04726nam 2200637 a 450 991048022840332120170822113450.01-4522-8421-01-4522-7987-X1-4833-8778-X(CKB)3710000000333604(EBL)1107899(OCoLC)900086952(SSID)ssj0001400471(PQKBManifestationID)12546996(PQKBTitleCode)TC0001400471(PQKBWorkID)11356228(PQKB)10588330(MiAaPQ)EBC1107899(StDuBDS)EDZ0000996585(EXLCZ)99371000000033360420141202d2012 fy| 0engur|n|---|||||txtccrFanatically formative[electronic resource] successful learning during the crucial K-3 years /Bob SornsonThousand Oaks, Calif. Corwinc20121 online resource (217 p.)Description based upon print version of record.1-4522-2518-4 Includes bibliographical references and index.FRONT COVER; FANATICALLY FORMATIVE; CONTENTS; PREFACE; PUBLISHER'S ACKNOWLEDGMENTS; ABOUT THE AUTHOR; CHAPTER 1: STUDENTS AT RISK; CHAPTER 2: RESPONSIVE INSTRUCTION VERSUS CURRICULUM-DRIVEN INSTRUCTION: WHY PUBLIC EDUCATION'S RACE TO COVER MORE MATERIAL AND TEST MORE STUDENTS IS FAILING AMERICA'S CHILDREN; CHAPTER 3: FINDING FOCUS; First-Grade Literacy/Common Core State Standards; Literature; Reading: Informational Text; Reading: Foundational Skills; Writing; Speaking and Listening; Language; CHAPTER 4: ESSENTIAL SKILLS AND THE WHOLE CHILD; Essential Grade 1 Literacy Skills, First DraftFirst-Grade Essential Skills InventoryLetters; Phonologic Skills; Language; Motor Skills; Visualization; Literacy; Numeracy; Behavior; CHAPTER 5: THE CHALLENGE OF FORMATIVE ASSESSMENT AND RESPONSIVE INSTRUCTION; Essential Skills Inventory: First Grade ; CHAPTER 6: THE IMPORTANCE OF CLASSROOM AND SCHOOL CULTURE; Relationships; Routines; Teacher Skills for Behavior Management; Design of Instruction; CHAPTER 7: INSTRUCTIONAL SUPPORT: RESPONDING TO TEACHER REQUESTS FOR HELP; CHAPTER 8: THE IMPORTANCE OF QUALITY PRESCHOOL; CHAPTER 9: THE IMPORTANCE OF PARENT ENGAGEMENTCHAPTER 10: WHEN GOOD PEOPLE WORK WITHIN LOUSY SYSTEMSCHAPTER 11: PATHFINDERS; David P. Weikart; Craig Ramey; Mildred Winter; Robert Slavin; Geoffrey Canada; David Lawrence Jr.; James Heckman; Maria Montessori; Reggio Emilia; Finland; CHAPTER 12: LOVE OF LEARNING; CHAPTER 13: CRITICAL THINKING FOLLOWED BY ACTION; Building or District Administrators; Classroom Teachers; Parents; CHAPTER 14: THE LIVES OF CHILDREN IN THE BALANCE; APPENDIXES; A. Mrs. Peterson's First-Grade Essential Skills Inventory:Class Baseline Data; B. References for Considering Essential EarlyLearning OutcomesC. Essential Skills Inventory, K-3 OutcomesD. Essential Skills Rubric for First Grade; E. Protocol for Use of the Essential Skills Inventories in K-3; F. Questions and Topics for Monthly Data Meetings; G. Reflection on Classroom Culture; H. Reflection on School Culture; I. Reflection on Home-School Connections; J. Reflection on the Early Learning SuccessInitiative in Our School; K. Sample District Plan for Early Learning Success; L. Sample Support Team Procedures; M. Teacher Request for Instructional Support; N. PreK-Grade 3 Essential Math Skills InventoryO. Building Essential Skills: Parent Support RequestP. Essential Skills Inventory: First Grade; Q. In My Classroom; REFERENCES; INDEXHelping children experience early learning success and acquire essential skills by third grade is a crucial part of any school reform effort. Yet, many teachers and children are overwhelmed by the ineffective curriculum-driven education system and the 'rush to cover' climate in schools. 'Fanatically Formative' shows how the joy of teaching can be rediscovered and children helped to fall in love with learning again.Education, PrimaryUnited StatesPrimary school teachingUnited StatesEducational tests and measurementsUnited StatesElectronic books.Education, PrimaryPrimary school teachingEducational tests and measurements372.210973Sornson Robert988996Dymond Wendy JoHovsepian KarineStDuBDSStDuBDSBOOK9910480228403321Fanatically formative2464780UNINA