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Mission possible [[electronic resource] ] : how the secrets of the success academies can work in any school / / Eva Moskowitz, Arin Lavinia
| Mission possible [[electronic resource] ] : how the secrets of the success academies can work in any school / / Eva Moskowitz, Arin Lavinia |
| Autore | Moskowitz Eva S |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | San Francisco, Calif., : Jossey-Bass, 2012 |
| Descrizione fisica | 1 online resource (178 p.) |
| Disciplina | 371.2/07097471 |
| Altri autori (Persone) | LaviniaArin <1977-> |
| Soggetto topico |
School improvement programs - New York (State) - New York
Academic achievement - New York (State) - New York Charter schools - New York (State) - New York |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-280-87269-1
9786613714008 1-118-22632-1 |
| Classificazione | EDU029020 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: IntroductionChapter 1 WHY? What's Wrong with American Schools?Chapter 2 HOW? Making School a Magical PlaceChapter 3 WHO? It's All About the AdultsChapter 4 FAST: Putting Adults and Children on the Fast TrackChapter 5 RIGOR: Raising the Bar for EverybodyChapter 6 READING: The Starting Point for All ElseChapter 7 WRITING: Putting Ideas into the World with EleganceChapter 8 CALL TO ACTION: How to Make Every School a Success AcademyEndnotesAcknowledgmentsAbout the AuthorsIndex. |
| Record Nr. | UNINA-9910461773603321 |
Moskowitz Eva S
|
||
| San Francisco, Calif., : Jossey-Bass, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Mission possible [[electronic resource] ] : how the secrets of the success academies can work in any school / / Eva Moskowitz, Arin Lavinia
| Mission possible [[electronic resource] ] : how the secrets of the success academies can work in any school / / Eva Moskowitz, Arin Lavinia |
| Autore | Moskowitz Eva S |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | San Francisco, Calif., : Jossey-Bass, 2012 |
| Descrizione fisica | 1 online resource (178 p.) |
| Disciplina | 371.2/07097471 |
| Altri autori (Persone) | LaviniaArin <1977-> |
| Soggetto topico |
School improvement programs - New York (State) - New York
Academic achievement - New York (State) - New York Charter schools - New York (State) - New York |
| ISBN |
1-118-23962-8
1-280-87269-1 9786613714008 1-118-22632-1 |
| Classificazione | EDU029020 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: IntroductionChapter 1 WHY? What's Wrong with American Schools?Chapter 2 HOW? Making School a Magical PlaceChapter 3 WHO? It's All About the AdultsChapter 4 FAST: Putting Adults and Children on the Fast TrackChapter 5 RIGOR: Raising the Bar for EverybodyChapter 6 READING: The Starting Point for All ElseChapter 7 WRITING: Putting Ideas into the World with EleganceChapter 8 CALL TO ACTION: How to Make Every School a Success AcademyEndnotesAcknowledgmentsAbout the AuthorsIndex. |
| Record Nr. | UNINA-9910790333903321 |
|
Moskowitz Eva S
|
||
| San Francisco, Calif., : Jossey-Bass, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Mission possible [[electronic resource] ] : how the secrets of the success academies can work in any school / / Eva Moskowitz, Arin Lavinia
| Mission possible [[electronic resource] ] : how the secrets of the success academies can work in any school / / Eva Moskowitz, Arin Lavinia |
| Autore | Moskowitz Eva S |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | San Francisco, Calif., : Jossey-Bass, 2012 |
| Descrizione fisica | 1 online resource (178 p.) |
| Disciplina | 371.2/07097471 |
| Altri autori (Persone) | LaviniaArin <1977-> |
| Soggetto topico |
School improvement programs - New York (State) - New York
Academic achievement - New York (State) - New York Charter schools - New York (State) - New York |
| ISBN |
1-118-23962-8
1-280-87269-1 9786613714008 1-118-22632-1 |
| Classificazione | EDU029020 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: IntroductionChapter 1 WHY? What's Wrong with American Schools?Chapter 2 HOW? Making School a Magical PlaceChapter 3 WHO? It's All About the AdultsChapter 4 FAST: Putting Adults and Children on the Fast TrackChapter 5 RIGOR: Raising the Bar for EverybodyChapter 6 READING: The Starting Point for All ElseChapter 7 WRITING: Putting Ideas into the World with EleganceChapter 8 CALL TO ACTION: How to Make Every School a Success AcademyEndnotesAcknowledgmentsAbout the AuthorsIndex. |
| Record Nr. | UNINA-9910812621203321 |
|
Moskowitz Eva S
|
||
| San Francisco, Calif., : Jossey-Bass, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Raising kids who read : what parents and teachers can do / / Daniel T. Willingham
| Raising kids who read : what parents and teachers can do / / Daniel T. Willingham |
| Autore | Willingham Daniel T. |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2015 |
| Descrizione fisica | 1 online resource (243 p.) |
| Disciplina | 372.4 |
| Soggetto topico |
Reading (Early childhood)
Reading (Elementary) Children - Books and reading Reading promotion Reading - Parent participation |
| ISBN | 1-118-91158-X |
| Classificazione | EDU029020 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Raising Kids Who Read: What Parents and Teachers Can Do; Copyright; Contents; About the Author; Acknowledgments; Introduction: Have Fun, Start Now; Chapter 1: The Science of Reading; The Role of Sound in Reading; The Visual Task in Learning to Read; Learning Letter-to-Sound Mappings; Learning to Hear Speech Sounds; The Role of Knowledge in Comprehension; Building Meaning across Sentences; What's a "Good Reader"?; So Where Do You Get Broad Knowledge?; Motivation; Attitudes toward Reading; The Origins of Emotional Attitudes; Reading Self-Concept; Notes; Part I: Birth Through Preschool
Chapter 2: Preparing Your Child to Learn to DecodeHelping Your Child Hear Speech Sounds; Motherese; Wordplay; Learning Letters; Teaching Letter Names; Print Referencing; Letters in the Wild; When Should Reading Instruction Start?; Notes; Chapter 3: Creating a Thirst for Knowledge; Building Vocabulary; Building Knowledge; Reading Aloud; How Do You Get Started?; Dialogic Reading; Commonsense Read-Aloud Tips; Electronic Books for Read-Alouds; Notes; Chapter 4: Seeing Themselves as Readers before They Can Read; Indirect Influences; Indirect Influences on Attitudes Indirect Influences on Self-ConceptGetting Young Children to Read; How Do We Choose?; Making Reading the Most Attractive Choice; Keeping Screen Time under Control; Teaching Independence; Notes; Part II: Kindergarten Through Second Grade; Chapter 5: Learning to Decode; What's Happening at School; Two Traditional Methods of Teaching Reading; Who's Right?; Reading Classrooms Today; Reading with Your Child; Teaching Your Child; When to Be Concerned; Notes; Chapter 6: Banking Knowledge for the Future; Understanding Longer Texts; Capturing Big Ideas; Background Knowledge Revisited What's Happening at SchoolSlowly Increasing Demands on Comprehension; The Importance of Acquiring Background Knowledge; Making Time; What to Do at Home; Talking; Reading; Playing; Gaining Independence; Notes; Chapter 7: Preventing a Motivation Backslide; What's Happening at School; Self-Concept; Attitudes; Features of Great Classrooms; What to Do at Home; Keep It Up; How Parents Can Shape Reading Self-Concept; Your Attitude toward Your Child's Reading; Practice via Practical Literacy; Notes; Part III: Third Grade and Beyond; Chapter 8: Reading with Fluency The Second Type of Decoding: Reading via SpellingFluency and Attention; Fluency and Prosody; Learning to Read via Spelling; What's Happening at School; What to Do at Home; Is There a Problem?; What Does a Dysfluent Reader Need?; The Indirect Route; Digital Difference; Notes; Chapter 9: Working with More Complex Texts; What's Happening at School; Noticing When Comprehension Fails; Reading Comprehension Strategies; A Little Is Enough; A New Demand: Working with Texts; Digital Literacy; What to Do at Home; Knowledge in the Digital Age; When a Lack of Knowledge Hurts Comprehension; Notes Chapter 10: The Reluctant Older Reader |
| Record Nr. | UNINA-9910797064703321 |
|
Willingham Daniel T.
|
||
| San Francisco, California : , : Jossey-Bass, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Raising kids who read : what parents and teachers can do / / Daniel T. Willingham
| Raising kids who read : what parents and teachers can do / / Daniel T. Willingham |
| Autore | Willingham Daniel T. |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2015 |
| Descrizione fisica | 1 online resource (243 p.) |
| Disciplina | 372.4 |
| Soggetto topico |
Reading (Early childhood)
Reading (Elementary) Children - Books and reading Reading promotion Reading - Parent participation |
| ISBN | 1-118-91158-X |
| Classificazione | EDU029020 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Raising Kids Who Read: What Parents and Teachers Can Do; Copyright; Contents; About the Author; Acknowledgments; Introduction: Have Fun, Start Now; Chapter 1: The Science of Reading; The Role of Sound in Reading; The Visual Task in Learning to Read; Learning Letter-to-Sound Mappings; Learning to Hear Speech Sounds; The Role of Knowledge in Comprehension; Building Meaning across Sentences; What's a "Good Reader"?; So Where Do You Get Broad Knowledge?; Motivation; Attitudes toward Reading; The Origins of Emotional Attitudes; Reading Self-Concept; Notes; Part I: Birth Through Preschool
Chapter 2: Preparing Your Child to Learn to DecodeHelping Your Child Hear Speech Sounds; Motherese; Wordplay; Learning Letters; Teaching Letter Names; Print Referencing; Letters in the Wild; When Should Reading Instruction Start?; Notes; Chapter 3: Creating a Thirst for Knowledge; Building Vocabulary; Building Knowledge; Reading Aloud; How Do You Get Started?; Dialogic Reading; Commonsense Read-Aloud Tips; Electronic Books for Read-Alouds; Notes; Chapter 4: Seeing Themselves as Readers before They Can Read; Indirect Influences; Indirect Influences on Attitudes Indirect Influences on Self-ConceptGetting Young Children to Read; How Do We Choose?; Making Reading the Most Attractive Choice; Keeping Screen Time under Control; Teaching Independence; Notes; Part II: Kindergarten Through Second Grade; Chapter 5: Learning to Decode; What's Happening at School; Two Traditional Methods of Teaching Reading; Who's Right?; Reading Classrooms Today; Reading with Your Child; Teaching Your Child; When to Be Concerned; Notes; Chapter 6: Banking Knowledge for the Future; Understanding Longer Texts; Capturing Big Ideas; Background Knowledge Revisited What's Happening at SchoolSlowly Increasing Demands on Comprehension; The Importance of Acquiring Background Knowledge; Making Time; What to Do at Home; Talking; Reading; Playing; Gaining Independence; Notes; Chapter 7: Preventing a Motivation Backslide; What's Happening at School; Self-Concept; Attitudes; Features of Great Classrooms; What to Do at Home; Keep It Up; How Parents Can Shape Reading Self-Concept; Your Attitude toward Your Child's Reading; Practice via Practical Literacy; Notes; Part III: Third Grade and Beyond; Chapter 8: Reading with Fluency The Second Type of Decoding: Reading via SpellingFluency and Attention; Fluency and Prosody; Learning to Read via Spelling; What's Happening at School; What to Do at Home; Is There a Problem?; What Does a Dysfluent Reader Need?; The Indirect Route; Digital Difference; Notes; Chapter 9: Working with More Complex Texts; What's Happening at School; Noticing When Comprehension Fails; Reading Comprehension Strategies; A Little Is Enough; A New Demand: Working with Texts; Digital Literacy; What to Do at Home; Knowledge in the Digital Age; When a Lack of Knowledge Hurts Comprehension; Notes Chapter 10: The Reluctant Older Reader |
| Record Nr. | UNINA-9910823350703321 |
|
Willingham Daniel T.
|
||
| San Francisco, California : , : Jossey-Bass, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Reading in the wild : the book whisperer's keys to cultivating lifelong reading habits / / Donalyn Miller with Susan Kelley ; foreword by Teri S. Lesesne
| Reading in the wild : the book whisperer's keys to cultivating lifelong reading habits / / Donalyn Miller with Susan Kelley ; foreword by Teri S. Lesesne |
| Autore | Miller Donalyn |
| Edizione | [1] |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2014 |
| Descrizione fisica | 1 online resource (305 p.) |
| Disciplina | 372.4 |
| Altri autori (Persone) |
KelleySusan <1946->
LesesneTeri S |
| Soggetto topico |
Reading (Elementary)
Reading (Middle school) Children - Books and reading Motivation in education |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-118-23501-0
1-118-22116-8 |
| Classificazione | EDU029020 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Reading in the Wild: The Book Whisperer's Keys to Cultivating Lifelong Reading Habits; Contents; Foreword; Introduction; How Reading in the Wild Is Organized; Classroom Nonnegotiables; Life, the Universe, and Everything; Chapter 1: Wild Readers Dedicate Time to Read; Why Reading Time at School Really Matters; Community Conversations; Conferring Points; Keeping Track of Your Reading Life; Creating a Workshop Schedule That Works for You; Chapter 2: Wild Readers Self-Select Reading Material; Community Conversations; Conferring Points; Keeping Track of Your Reading Life
Curating a Classroom LibraryChapter 3: Wild Readers Share Books and Reading with Other Readers; Embarrassed to Read; Fostering School and Home Reading Communities; Benefits of Reading Communities; How Wild Readers Share Books; Community Conversations; Conferring Points; Keeping Track of Your Reading Life; Conferring: What's the Point?; Chapter 4: Wild Readers Have Reading Plans; Another Day, Another Book; Community Conversations; Types of Reading Plans; Conferring Points; Keeping Track of Your Reading Life; Building a Personal Canon; Chapter 5: Wild Readers Show Preferences Wild Readers' FavoritesStudents' Favorites; Community Conversations; Conferring Points; Keeping Track of Your Reading Life; Coda; Appendix A: Reader's Notebook Sheets; Genre Requirements Graph; My Reading List; Books to Read List; Status of the Class; Appendix B: Reading Habits Re.ections; My Reading Itinerary; My Selection Reflection; My Reading Influences; Appendix C: Reading Habits Assessments; Independent Reading Time Observation; Reading Habits Conference Chart; Appendix D: Reading Habits Surveys; Wild Reader Survey; End-of-Year Reading Habits Survey End-of-Year Reading Preferences SurveyAppendix E: Students' Favorite Titles and Series; References; Acknowledgments; About the Authors; About the Sponsor; Index |
| Record Nr. | UNINA-9910453381103321 |
|
Miller Donalyn
|
||
| San Francisco, California : , : Jossey-Bass, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Reading in the wild : the book whisperer's keys to cultivating lifelong reading habits / / Donalyn Miller with Susan Kelley ; foreword by Teri S. Lesesne
| Reading in the wild : the book whisperer's keys to cultivating lifelong reading habits / / Donalyn Miller with Susan Kelley ; foreword by Teri S. Lesesne |
| Autore | Miller Donalyn |
| Edizione | [1] |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2014 |
| Descrizione fisica | 1 online resource (305 p.) |
| Disciplina | 372.4 |
| Altri autori (Persone) |
KelleySusan <1946->
LesesneTeri S |
| Soggetto topico |
Reading (Elementary)
Reading (Middle school) Children - Books and reading Motivation in education |
| ISBN |
1-118-23501-0
1-118-22116-8 |
| Classificazione | EDU029020 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Reading in the Wild: The Book Whisperer's Keys to Cultivating Lifelong Reading Habits; Contents; Foreword; Introduction; How Reading in the Wild Is Organized; Classroom Nonnegotiables; Life, the Universe, and Everything; Chapter 1: Wild Readers Dedicate Time to Read; Why Reading Time at School Really Matters; Community Conversations; Conferring Points; Keeping Track of Your Reading Life; Creating a Workshop Schedule That Works for You; Chapter 2: Wild Readers Self-Select Reading Material; Community Conversations; Conferring Points; Keeping Track of Your Reading Life
Curating a Classroom LibraryChapter 3: Wild Readers Share Books and Reading with Other Readers; Embarrassed to Read; Fostering School and Home Reading Communities; Benefits of Reading Communities; How Wild Readers Share Books; Community Conversations; Conferring Points; Keeping Track of Your Reading Life; Conferring: What's the Point?; Chapter 4: Wild Readers Have Reading Plans; Another Day, Another Book; Community Conversations; Types of Reading Plans; Conferring Points; Keeping Track of Your Reading Life; Building a Personal Canon; Chapter 5: Wild Readers Show Preferences Wild Readers' FavoritesStudents' Favorites; Community Conversations; Conferring Points; Keeping Track of Your Reading Life; Coda; Appendix A: Reader's Notebook Sheets; Genre Requirements Graph; My Reading List; Books to Read List; Status of the Class; Appendix B: Reading Habits Re.ections; My Reading Itinerary; My Selection Reflection; My Reading Influences; Appendix C: Reading Habits Assessments; Independent Reading Time Observation; Reading Habits Conference Chart; Appendix D: Reading Habits Surveys; Wild Reader Survey; End-of-Year Reading Habits Survey End-of-Year Reading Preferences SurveyAppendix E: Students' Favorite Titles and Series; References; Acknowledgments; About the Authors; About the Sponsor; Index |
| Record Nr. | UNINA-9910790799103321 |
|
Miller Donalyn
|
||
| San Francisco, California : , : Jossey-Bass, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Reading in the wild : the book whisperer's keys to cultivating lifelong reading habits / / Donalyn Miller with Susan Kelley ; foreword by Teri S. Lesesne
| Reading in the wild : the book whisperer's keys to cultivating lifelong reading habits / / Donalyn Miller with Susan Kelley ; foreword by Teri S. Lesesne |
| Autore | Miller Donalyn |
| Edizione | [1] |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2014 |
| Descrizione fisica | 1 online resource (305 p.) |
| Disciplina | 372.4 |
| Altri autori (Persone) |
KelleySusan <1946->
LesesneTeri S |
| Soggetto topico |
Reading (Elementary)
Reading (Middle school) Children - Books and reading Motivation in education |
| ISBN |
1-118-23501-0
1-118-22116-8 |
| Classificazione | EDU029020 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Reading in the Wild: The Book Whisperer's Keys to Cultivating Lifelong Reading Habits; Contents; Foreword; Introduction; How Reading in the Wild Is Organized; Classroom Nonnegotiables; Life, the Universe, and Everything; Chapter 1: Wild Readers Dedicate Time to Read; Why Reading Time at School Really Matters; Community Conversations; Conferring Points; Keeping Track of Your Reading Life; Creating a Workshop Schedule That Works for You; Chapter 2: Wild Readers Self-Select Reading Material; Community Conversations; Conferring Points; Keeping Track of Your Reading Life
Curating a Classroom LibraryChapter 3: Wild Readers Share Books and Reading with Other Readers; Embarrassed to Read; Fostering School and Home Reading Communities; Benefits of Reading Communities; How Wild Readers Share Books; Community Conversations; Conferring Points; Keeping Track of Your Reading Life; Conferring: What's the Point?; Chapter 4: Wild Readers Have Reading Plans; Another Day, Another Book; Community Conversations; Types of Reading Plans; Conferring Points; Keeping Track of Your Reading Life; Building a Personal Canon; Chapter 5: Wild Readers Show Preferences Wild Readers' FavoritesStudents' Favorites; Community Conversations; Conferring Points; Keeping Track of Your Reading Life; Coda; Appendix A: Reader's Notebook Sheets; Genre Requirements Graph; My Reading List; Books to Read List; Status of the Class; Appendix B: Reading Habits Re.ections; My Reading Itinerary; My Selection Reflection; My Reading Influences; Appendix C: Reading Habits Assessments; Independent Reading Time Observation; Reading Habits Conference Chart; Appendix D: Reading Habits Surveys; Wild Reader Survey; End-of-Year Reading Habits Survey End-of-Year Reading Preferences SurveyAppendix E: Students' Favorite Titles and Series; References; Acknowledgments; About the Authors; About the Sponsor; Index |
| Record Nr. | UNINA-9910807952703321 |
|
Miller Donalyn
|
||
| San Francisco, California : , : Jossey-Bass, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Reading reconsidered : a practical guide to rigorous literacy instruction / / Doug Lemov, Colleen Driggs, Erica Woolway
| Reading reconsidered : a practical guide to rigorous literacy instruction / / Doug Lemov, Colleen Driggs, Erica Woolway |
| Autore | Lemov Doug <1967-> |
| Pubbl/distr/stampa | San Francisco, CA : , : Jossey-Bass & Pfeiffer Imprints, Wiley, , [2016] |
| Descrizione fisica | 1 online resource (443 p.) |
| Disciplina | 372.4 |
| Soggetto topico |
Reading
Reading comprehension Language arts - Correlation with content subjects |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-119-10434-3 |
| Classificazione | EDU029020 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: Video Contents Acknowledgments The Authors About Uncommon Schools Introduction Part 1 The Core of the Core 1 Text Selection Module 1.1 The Decline of the Canon Module 1.2 Text Attributes and Leveling Systems Module 1.3 The Five Plagues of the Developing Reader Module 1.4 Book Choice Module 1.5 Managing Selection 2 Close Reading Module 2.1 Layered Reading Module 2.2 Establish Meaning Via Text-Dependent Questions Module 2.3 Rigorous and Text-Focused Analyzing of Meaning Module 2.4 Processing Ideas and Insights in Writing, and the Power of Clear Focus Module 2.5 Close Reading Bursts 3 Reading Non-Fiction and Other Thoughts on Building Background Knowledge Module 3.1 The Key Challenge: Background Knowledge Module 3.2 Absorption Rate Module 3.3 Embedding Texts to Increase Absorption Rate and Build Background Knowledge Module 3.4 Other Ways to Build Background Knowledge Module 3.5 Two Challenges of Non-Fiction Conventions 4 Writing for Reading Module 4.1 Reading Class Cycles Module 4.2 Writing is Revising Module 4.3 Art of the Sentence Module 4.4 Building Stamina Module 4.5 Accountability: Stack Audit Part 2 The Fundamentals 5 Approaches to Reading: Reading More, Reading Better Module 5.1 Approaches to Reading Module 5.2 Accountable Independent Reading (AIR) Module 5.3 Control the Game Module 5.4 Read Aloud 6 Vocabulary Instruction: Breadth and Depth Module 6.1 Explicit and Implicit Instruction Compared Module 6.2 Explicit Instruction: The Daily Word Roll Out to Achieve Deep Word Knowledge Module 6.3 Implicit Vocabulary Instruction: Building Vocabulary During Reading Module 6.4 Maintenance and Extension 7 Reading Systems Module 7.1 Interactive Reading: An Overview Module 7.2 Phases of Implementation: Roll Out, Model, Prompting, Autonomy Module 7.3 Interactive Reading System: How to Mark Up a Text (And What to Mark) Module 7.4 Discussion Systems: Laying the Groundwork for Habits of Discussion Module 7.5 Discussion Systems: Beyond the Groundwork 8 Intellectual Autonomy Module 8.1 Frameworks for Interpretation Module 8.2 Tier Three Vocabulary Requisite Module 8.3 Phases of Development Module 8.4 Autonomous Writing Structures Module 8.5 Autonomous Discussion Structures Appendix Notes Index How to Access the Video Contents How to Use the DVD More Ways to Engage and Learn with the Teach Like a Champion Team. |
| Record Nr. | UNINA-9910466140503321 |
|
Lemov Doug <1967->
|
||
| San Francisco, CA : , : Jossey-Bass & Pfeiffer Imprints, Wiley, , [2016] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Reading reconsidered : a practical guide to rigorous literacy instruction / / Doug Lemov, Colleen Driggs, Erica Woolway
| Reading reconsidered : a practical guide to rigorous literacy instruction / / Doug Lemov, Colleen Driggs, Erica Woolway |
| Autore | Lemov Doug <1967-> |
| Pubbl/distr/stampa | San Francisco, CA : , : Jossey-Bass & Pfeiffer Imprints, Wiley, , [2016] |
| Descrizione fisica | 1 online resource (443 p.) |
| Disciplina | 372.4 |
| Soggetto topico |
Reading
Reading comprehension Language arts - Correlation with content subjects |
| ISBN |
1-119-10425-4
1-119-10434-3 |
| Classificazione | EDU029020 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: Video Contents Acknowledgments The Authors About Uncommon Schools Introduction Part 1 The Core of the Core 1 Text Selection Module 1.1 The Decline of the Canon Module 1.2 Text Attributes and Leveling Systems Module 1.3 The Five Plagues of the Developing Reader Module 1.4 Book Choice Module 1.5 Managing Selection 2 Close Reading Module 2.1 Layered Reading Module 2.2 Establish Meaning Via Text-Dependent Questions Module 2.3 Rigorous and Text-Focused Analyzing of Meaning Module 2.4 Processing Ideas and Insights in Writing, and the Power of Clear Focus Module 2.5 Close Reading Bursts 3 Reading Non-Fiction and Other Thoughts on Building Background Knowledge Module 3.1 The Key Challenge: Background Knowledge Module 3.2 Absorption Rate Module 3.3 Embedding Texts to Increase Absorption Rate and Build Background Knowledge Module 3.4 Other Ways to Build Background Knowledge Module 3.5 Two Challenges of Non-Fiction Conventions 4 Writing for Reading Module 4.1 Reading Class Cycles Module 4.2 Writing is Revising Module 4.3 Art of the Sentence Module 4.4 Building Stamina Module 4.5 Accountability: Stack Audit Part 2 The Fundamentals 5 Approaches to Reading: Reading More, Reading Better Module 5.1 Approaches to Reading Module 5.2 Accountable Independent Reading (AIR) Module 5.3 Control the Game Module 5.4 Read Aloud 6 Vocabulary Instruction: Breadth and Depth Module 6.1 Explicit and Implicit Instruction Compared Module 6.2 Explicit Instruction: The Daily Word Roll Out to Achieve Deep Word Knowledge Module 6.3 Implicit Vocabulary Instruction: Building Vocabulary During Reading Module 6.4 Maintenance and Extension 7 Reading Systems Module 7.1 Interactive Reading: An Overview Module 7.2 Phases of Implementation: Roll Out, Model, Prompting, Autonomy Module 7.3 Interactive Reading System: How to Mark Up a Text (And What to Mark) Module 7.4 Discussion Systems: Laying the Groundwork for Habits of Discussion Module 7.5 Discussion Systems: Beyond the Groundwork 8 Intellectual Autonomy Module 8.1 Frameworks for Interpretation Module 8.2 Tier Three Vocabulary Requisite Module 8.3 Phases of Development Module 8.4 Autonomous Writing Structures Module 8.5 Autonomous Discussion Structures Appendix Notes Index How to Access the Video Contents How to Use the DVD More Ways to Engage and Learn with the Teach Like a Champion Team. |
| Record Nr. | UNINA-9910798004503321 |
|
Lemov Doug <1967->
|
||
| San Francisco, CA : , : Jossey-Bass & Pfeiffer Imprints, Wiley, , [2016] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
