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The Guided Reading Teacher's Companion

Prompts, Discussion Starters & Teaching Points

Author: Jan Richardson

Publisher: Scholastic Professional



Page: 26

View: 238

In this convenient flip-chart guide, you can easily find prompts, discussion starters, and teaching points to use when you want students to process more effectively, think more deeply, and express their ideas more thoughtfully. The self-standing guide with sturdy pages makes it convenient to use while working with small groups. Instantly, you can use these tools as starting points for in-depth inquiry based on behaviors you’re noticing in students. There are also recommendations on how to revise them as necessary to meet every reader’s needs.

Truly Guided Reading

Author: Liz Simon

Publisher: LAS Pedagogy and Success


Category: Education

Page: 128

View: 304

Guided Reading is the classroom Reading Recovery with supplements. In the classroom every child is involved in focussed reading instruction, small groups necessitate exceptional organization, all this without the year-long training that Reading Recovery participants have. Over the years teachers have been directed towards Guided Reading without knowledge of how to organize the class while working with small groups and further, without the knowledge of what is involved in overt reading instruction. This book will change that and give teachers the resources to organize and put in place worthwhile and relevant activities for children to independently engage in. In this book, significant suggestions are forwarded to make Guided Reading easier to implement and more effective. This book challenges held views about Guided Reading - misconceptions and misapplications of Guided Reading will be highlighted and in place will be effective pedagogy to help children move towards being truly confident, thinking readers. The teaching practices emphasized are: * Managing differentiated reading instruction for early, developing, early fluent readers, including a chapter relating to older readers. * Class management while working with small groups - independent tasks. * Questioning and prompting so children acquire and use self-help reading and comprehension strategies. * Encouraging student talk where they explore and exchange ideas. * Assessment (and recording) that informs instruction.

Commonsense Methods for Children with Special Educational Needs

Author: Peter Westwood

Publisher: Routledge


Category: Education

Page: 214

View: 164

This fully revised and updated seventh edition of Commonsense Methods for Children with Special Educational Needs continues to offer practical advice on evidence-based teaching methods and intervention strategies for helping children with a wide range of disabilities or difficulties. The advice the author provides is embedded within a clear theoretical context and draws on the latest international research and literature from the field. Coverage includes: learning difficulties and disabilities students with autism spectrum disorders, intellectual disability, physical or health issues, and sensory impairments gifted and talented students developing social skills and self-management behaviour management teaching methods literacy and numeracy curriculum differentiation and adaptive teaching computer-based instruction and e-learning. Peter Westwood also provides additional information and advice on transition from school to employment for students with disabilities, lesson study, e-learning, and computer-aided instruction, and reflects on the important changes made within the latest Diagnostic and Statistical Manual of Mental Disorders (DSM-5).

Literacy Assessment: Helping Teachers Plan Instruction

Author: J. David Cooper

Publisher: Cengage Learning


Category: Business & Economics

Page: 528

View: 740

This popular resource distinguishes itself by placing literacy assessment within the context of mainstream classroom reading instruction. Using developmental reading stages as a framework, LITERACY ASSESSMENT puts teachers’ instructional needs at its core and considers assessment as a natural part of the instructional cycle. The authors’ mission is to show that, with appropriate instruction, success in literacy development is achievable for every student. By presenting the right balance of concept and demonstration, along with a dynamic, positive outlook on learning in both children and teachers, this book equips teachers to help children reach their potential. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.

PM Teacher's Guide


Author: Jenny Bird

Publisher: Nelson Thornes


Category: Educational games

Page: 100

View: 869

The new range of PM Teacher Guides are linked to UK teaching practice, NLS objectives and curricular requirements.

Handbook of Classroom Management

Research, Practice, and Contemporary Issues

Author: Carolyn M. Evertson

Publisher: Routledge


Category: Education

Page: 1368

View: 423

Classroom management is a topic of enduring concern for teachers, administrators, and the public. It consistently ranks as the first or second most serious educational problem in the eyes of the general public, and beginning teachers consistently rank it as their most pressing concern during their early teaching years. Management problems continue to be a major cause of teacher burnout and job dissatisfaction. Strangely, despite this enduring concern on the part of educators and the public, few researchers have chosen to focus on classroom management or to identify themselves with this critical field. The Handbook of Classroom Management has four primary goals: 1) to clarify the term classroom management; 2) to demonstrate to scholars and practitioners that there is a distinct body of knowledge that directly addresses teachers’ managerial tasks; 3) to bring together disparate lines of research and encourage conversations across different areas of inquiry; and 4) to promote a vigorous agenda for future research in this area. To this end, 47 chapters have been organized into 10 sections, each chapter written by a recognized expert in that area. Cutting across the sections and chapters are the following themes: *First, positive teacher-student relationships are seen as the very core of effective classroom management. *Second, classroom management is viewed as a social and moral curriculum. *Third, external reward and punishment strategies are not seen as optimal for promoting academic and social-emotional growth and self-regulated behavior. *Fourth, to create orderly, productive environments teachers must take into account student characteristics such as age, developmental level, race, ethnicity, cultural background, socioeconomic status, and ableness. Like other research handbooks, the Handbook of Classroom Management provides an indispensable reference volume for scholars, teacher educators, in-service practitioners, and the academic libraries serving these audiences. It is also appropriate for graduate courses wholly or partly devoted to the study of classroom management.

Becoming a Teacher of Reading

A Developmental Approach

Author: Susan Davis Lenski

Publisher: Prentice Hall


Category: Education

Page: 510

View: 951

For Introduction to Reading and Beginning Reading courses. This developmentally organized, constructivist reading methods book places the reader squarely in today's reading classroom, grounding theoretical discussion with self-regulating pedagogy and providing a wealth of actual classroom examples and activities. The result is a polished, engaging book that will quickly instill in future teachers the joy of helping children learn to read and read to learn. Follows children's literacy progress as they develop from being early readers to being interpretive readers to being independent, critically thinking readers. It weaves together a discussion of skills, strategies, and assessment procedures, and connects ideas to Interstate New Teachers Assessment and Support Consortium (INTASC) standards. Developmental organization reflects the way children's literacy evolves—divides coverage into Early Readers, Interpretive Readers, and Critical Readers, addressing key literacy topics as they affect each learning stage. For future teachers who will teach beginning reading.

The Dyslexia Checklist

A Practical Reference for Parents and Teachers

Author: Sandra F. Rief

Publisher: John Wiley & Sons


Category: Education

Page: 336

View: 932

Essential advice and resources for helping kids with dyslexia The Dyslexia Checklist is a valuable guide for parents and teachers that can help them better understand children and teenagers with dyslexia and other reading- and language-based disabilities. The book relays the most current research available and is filled with practical strategies, supports, and interventions. Using these tools teachers and parents can accommodate the needs and strengthen the skills of students with reading and writing disabilities across all age levels. The book is presented in a simple, concise, easy-to-read checklist format and is filled with useful advice and information on a wide range of topics. Explains what we now know about dyslexia from decades of research Contains games to strengthen a child's literacy and language skills Provides important information for hooking in reluctant and struggling readers Offers suggestions for enhancing skills in vocabulary, comprehension, composition and written expression, spelling, math, and more The book also provides information on the educational rights of students with dyslexia.

Helping children learn to read

Author: Lyndon W. Searfoss

Publisher: Prentice Hall


Category: Education

Page: 463

View: 345

Curriculum and Instruction for All Learners

Blending Systematic and Constructivist Approaches in Inclusive Elementary Schools

Author: Beverly Rainforth

Publisher: Paul H Brookes Publishing Company


Category: Education

Page: 302

View: 107

This book integrates the systematic (pre-determined or system-directed) and constructivist (student-centered) approaches to classroom instruction by bridging the gap between the seemingly divergent philosophies and discussing how teachers can combine and apply the strengths of each approach to reach all learners. The book defines and critiques the two approaches, and - pulling from research and case studies - shows how an integrated approach can be applied effectively to the issues of cultural and linguistic diversity, literacy instruction, math instruction, arts instruction, project-based learning, and inclusion of students with challenging behavior and/or severe disabilities. This book demonstrates that systematic and constructivist methods are not only complementary but that the use of both is necessary to allow all children to receive a quality education.

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