Out" (Karen Gallas); (7) "Leadership as Critical Practice: A Work-in-Progress" (Susan M. Church); and (8) "Literacy Education as a Site for Social Justice: What Do Our Practices Do?" (Barbara Comber and Helen Nixon). Articles in the third section, "Taking New Action," are: (9) "Columbine's Challenge: A Call To Pay Attention to Our Students" (Robin Stern); (10) "Becoming Proactive: The Quiet Revolution" (Cathy Fleischer, Kathleen Hayes-Parvin, and Julie A. King); (11) "Transformative Learning through a Study Group" (Elizabeth R. Saavedra); (12) "Rights, Respect, and Responsibility: Toward a Theory of Action in Two Bilingual (Spanish/English) Classrooms" (Beth Yeager, Irene Pattenaude, Maria E. Franquiz, and Louise B. Jennings); (13) "Exploring Critical Literacy: You Can Hear a Pin Drop" (Christine Leland, Jerome Harste, Anne Ociepka, Mitzi Lewison, and Vivian Vasquez); and (14) "Critical Literacy in a Fourth-Grade Classroom" (Maria Sweeney). (SR)
Author: Vivian Maria Vasquez
Publisher: Routledge
ISBN: 1136175571
Category : Education
Languages : en
Pages : 138
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Book Description
How can teacher educators engage pre-service and in-service teachers in learning about and framing their teaching from a critical literacy perspective? What does this mean? Why is it important? To address these questions, this book offers a theoretical framework and detailed examples, pedagogical resources, and insights into ways to build critical literacies with teachers in and out of school. Its unique contribution is to bridge critical literacy theory and teacher education. Participants in teacher education programs and professional development settings are often reminded of the need to build curriculum using children’s inquiry questions, passions and interests but generally this message is delivered only through telling (lectures) or showing (examples from other people’s classrooms). This book advances critical literary by explaining and illustrating how teacher educators can do much more—by creating opportunities for pre-service and in-service teachers to "live critical literacies" through experiencing firsthand what it is like to be a learner where the curriculum is built around teachers’ own inquiry questions, passions, and interests.
Author: Dorothy Jo Watson
Publisher:
ISBN:
Category : Juvenile Nonfiction
Languages : en
Pages : 264
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Book Description
Intended to provide elementary school language arts teachers with new and interesting teaching activities, this book contains over 100 teacher-tested classroom activities that are based on the whole language approach to learning. Chapters discuss the following: (1) a world of language in use; (2) literature points the way (including themes and organization, literature and experience, and extended literature); (3) making sense by reading (including predictions and expectations, reading awareness and control, invitations to read, and music, drama, and reading); (4) writing for self-expression; (5) learning to write by writing; (6) writing for an audience (including developing a sense of audience, and messages, notes, and letters); (7) reading, writing, listening, and speaking across the curriculum (including language arts across the curriculum, and reading and writing newspapers); (8) kids helping other kids: the collaborative effort (including cooperative learning, and games and holiday activities); (9) home is where the start is; and (10) valuing and evaluating learners and their language. The 15-page bibliography contains sections on read-aloud books, wordless books, extending literature and reading leading to writing, predictable language, predictable life experience books for upper elementary children, sing-along books, children's magazines, and publishers of children's writing. A list of teaching activities in the book is included. (SKC)
Author: Zhihui Fang
Publisher: Prentice Hall
ISBN:
Category : Education
Languages : en
Pages : 356
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Book Description
Organized into 10 thematic sections, the 30 carefully selected articles and accompanying pedagogical features enable students to gain an in-depth understanding of and practical ideas about current trends and issues in literacy teaching and learning. This text is a must-read for preservice teachers, in-service teachers, graduate students of literacy and related fields, and alternative teaching candidates seeking reading endorsement or certification."--Jacket.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 836
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Book Description
Author: John R. Hollingsworth
Publisher: Corwin Press
ISBN: 1412955734
Category : Education
Languages : en
Pages : 561
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Book Description
A proven method for better teaching, better learning, and better test scores! This teacher-friendly book presents a step-by-step approach for implementing the Explicit Direct Instruction (EDI) approach in diverse classrooms. Based on educational theory, brain research, and data analysis, EDI helps teachers deliver effective lessons that can significantly improve achievement all grade levels. The authors discuss characteristics of EDI, such as checking for understanding, lesson objectives, activating prior knowledge, concept and skills development, and guided practice, and provide: Clearly defined lesson design components Detailed sample lessons Easy-to-follow lesson delivery strategies Scenarios that illustrate what EDI techniques look like in the classroom
Author: Lesley Mandel Morrow
Publisher: Guilford Publications
ISBN: 1462534503
Category : Education
Languages : en
Pages : 249
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Book Description
This innovative book helps K–6 teachers infuse the entire school day with research-based literacy best practices. Classroom-tested strategies are presented for planning and implementing each component of the "exemplary literacy day"--vocabulary and word study sessions, literacy work stations, differentiated guided reading groups, reading and writing workshops, and interdisciplinary projects. Teachers get tips for organizing a print-rich classroom, supporting students' social–emotional well-being, and using assessment to guide instruction. User-friendly features include vivid vignettes, classroom management tips, questions for discussion and reflection, and 15 reproducible forms, checklists, and lesson templates. Purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2" x 11" size. Note: this book is a contemporary follow-up to Morrow's influential earlier title Organizing and Managing the Language Arts Block.
