LEADER 02158oem 2200601 450 001 9910713436903321 005 20200429145605.0 035 $a(CKB)5470000002501286 035 $a(OCoLC)966640645 035 $a(EXLCZ)995470000002501286 100 $a20161221d1984 ua 101 0 $aeng 120 $aa|||||||||||| 121 $a||||||||| 124 $bd 135 $aurbn||||||||| 181 $ccri$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aMap showing outcrops of thick, dominantly argillaceous sedimentary and metasedimentary rocks, basin and range province, Idaho /$fcompiled by William D. Johnson, Jr 210 1$aReston, Virginia :$cDepartment of the Interior, United States Geological Survey,$d1984. 210 2$aDenver, Colorado :$cOpen-File Services Section, Western Distribution Branch, U.S. Geological Survey. 215 $a1 online resource (1 map) +$epamphlet (7 pages) 225 1 $aWater-resources investigations report ;$v83-4117-D 300 $aRelief shown by contours and spot heights. 300 $a"Prepared in cooperation with the Idaho Department of Water Resources." 300 $aIncludes location map. 320 $aIncludes bibliographical references in pamphlet (pages 6-7). 606 $aArgillite$zIdaho$vMaps 606 $aSedimentary rocks$zIdaho$vMaps 606 $aOutcrops (Geology)$zIdaho$vMaps 606 $aArgillite$2fast 606 $aSedimentary rocks$2fast 607 $aIdaho$2fast 608 $aMaps.$2fast 608 $aMaps.$2lcgft 615 0$aArgillite 615 0$aSedimentary rocks 615 0$aOutcrops (Geology) 615 7$aArgillite. 615 7$aSedimentary rocks. 702 $aJohnson$b William D.$cJr., 712 02$aIdaho.$bDepartment of Water Resources, 801 0$bCOP 801 1$bCOP 801 2$bOCLCO 801 2$bOCLCF 801 2$bOCLCA 801 2$bGPO 906 $aBOOK 912 $a9910713436903321 996 $aMap showing outcrops of thick, dominantly argillaceous sedimentary and metasedimentary rocks, basin and range province, Idaho$93283033 997 $aUNINA LEADER 05112nam 2200661Ia 450 001 9910799953503321 005 20230422041147.0 010 $a1-280-40153-2 010 $a0-203-13842-2 010 $a0-203-16997-2 035 $a(CKB)111004366762714 035 $a(EBL)165965 035 $a(OCoLC)48139587 035 $a(SSID)ssj0000130463 035 $a(PQKBManifestationID)11937030 035 $a(PQKBTitleCode)TC0000130463 035 $a(PQKBWorkID)10082128 035 $a(PQKB)11433981 035 $a(MiAaPQ)EBC165965 035 $a(Au-PeEL)EBL165965 035 $a(CaPaEBR)ebr5003253 035 $a(CaONFJC)MIL40153 035 $a(EXLCZ)99111004366762714 100 $a19991008d2000 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCoordinating English at key stage 1$b[electronic resource] /$fJenny Tyrrell and Narinderjit Gill 210 $aLondon ;$aNew York $cFalmer Press$d2000 215 $a1 online resource (209 p.) 225 1 $aSubject leader's handbooks 300 $aDescription based upon print version of record. 311 $a1-138-41960-5 311 $a0-7507-0685-6 320 $aIncludes bibliographical references (p. 195-196) and index. 327 $aFront Cover; Coordinating English at Key Stage 1; Copyright Page; Contents; Acknowledgments; Series editor's preface; Introduction; English coordinator or literacy coordinator?; Part one: The role of the English coordinator at Key Stage 1; Chapter 1. What is the role of the coordinator?; Chapter 2. Being a coordinator; Establishing your role; Getting started; Planning for success; Providing experiences of literacy; Modelling lessons - using Big Books; Using story (Yr2); Staffroom noticeboards; Sharing the curriculum initiative; Chapter 3. Strategies for staff development; Organising Inset 327 $aLearning to manage meetingsPart two: What you need to know about English and literacy at Key Stage 1; Chapter 4. Establishing basic beliefs about literacy; Basic beliefs; Key Statement 1: The foundations of literacy are laid at homein the early years; Key Statement 2: We can build on those early foundations; Key Statement 3: The children need a language rich environment; Key Statement 4: All reading and writing experiences should be child centred, purposeful and meaningful; Chapter 5. How does all this fit within the Literacy Framework?; Reinforcing practice; Links with other subjects 327 $aChildren with English as an additional languageChildren with special needs; Part three: Developing and maintaining a policy for English at Key Stage 1; Chapter 6. Producing a policy document; Why do we need a policy document for English?; Where to begin?; What to include?; Presenting the policy document; The policy as a vehicle for staff development; Relationship to the School Development Plan; Chapter 7. Planning; Where do we start?; Medium-term planning; And so to the short term; What about areas outside literacy?; Part four: Monitoring for quality; Chapter 8. Assessment; Why do we do it? 327 $aWhen to do assessmentAssessment opportunities; Assessment during the Literacy Hour; Chapter 9. Baseline assessment; Getting the Baseline and setting the target; Looking at Baselines . . . starting points; Target setting using SAT results; Chapter 10. Evidence of achievement at Key Stage 1; Children's achievements in reading; Children's achievements in writing; Children's achievements in speaking and listening; Evaluating the data; The use of portfolios; Storing the data; Reporting to parents; Reporting to the junior department; Successful schools; Part five: Resources for learning 327 $aChapter 11. Managing resources and facilitiesResources for children; Funding; Resources for teachers; A final word, or two; References; Big Books; Index 330 $aThis handbook has been specially written for primary teachers who have responsibility for coordinating English at Key Stage 1. It goes step by step through every stage of coordinating English in primary schools and provides valuable information for teachers who are new to being a subject leader, as well as those with more experience. Full of accessible advice and suggestions for improving practice, the handbook shows how a coordinator can create policies and links that work, exploit resources to the best effect, and develop the knowledge and expertise that will raise school standards. 410 0$aSubject leader's handbooks. 606 $aEnglish language$xStudy and teaching (Elementary)$zGreat Britain 606 $aInterdisciplinary approach in education$zGreat Britain 615 0$aEnglish language$xStudy and teaching (Elementary) 615 0$aInterdisciplinary approach in education 676 $a372.6/0941 700 $aTyrrell$b Jenny$01586868 701 $aGill$b Narinderjit$01586869 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910799953503321 996 $aCoordinating English at key stage 1$93873983 997 $aUNINA