LEADER 05895nam 2200745 450 001 9910460365903321 005 20200520144314.0 010 $a1-4625-2441-9 035 $a(CKB)3710000000570309 035 $a(EBL)4000672 035 $a(OCoLC)935112937 035 $a(SSID)ssj0001599020 035 $a(PQKBManifestationID)16300600 035 $a(PQKBTitleCode)TC0001599020 035 $a(PQKBWorkID)14830324 035 $a(PQKB)10524564 035 $a(MiAaPQ)EBC4000672 035 $a(Au-PeEL)EBL4000672 035 $a(CaPaEBR)ebr11147020 035 $a(CaONFJC)MIL888205 035 $a(EXLCZ)993710000000570309 100 $a20160205h20162016 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aCollaborative coaching for disciplinary literacy $estrategies to support teachers in grades 6-12 /$fLaurie Elish-Piper [and three others] 210 1$aNew York, New York ;$aLondon, [England] :$cThe Guilford Press,$d2016. 210 4$dİ2016 215 $a1 online resource (241 p.) 300 $aDescription based upon print version of record. 311 $a1-4625-2438-9 320 $aIncludes bibliographical references and index. 327 $aCover; Half Title Page; Title Page; Copyright; About the Authors; Preface; Acknowledgments; Contents; Part I. Disciplinary Literacy in a Standards-Based Era; What Is Disciplinary Literacy?; Teaching for Disciplinary Literacy; Disciplinary Literacy in Action; Disciplinary Literacy: An Integral Aspect of Today's Standards; The Complexity of Disciplinary Literacy Instruction; Why Disciplinary Literacy Matters for Secondary Literacy Coaches; Part II. Disciplinary Literacy Coaching; What Is Literacy Coaching?; Disciplinary Literacy Coaching and Change 327 $aGuidelines for Effective Disciplinary Literacy CoachingThree Layers of Coaching; Coaching Stances and Coaching Language; Making the Most of Coaching Time; Summary; Part III. Models of Disciplinary Literacy Coaching; Teacher-Initiated Model; Co-Teaching Model; Department/Team Model; Liaison Model; Selecting a Disciplinary Literacy Coaching Model; Summary; Part IV. Large-Group Coaching Strategies to Build a Foundation for Disciplinary Literacy Instruction; Strategy 1. Establishing a Climate for Disciplinary Literacy Coaching; What Is It? 327 $aEvaluating the School Climate for Disciplinary Literacy CoachingEstablishing Your Readiness for Disciplinary Literacy Coaching; Strategy 2. Facilitating an Article Study Group; What Is It?; How Do I Do It?; The Strategy in Action; Strategy 3. Providing Professional Development Golden Nuggets at Faculty, Department, and Team Meetings; What Is It?; How Do I Do It?; Strategy 4. Presenting Powerful Professional Development; What Is It?; How Do I Do It?; Four Final Suggestions about Implementing Powerful Professional Development; Strategy 5. Using Technology to Connect Coaches and Teachers 327 $aWhat Is It?How Do I Do It?; The Strategy in Action; Part V. Small-Group Coaching Strategies to Support Disciplinary Literacy Instruction; Strategy 6. Determining Disciplinary Literacy Outcomes and Creating Assessment Structures; What Is It?; How Do I Do It?; The Strategy in Action; Tips for Working within Other Disciplines; Strategy 7. Selecting, Assessing, and Scaffolding Complex Texts; What Is It?; How Do I Do It?; The Strategy in Action; Strategy 8. Prioritizing Vocabulary for Instruction; What Is It?; How Do I Do It?; The Strategy in Action; Strategy 9. Reviewing Common Assessments 327 $aWhat Is It?How Do I Do It?; The Strategy in Action; Strategy 10. Developing Discussion Protocols; What Is It?; How Do I Do It?; The Strategy in Action; Strategy 11. Facilitating Teacher Inquiry into the Disciplines; What Is It?; How Do I Do It?; The Strategy in Action; Part VI. Individual Coaching Strategies to Support Teachers with Disciplinary Literacy Instruction; Strategy 12. Creating Essential Questions; What Is It?; How Do I Do It?; The Strategy in Action; Strategy 13. Developing Questions with Objectives; What Is It?; How Do I Do It?; The Strategy in Action 327 $aTips for Working within Other Disciplines 330 $aToday's standards challenge middle and high school teachers to teach their content deeply and meaningfully. This book provides an innovative coaching model for helping science, social studies, and English language arts teachers promote the reading, writing, listening, speaking, and thinking skills needed for high-level work in each discipline. Seventeen specific strategies are presented for large-group, small-group, and individual coaching, including step-by-step instructions and implementation tips. Profiles of highly effective disciplinary literacy coaches illustrate the nuts and bolts of th 606 $aLanguage arts teachers$xIn-service training$zUnited States 606 $aLanguage arts (Middle school)$zUnited States 606 $aLanguage arts (Secondary)$zUnited States 606 $aLanguage arts$xCorrelation with content subjects$zUnited States 606 $aContent area reading$zUnited States 606 $aReading (Middle school)$zUnited States 606 $aReading (Secondary)$zUnited States 608 $aElectronic books. 615 0$aLanguage arts teachers$xIn-service training 615 0$aLanguage arts (Middle school) 615 0$aLanguage arts (Secondary) 615 0$aLanguage arts$xCorrelation with content subjects 615 0$aContent area reading 615 0$aReading (Middle school) 615 0$aReading (Secondary) 676 $a428.00712 702 $aElish-Piper$b Laurie 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910460365903321 996 $aCollaborative coaching for disciplinary literacy$91918530 997 $aUNINA LEADER 02598nam 2200541Ia 450 001 9910786078903321 005 20231003232222.0 010 $a1-4166-1983-6 010 $a1-4166-1574-1 035 $a(CKB)2670000000315385 035 $a(EBL)1106835 035 $a(OCoLC)824118050 035 $a(SSID)ssj0000803592 035 $a(PQKBManifestationID)11957596 035 $a(PQKBTitleCode)TC0000803592 035 $a(PQKBWorkID)10824117 035 $a(PQKB)10627022 035 $a(MiAaPQ)EBC1106835 035 $a(Au-PeEL)EBL1106835 035 $a(CaPaEBR)ebr10642087 035 $a(EXLCZ)992670000000315385 100 $a19930922h19921992 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aHow to change to a nongraded school /$fMadeline Hunter 210 1$aAlexandria, Va. :$cAssociation for Supervision and Curriculum Development,$d1992. 210 4$aİ1992 215 $a1 online resource (vi, 74 pages) $cillustrations 311 0 $a0-87120-193-3 320 $aIncludes bibliographical references (p. 74). 327 $aCover; Title Page; Copyright; Table of Contents; Preface; Chapter 1: Critical Attributes of a Nongraded School; Chapter 2: Organization of a Nongraded School; Chapter 3: Assigning Students to Classrooms; Chapter 4: Designing the Instructional Program; Chapter 5: Appraising Program Effectiveness; Chapter 6: Preparation of Parents; Chapter 7: Preparation of Teachers; Chapter 8: Teaching to Achieve Independent Learners; Chapter 9: Becoming a Nongraded School: A Case Study; References 330 $aMadeline Hunter was a renowned authority on effective teaching. With more than 25 years' experience in leading a team-taught, nongraded school, the UCLA Laboratory School, she provided educators with practical ways to change a graded, K-6 elementary school into a nongraded one with multi-age classes at four levels: early childhood, lower elementary, middle elementary, and upper elementary. This book describes the critical attributes of a nongraded school: students' continuous progress toward clearly stated goals, team teaching, and multi-age grouping. 606 $aNongraded schools 615 0$aNongraded schools. 676 $a371.2 676 $a371.2/54 676 $a371.254 700 $aHunter$b Madeline C$01496633 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910786078903321 996 $aHow to change to a nongraded school$93721421 997 $aUNINA