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Flipping your English class to reach all learners : strategies and lesson plans / / Troy Cockrum
| Flipping your English class to reach all learners : strategies and lesson plans / / Troy Cockrum |
| Autore | Cockrum Troy |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | New York : , : Routledge, , 2014 |
| Descrizione fisica | 1 online resource (146 p.) |
| Disciplina |
372.6
428.0071273 |
| Soggetto topico |
Language arts (Elementary) - United States
Language arts (Elementary) - Standards - United States |
| ISBN |
0-415-73315-4
1-317-82102-5 1-315-81982-1 1-317-82103-3 |
| Classificazione | EDU039000EDU000000 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; TItle; Copyright; Contents; Meet the Author; Acknowledgments; 1 Why I Flipped My Class; Flipping Benefits Students of All Abilities; Flipping Helps Students Become More Responsible for Their Own Learning; Flipping Benefits Busy Students; Flipping Allows Teachers More Individual Interaction with Every Student; Flipping Allows Teachers the Ability to Develop Better Relationships with All Their Students; Flipping Significantly Reduces Negative Behaviors that Affect Classroom Management; Flipping Is Not About the Video; 2 What Is a Flipped Classroom?; Instruction Delivered Asynchronously
Students Have Immediate and Consistent Access to InformationTeachers Are Available during Class Time to Answer Questions and to Guide Learning; 3 Why a Flipped Class Works in Language Arts; Individualized Instruction; Community; Self-Pacing; Choice in Activities/Alternate Assessment; Focus on the "Fun Stuff "; Grading; Efficiently Use Time; Autonomous Learning; Common Core State Standards; 4 Models of a Flipped Classroom; First Iteration Flips; Second Iteration Flips; Third Iteration Flips; 5 Flipped Writing Instruction; What Does a Flipped English Class Look Like? Writing Lesson Plan (Traditional Flip): How Can a Source Be Reliable?Writing Lesson Plan (Explore-Flip-Apply): How Can a Source Be Reliable?; Writing Lesson Plan (Traditional Flip): English and Italian Sonnets; Writing Lesson Plan (Explore-Flip-Apply): English and Italian Sonnets; Writing Lesson Plan (Traditional Flip): Argument in the Real World; Writing Lesson Plan (Explore-Flip-Apply): Should Mr. Smith Flip His Class?; Writing Lesson Plan: At the RACES: Writing Open-Ended Responses on Standardized Tests; 6 Flipped Language Instruction; Language Lesson Plan: Comma Usage Language Lesson Plan: Verbal Phrases: Gerunds, Participles, InfinitivesLanguage Lesson Plan: Parts of Speech; Language Lesson Plan: Ask the Expert; 7 Flipped Reading Instruction; Reading Lesson Plan: Symbolism in Lord of the Flies; Reading Lesson Plan: "maggy, milly, molly, and may" by e.e. cummings; Reading Lesson Plan: Drama: The Three- and Five-Act Plays; Reading Lesson Plan: Of Mice and Men: Introductory Idioms; Reading Lesson Plan: Exposition in Roll of Thunder, Hear My Cry; 8 Flipping Speaking and Listening Instruction; Speaking and Listening Lesson Plan: Analyzing Famous Speeches Speaking and Listening Lesson Plan: Bad PowerPointsSpeaking and Listening Lesson Plan: Where Do My Hands Go?; Rubric Sample; Speaking and Listening Lesson Plan: Socratic Seminar; 9 Other Uses for Flipping Language Arts; Student Feedback; Peer Feedback; Student-Created Content; Creative Projects; 10 Tips for Making Engaging Videos; High Energy (I Mean Over-the-Top Energy); Student Reflection; Script or No Script? That Is the Question.; Keep It Short; Personalize; Tell Stories; Create with Another Teacher; Make It Multimodal; Go on Location; Consider Interactivity; Done Is Better Than Perfect Use Self-Reflection |
| Record Nr. | UNINA-9910828343103321 |
Cockrum Troy
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| New York : , : Routledge, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Improving reading, writing, and content learning for students in grades 4-12 [[electronic resource] /] / Rosemarye T. Taylor
| Improving reading, writing, and content learning for students in grades 4-12 [[electronic resource] /] / Rosemarye T. Taylor |
| Autore | Taylor Rosemarye <1950-> |
| Pubbl/distr/stampa | Thousand Oaks, Calif. ; ; London, : SAGE, 2007 |
| Descrizione fisica | 1 online resource (129 p.) |
| Disciplina |
428.4
428.4071 |
| Soggetto topico |
Language arts (Elementary) - United States
Language arts (Secondary) - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-4833-3414-7
1-4833-2964-X 1-4522-1385-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Contents; List of Figures; Preface; Acknowledgments; About the Author; Chapter 1 - The Fail-Safe Classroom: Improving Reading, Writing, and Content Learning; Chapter 2 - Reading Components in Grades 4-12; Chapter 3 - Owning Vocabulary; Chapter 4 - Developing Fluency in Reading All Texts; Chapter 5 - Owning Comprehension Strategies; Chapter 6 - Comprehending With Higher Levels of Thinking; Chapter 7 - Engaging Parents and Community in Literacy Learning; Resource A: Teacher Reflection Guide; Resource B: Accountable Independent Reading Log; Resource C: Book Talk Checklist; References
Index |
| Record Nr. | UNINA-9910480513103321 |
|
Taylor Rosemarye <1950->
|
||
| Thousand Oaks, Calif. ; ; London, : SAGE, 2007 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Improving reading, writing, and content learning for students in grades 4-12 [[electronic resource] /] / Rosemarye T. Taylor
| Improving reading, writing, and content learning for students in grades 4-12 [[electronic resource] /] / Rosemarye T. Taylor |
| Autore | Taylor Rosemarye <1950-> |
| Pubbl/distr/stampa | Thousand Oaks, Calif. ; ; London, : SAGE, 2007 |
| Descrizione fisica | 1 online resource (xiv, 113 p.) |
| Disciplina | 428.4071 |
| Soggetto topico |
Language arts (Elementary) - United States
Language arts (Secondary) - United States |
| ISBN |
1-4833-3414-7
1-4833-2964-X 1-4522-1385-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Contents; List of Figures; Preface; Acknowledgments; About the Author; Chapter 1 - The Fail-Safe Classroom: Improving Reading, Writing, and Content Learning; Chapter 2 - Reading Components in Grades 4-12; Chapter 3 - Owning Vocabulary; Chapter 4 - Developing Fluency in Reading All Texts; Chapter 5 - Owning Comprehension Strategies; Chapter 6 - Comprehending With Higher Levels of Thinking; Chapter 7 - Engaging Parents and Community in Literacy Learning; Resource A: Teacher Reflection Guide; Resource B: Accountable Independent Reading Log; Resource C: Book Talk Checklist; References
Index |
| Record Nr. | UNINA-9910787564103321 |
|
Taylor Rosemarye <1950->
|
||
| Thousand Oaks, Calif. ; ; London, : SAGE, 2007 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Improving reading, writing, and content learning for students in grades 4-12 / / Rosemarye T. Taylor
| Improving reading, writing, and content learning for students in grades 4-12 / / Rosemarye T. Taylor |
| Autore | Taylor Rosemarye <1950-> |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Thousand Oaks, Calif. ; ; London, : SAGE, 2007 |
| Descrizione fisica | 1 online resource (xiv, 113 p.) |
| Disciplina | 428.4071 |
| Soggetto topico |
Language arts (Elementary) - United States
Language arts (Secondary) - United States |
| ISBN |
1-4833-3414-7
1-4833-2964-X 1-4522-1385-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Contents; List of Figures; Preface; Acknowledgments; About the Author; Chapter 1 - The Fail-Safe Classroom: Improving Reading, Writing, and Content Learning; Chapter 2 - Reading Components in Grades 4-12; Chapter 3 - Owning Vocabulary; Chapter 4 - Developing Fluency in Reading All Texts; Chapter 5 - Owning Comprehension Strategies; Chapter 6 - Comprehending With Higher Levels of Thinking; Chapter 7 - Engaging Parents and Community in Literacy Learning; Resource A: Teacher Reflection Guide; Resource B: Accountable Independent Reading Log; Resource C: Book Talk Checklist; References
Index |
| Record Nr. | UNINA-9910822984503321 |
|
Taylor Rosemarye <1950->
|
||
| Thousand Oaks, Calif. ; ; London, : SAGE, 2007 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The K-12 literacy leadership fieldbook / / Rosemarye T. Taylor, Glenda A. Gunter ; cover designer, Michael Dubowe
| The K-12 literacy leadership fieldbook / / Rosemarye T. Taylor, Glenda A. Gunter ; cover designer, Michael Dubowe |
| Autore | Taylor Rosemarye <1950-> |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, , 2006 |
| Descrizione fisica | 1 online resource (161 p.) |
| Disciplina | 428.4/071 |
| Soggetto topico |
Language arts (Elementary) - United States
Language arts (Secondary) - United States Educational leadership - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-4833-6175-6
1-4833-6392-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Contents; Preface; About the Authors; Chapter 1 - Schools and Districts Committing to Fail-Safe Literacy Leadership; Achieving Commitment; Fail-Safe Literacy Leadership; Review and Reflection; Helpful Terms; Further Reading and Resources; Chapter 2 - Collaborating Based on Research; NCLB's Five Elements of Reading; The Fail-Safe Literacy Point of View; Fail-Safe Literacy Leaders Collaborating Across Content Areas; Review and Reflection; Helpful Terms; Further Reading and Resources; Chapter 3 - Developing the Literacy System through Collaboration
Step 1: Committing to Fail-safe Literacy LeadershipStep 2: Agreeing on a Common Language to Drive Instruction; Step 3: Agreeing on Nonnegotiable Expectations of Daily Practice; Literacy Leadership Teams in Action; Review and Reflection; Helpful Terms; Further Reading and Resources; Chapter 4 - Using Exemplars to Kick up Literacy Learning a Notch; Step 4: Creating Exemplars and Nonexemplars; Step 5: Clarifying Roles and Responsibilities; Review and Reflection; Helpful Terms; Further Reading and Resources; Chapter 5 - Using Data to Drive Fail-Safe Literacy Learning Step 6: Asking What is Working and What is Not?Step 7: Asking is There Anything Else?; Review and Reflection; Helpful Terms; Further Reading and Resources; Chapter 6 - Enhancing Reading, Writing, and Content Learning with Technology; 21st-Century Skills; What is Technology Integration?; Literacy Leadership and Technology; Integration of Technology into the Fail-Safe Literacy System; Technological Devices; The Internet and the World Wide Web; Review and Reflection; Helpful Terms; Further Reading and Resources; Chapter 7 - Completing the Fail-Safe System of Literacy Step 8: Creating a Support SystemStep 9: Communicating the Fail-Safe Literacy System; Step 10: Monitoring the Fail-Safe Literacy System; Step 11: Celebrating Successes; Continuing to Kick it up a Notch; Review and Reflection; Helpful Terms; Further Reading and Resources; Appendix A: APEL Template; Appendix B: The Fail-Safe Literacy System Planning Process; References; Index |
| Record Nr. | UNINA-9910480254903321 |
|
Taylor Rosemarye <1950->
|
||
| Thousand Oaks, California : , : Corwin Press, , 2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The K-12 literacy leadership fieldbook / / Rosemarye T. Taylor, Glenda A. Gunter ; cover designer, Michael Dubowe
| The K-12 literacy leadership fieldbook / / Rosemarye T. Taylor, Glenda A. Gunter ; cover designer, Michael Dubowe |
| Autore | Taylor Rosemarye <1950-> |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, , 2006 |
| Descrizione fisica | 1 online resource (161 p.) |
| Disciplina | 428.4/071 |
| Soggetto topico |
Language arts (Elementary) - United States
Language arts (Secondary) - United States Educational leadership - United States |
| ISBN |
1-4833-6175-6
1-4833-6392-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Contents; Preface; About the Authors; Chapter 1 - Schools and Districts Committing to Fail-Safe Literacy Leadership; Achieving Commitment; Fail-Safe Literacy Leadership; Review and Reflection; Helpful Terms; Further Reading and Resources; Chapter 2 - Collaborating Based on Research; NCLB's Five Elements of Reading; The Fail-Safe Literacy Point of View; Fail-Safe Literacy Leaders Collaborating Across Content Areas; Review and Reflection; Helpful Terms; Further Reading and Resources; Chapter 3 - Developing the Literacy System through Collaboration
Step 1: Committing to Fail-safe Literacy LeadershipStep 2: Agreeing on a Common Language to Drive Instruction; Step 3: Agreeing on Nonnegotiable Expectations of Daily Practice; Literacy Leadership Teams in Action; Review and Reflection; Helpful Terms; Further Reading and Resources; Chapter 4 - Using Exemplars to Kick up Literacy Learning a Notch; Step 4: Creating Exemplars and Nonexemplars; Step 5: Clarifying Roles and Responsibilities; Review and Reflection; Helpful Terms; Further Reading and Resources; Chapter 5 - Using Data to Drive Fail-Safe Literacy Learning Step 6: Asking What is Working and What is Not?Step 7: Asking is There Anything Else?; Review and Reflection; Helpful Terms; Further Reading and Resources; Chapter 6 - Enhancing Reading, Writing, and Content Learning with Technology; 21st-Century Skills; What is Technology Integration?; Literacy Leadership and Technology; Integration of Technology into the Fail-Safe Literacy System; Technological Devices; The Internet and the World Wide Web; Review and Reflection; Helpful Terms; Further Reading and Resources; Chapter 7 - Completing the Fail-Safe System of Literacy Step 8: Creating a Support SystemStep 9: Communicating the Fail-Safe Literacy System; Step 10: Monitoring the Fail-Safe Literacy System; Step 11: Celebrating Successes; Continuing to Kick it up a Notch; Review and Reflection; Helpful Terms; Further Reading and Resources; Appendix A: APEL Template; Appendix B: The Fail-Safe Literacy System Planning Process; References; Index |
| Record Nr. | UNINA-9910797436403321 |
|
Taylor Rosemarye <1950->
|
||
| Thousand Oaks, California : , : Corwin Press, , 2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The K-12 literacy leadership fieldbook / / Rosemarye T. Taylor, Glenda A. Gunter ; cover designer, Michael Dubowe
| The K-12 literacy leadership fieldbook / / Rosemarye T. Taylor, Glenda A. Gunter ; cover designer, Michael Dubowe |
| Autore | Taylor Rosemarye <1950-> |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, , 2006 |
| Descrizione fisica | 1 online resource (161 p.) |
| Disciplina | 428.4/071 |
| Soggetto topico |
Language arts (Elementary) - United States
Language arts (Secondary) - United States Educational leadership - United States |
| ISBN |
1-4833-6175-6
1-4833-6392-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Contents; Preface; About the Authors; Chapter 1 - Schools and Districts Committing to Fail-Safe Literacy Leadership; Achieving Commitment; Fail-Safe Literacy Leadership; Review and Reflection; Helpful Terms; Further Reading and Resources; Chapter 2 - Collaborating Based on Research; NCLB's Five Elements of Reading; The Fail-Safe Literacy Point of View; Fail-Safe Literacy Leaders Collaborating Across Content Areas; Review and Reflection; Helpful Terms; Further Reading and Resources; Chapter 3 - Developing the Literacy System through Collaboration
Step 1: Committing to Fail-safe Literacy LeadershipStep 2: Agreeing on a Common Language to Drive Instruction; Step 3: Agreeing on Nonnegotiable Expectations of Daily Practice; Literacy Leadership Teams in Action; Review and Reflection; Helpful Terms; Further Reading and Resources; Chapter 4 - Using Exemplars to Kick up Literacy Learning a Notch; Step 4: Creating Exemplars and Nonexemplars; Step 5: Clarifying Roles and Responsibilities; Review and Reflection; Helpful Terms; Further Reading and Resources; Chapter 5 - Using Data to Drive Fail-Safe Literacy Learning Step 6: Asking What is Working and What is Not?Step 7: Asking is There Anything Else?; Review and Reflection; Helpful Terms; Further Reading and Resources; Chapter 6 - Enhancing Reading, Writing, and Content Learning with Technology; 21st-Century Skills; What is Technology Integration?; Literacy Leadership and Technology; Integration of Technology into the Fail-Safe Literacy System; Technological Devices; The Internet and the World Wide Web; Review and Reflection; Helpful Terms; Further Reading and Resources; Chapter 7 - Completing the Fail-Safe System of Literacy Step 8: Creating a Support SystemStep 9: Communicating the Fail-Safe Literacy System; Step 10: Monitoring the Fail-Safe Literacy System; Step 11: Celebrating Successes; Continuing to Kick it up a Notch; Review and Reflection; Helpful Terms; Further Reading and Resources; Appendix A: APEL Template; Appendix B: The Fail-Safe Literacy System Planning Process; References; Index |
| Record Nr. | UNINA-9910823163803321 |
|
Taylor Rosemarye <1950->
|
||
| Thousand Oaks, California : , : Corwin Press, , 2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Linking science & literacy in the K-8 classroom [[electronic resource] /] / edited by Rowena Douglas ... [et al.]
| Linking science & literacy in the K-8 classroom [[electronic resource] /] / edited by Rowena Douglas ... [et al.] |
| Pubbl/distr/stampa | Arlington, VA, : NSTA Press, c2006 |
| Descrizione fisica | 1 online resource (457 p.) |
| Disciplina | 372.3/5 |
| Altri autori (Persone) | DouglasRowena |
| Soggetto topico |
Language arts (Elementary) - United States
Language arts (Middle school) - United States Science - Study and teaching (Elementary) - United States Science - Study and teaching (Middle school) - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-281-21779-4
9786611217792 1-933531-95-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
About the Editors; Introduction; Visions of Inquiry: Science; Case Stories Introduction; CASE STORY A: On Beyond Ordinary; Powering Oral Language With the Fuel of Science; Talk in theScience Classroom: Looking at What Students and Teachers Need to Know and Be Able to Do; CASE STORY C: One Teacher's Rocky Road to Writing in Science; CASE STORY D: Writing and Science: The Perfect Chemistry; Young Children'sOwn Illustrated Information Books:Making Sense in Science Through Words and Pictures
Using the Science Writing Heuristic to Promote Understanding of Science Conceptual Knowledge in Middle SchoolComprehension Strategies and the Scientist's Notebook: Keys to Assessing Student Understanding; Writing to Learn: Science Notebooks, a Valuable Tool to Support Nonfiction Modes/Genres of Writing; Supporting Middle School Students in Developing Scientific Explanations; CASE STORY E: "Is This Science or Reading, Mrs. Heying?"; CASE STORY F: Treasures From Home; Reading and Writing in the Service of Inquiry-Based Science Constructing Science-Literacy Workshops: The Journey From Powerful Ideas to Classroom PracticeDeveloping Scientific Literacy Through the Use of Literacy Teaching Strategies; CASE STORY G: Una Jornada de Aprendizaje Valiosa Para Compartir (A Learning Journey Worth Sharing Out); Using Diversity as a Strength in the Science Classroom: The Benefits of Science Talk; English Language Development and the Science-Literacy Connection; CASE STORY H: Taking Literacy Integration out of the Closet; CASE STORY I: Planting Seeds Professional Development and Strategic Leadership to Support Effective Integration of Science and LiteracyScience Education in a No Child Left Behind, Standards-Based World; Science IDEAS: Making the Case for Integrating Reading and Writing in Elementary Science as a Key Element in School Reform; The Administrator's Role in Supporting Science and Literacy in Classrooms; Contributors; Index |
| Record Nr. | UNINA-9910451410003321 |
| Arlington, VA, : NSTA Press, c2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Linking science & literacy in the K-8 classroom [[electronic resource] /] / edited by Rowena Douglas ... [et al.]
| Linking science & literacy in the K-8 classroom [[electronic resource] /] / edited by Rowena Douglas ... [et al.] |
| Pubbl/distr/stampa | Arlington, VA, : NSTA Press, c2006 |
| Descrizione fisica | 1 online resource (457 p.) |
| Disciplina | 372.3/5 |
| Altri autori (Persone) | DouglasRowena |
| Soggetto topico |
Language arts (Elementary) - United States
Language arts (Middle school) - United States Science - Study and teaching (Elementary) - United States Science - Study and teaching (Middle school) - United States |
| ISBN |
1-281-21779-4
9786611217792 1-933531-95-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
About the Editors; Introduction; Visions of Inquiry: Science; Case Stories Introduction; CASE STORY A: On Beyond Ordinary; Powering Oral Language With the Fuel of Science; Talk in theScience Classroom: Looking at What Students and Teachers Need to Know and Be Able to Do; CASE STORY C: One Teacher's Rocky Road to Writing in Science; CASE STORY D: Writing and Science: The Perfect Chemistry; Young Children'sOwn Illustrated Information Books:Making Sense in Science Through Words and Pictures
Using the Science Writing Heuristic to Promote Understanding of Science Conceptual Knowledge in Middle SchoolComprehension Strategies and the Scientist's Notebook: Keys to Assessing Student Understanding; Writing to Learn: Science Notebooks, a Valuable Tool to Support Nonfiction Modes/Genres of Writing; Supporting Middle School Students in Developing Scientific Explanations; CASE STORY E: "Is This Science or Reading, Mrs. Heying?"; CASE STORY F: Treasures From Home; Reading and Writing in the Service of Inquiry-Based Science Constructing Science-Literacy Workshops: The Journey From Powerful Ideas to Classroom PracticeDeveloping Scientific Literacy Through the Use of Literacy Teaching Strategies; CASE STORY G: Una Jornada de Aprendizaje Valiosa Para Compartir (A Learning Journey Worth Sharing Out); Using Diversity as a Strength in the Science Classroom: The Benefits of Science Talk; English Language Development and the Science-Literacy Connection; CASE STORY H: Taking Literacy Integration out of the Closet; CASE STORY I: Planting Seeds Professional Development and Strategic Leadership to Support Effective Integration of Science and LiteracyScience Education in a No Child Left Behind, Standards-Based World; Science IDEAS: Making the Case for Integrating Reading and Writing in Elementary Science as a Key Element in School Reform; The Administrator's Role in Supporting Science and Literacy in Classrooms; Contributors; Index |
| Record Nr. | UNINA-9910784293503321 |
| Arlington, VA, : NSTA Press, c2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Linking science & literacy in the K-8 classroom [[electronic resource] /] / edited by Rowena Douglas ... [et al.]
| Linking science & literacy in the K-8 classroom [[electronic resource] /] / edited by Rowena Douglas ... [et al.] |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Arlington, VA, : NSTA Press, c2006 |
| Descrizione fisica | 1 online resource (457 p.) |
| Disciplina | 372.3/5 |
| Altri autori (Persone) | DouglasRowena |
| Soggetto topico |
Language arts (Elementary) - United States
Language arts (Middle school) - United States Science - Study and teaching (Elementary) - United States Science - Study and teaching (Middle school) - United States |
| ISBN |
1-281-21779-4
9786611217792 1-933531-95-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
About the Editors; Introduction; Visions of Inquiry: Science; Case Stories Introduction; CASE STORY A: On Beyond Ordinary; Powering Oral Language With the Fuel of Science; Talk in theScience Classroom: Looking at What Students and Teachers Need to Know and Be Able to Do; CASE STORY C: One Teacher's Rocky Road to Writing in Science; CASE STORY D: Writing and Science: The Perfect Chemistry; Young Children'sOwn Illustrated Information Books:Making Sense in Science Through Words and Pictures
Using the Science Writing Heuristic to Promote Understanding of Science Conceptual Knowledge in Middle SchoolComprehension Strategies and the Scientist's Notebook: Keys to Assessing Student Understanding; Writing to Learn: Science Notebooks, a Valuable Tool to Support Nonfiction Modes/Genres of Writing; Supporting Middle School Students in Developing Scientific Explanations; CASE STORY E: "Is This Science or Reading, Mrs. Heying?"; CASE STORY F: Treasures From Home; Reading and Writing in the Service of Inquiry-Based Science Constructing Science-Literacy Workshops: The Journey From Powerful Ideas to Classroom PracticeDeveloping Scientific Literacy Through the Use of Literacy Teaching Strategies; CASE STORY G: Una Jornada de Aprendizaje Valiosa Para Compartir (A Learning Journey Worth Sharing Out); Using Diversity as a Strength in the Science Classroom: The Benefits of Science Talk; English Language Development and the Science-Literacy Connection; CASE STORY H: Taking Literacy Integration out of the Closet; CASE STORY I: Planting Seeds Professional Development and Strategic Leadership to Support Effective Integration of Science and LiteracyScience Education in a No Child Left Behind, Standards-Based World; Science IDEAS: Making the Case for Integrating Reading and Writing in Elementary Science as a Key Element in School Reform; The Administrator's Role in Supporting Science and Literacy in Classrooms; Contributors; Index |
| Record Nr. | UNINA-9910811456903321 |
| Arlington, VA, : NSTA Press, c2006 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
