Info
- Utilizzare la checkbox di selezione a fianco di ciascun documento per attivare le funzionalità di stampa, invio email, download nei formati disponibili del (i) record.
Cracking the Common Core [[electronic resource] ] : Choosing and Using Texts in Grades 6-12
| Cracking the Common Core [[electronic resource] ] : Choosing and Using Texts in Grades 6-12 |
| Autore | Lewis William E |
| Pubbl/distr/stampa | New York, : Guilford Publications, 2009 |
| Descrizione fisica | 1 online resource (256 p.) |
| Disciplina |
808.0420712
808/.0420712 |
| Altri autori (Persone) |
WalpoleSharon
McKennaMichael C |
| Soggetto topico |
English language -- Composition and exercises -- Study and teaching (Secondary)
Language arts (Secondary) -- Curricula -- United States Language arts (Secondary) -- Standards -- United States English language - Study and teaching (Secondary) - Composition and exercises - United States Language arts (Secondary) - Curricula - United States Language arts (Secondary) - Standards Education Social Sciences Theory & Practice of Education |
| ISBN | 1-4625-1318-2 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Half Title Page; Title Page; Copyright Page; Dedication; About the Authors; Foreword; Preface; Contents; Chapter 1. Embracing the Common Core; A Brief Description of the CCSS Initiative; Why Embrace the Standards?; Necessary Changes Related to the Standards; The CCSS: Their Format and Implications for Instruction; Chapter 2. Understanding Adolescent Readers; The Scope of the Challenge; Defining Adolescent Literacy; A Time of Change; Motivating Adolescents to Read; Take-Away Suggestions; Chapter 3. Understanding Challenging Texts; Seminal Works in the Disciplines
Quantitative Measures of Text DifficultyQualitative Measures of Text Difficulty; Readers and Texts; A Possible Process for Choosing and Using Texts; Final Thoughts; Chapter 4. Designing Challenging Text Sets; An Expanded Understanding of Content-Area Texts; A Word about "Texts"; Text Representation Theory; Building Background Knowledge through Intertextual Connections; The Quad Text Set in Action: An Example from ELA; The Quad Text Set in Action: An Example from History/Social Studies; The Quad Text Set in Action: An Example from Science; Final Thoughts Chapter 5. Building Background KnowledgeWhat Is Background Knowledge and How Do We Get It?; Moving to Instruction; Teaching Technical Vocabulary; Strategies for Previewing; Incorporating Writing; Final Thoughts; Chapter 6. Supporting Students during Reading; Choosing a Stance for Adolescent Readers; Recent Large-Scale Efforts; Rationale for Collaboration; Reading Guides; Peer-Assisted Learning Strategies; Reciprocal Teaching; Jigsawed Text Sets; Making Accommodations; Final Thoughts; Chapter 7. Implementing High-Quality Discussions after Reading; Common Core Requirements for Discussion Characteristics of an Effective DiscussionWho's in Control?; Reciprocal Questioning; Reciprocal Teaching; Questioning the Author; Collaborative Reasoning; Discussion Web; Devil's Advocate; Final Thoughts; Chapter 8. Text-Based Writing to Support Understanding; Barriers to Text-Based Writing; Why Text-Based Writing-and Why Me?; Writing Activities That Work; Summary Writing; Argumentative Writing; Final Thoughts; Chapter 9. Research in the Content Areas; A Short History of Research in the Content Areas; "Real Research"; Data Collection Tools; Data Analysis Tools; Data Evaluation Tools Data Sharing ToolsA Word about Collaboration as a Tool of Inquiry; Final Thoughts; Chapter 10. Leading for Change; Changing or Tweaking; Barriers; Creating a Specific Vision; Gathering the Resources Your Vision Demands; Final Thoughts: Making It All Make Sense; Appendix 1. Text Set Examples from English Language Arts; Appendix 2. Text Set Examples from History/Social Studies; Appendix 3. Text Set Examples from Science; References; Index |
| Altri titoli varianti | Cracking the Common Core |
| Record Nr. | UNINA-9910787632803321 |
Lewis William E
|
||
| New York, : Guilford Publications, 2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Cracking the Common Core [[electronic resource] ] : Choosing and Using Texts in Grades 6-12
| Cracking the Common Core [[electronic resource] ] : Choosing and Using Texts in Grades 6-12 |
| Autore | Lewis William E |
| Pubbl/distr/stampa | New York, : Guilford Publications, 2009 |
| Descrizione fisica | 1 online resource (256 p.) |
| Disciplina |
808.0420712
808/.0420712 |
| Altri autori (Persone) |
WalpoleSharon
McKennaMichael C |
| Soggetto topico |
English language -- Composition and exercises -- Study and teaching (Secondary)
Language arts (Secondary) -- Curricula -- United States Language arts (Secondary) -- Standards -- United States English language - Study and teaching (Secondary) - Composition and exercises - United States Language arts (Secondary) - Curricula - United States Language arts (Secondary) - Standards Education Social Sciences Theory & Practice of Education |
| ISBN | 1-4625-1318-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Half Title Page; Title Page; Copyright Page; Dedication; About the Authors; Foreword; Preface; Contents; Chapter 1. Embracing the Common Core; A Brief Description of the CCSS Initiative; Why Embrace the Standards?; Necessary Changes Related to the Standards; The CCSS: Their Format and Implications for Instruction; Chapter 2. Understanding Adolescent Readers; The Scope of the Challenge; Defining Adolescent Literacy; A Time of Change; Motivating Adolescents to Read; Take-Away Suggestions; Chapter 3. Understanding Challenging Texts; Seminal Works in the Disciplines
Quantitative Measures of Text DifficultyQualitative Measures of Text Difficulty; Readers and Texts; A Possible Process for Choosing and Using Texts; Final Thoughts; Chapter 4. Designing Challenging Text Sets; An Expanded Understanding of Content-Area Texts; A Word about "Texts"; Text Representation Theory; Building Background Knowledge through Intertextual Connections; The Quad Text Set in Action: An Example from ELA; The Quad Text Set in Action: An Example from History/Social Studies; The Quad Text Set in Action: An Example from Science; Final Thoughts Chapter 5. Building Background KnowledgeWhat Is Background Knowledge and How Do We Get It?; Moving to Instruction; Teaching Technical Vocabulary; Strategies for Previewing; Incorporating Writing; Final Thoughts; Chapter 6. Supporting Students during Reading; Choosing a Stance for Adolescent Readers; Recent Large-Scale Efforts; Rationale for Collaboration; Reading Guides; Peer-Assisted Learning Strategies; Reciprocal Teaching; Jigsawed Text Sets; Making Accommodations; Final Thoughts; Chapter 7. Implementing High-Quality Discussions after Reading; Common Core Requirements for Discussion Characteristics of an Effective DiscussionWho's in Control?; Reciprocal Questioning; Reciprocal Teaching; Questioning the Author; Collaborative Reasoning; Discussion Web; Devil's Advocate; Final Thoughts; Chapter 8. Text-Based Writing to Support Understanding; Barriers to Text-Based Writing; Why Text-Based Writing-and Why Me?; Writing Activities That Work; Summary Writing; Argumentative Writing; Final Thoughts; Chapter 9. Research in the Content Areas; A Short History of Research in the Content Areas; "Real Research"; Data Collection Tools; Data Analysis Tools; Data Evaluation Tools Data Sharing ToolsA Word about Collaboration as a Tool of Inquiry; Final Thoughts; Chapter 10. Leading for Change; Changing or Tweaking; Barriers; Creating a Specific Vision; Gathering the Resources Your Vision Demands; Final Thoughts: Making It All Make Sense; Appendix 1. Text Set Examples from English Language Arts; Appendix 2. Text Set Examples from History/Social Studies; Appendix 3. Text Set Examples from Science; References; Index |
| Altri titoli varianti | Cracking the Common Core |
| Record Nr. | UNINA-9910820980603321 |
|
Lewis William E
|
||
| New York, : Guilford Publications, 2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Creative writing innovations : breaking boundaries in the classroom / / edited by Michael Dean Clark, Trent Hergenrader & Joseph Rein
| Creative writing innovations : breaking boundaries in the classroom / / edited by Michael Dean Clark, Trent Hergenrader & Joseph Rein |
| Pubbl/distr/stampa | [London] : , : Bloomsbury Academic, , 2017 |
| Descrizione fisica | 1 online resource (257 pages) : illustrations |
| Disciplina |
808.02
808.0420712 |
| Soggetto topico | Creative writing |
| ISBN |
1-4742-9720-X
1-4742-9719-6 1-4742-9718-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | pt. 1. Rethinking the workshop -- pt. 2. Expanding genre -- pt. 3. Creative collaborations -- pt. 4. Identity and the creative writing classroom. |
| Record Nr. | UNINA-9910816531303321 |
| [London] : , : Bloomsbury Academic, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Enticing hard-to-reach writers / / Ruth Ayres
| Enticing hard-to-reach writers / / Ruth Ayres |
| Autore | Ayres Ruth <1977-> |
| Pubbl/distr/stampa | Portland, Maine : , : Stenhouse Publishers, , 2017 |
| Descrizione fisica | 1 online resource (144 pages) : illustrations (some color) |
| Disciplina | 808.0420712 |
| Soggetto topico |
English language - Composition and exercises - Study and teaching - Psychological aspects
Composition (Language arts) - Study and teaching - Psychological aspects Creative writing - Therapeutic use Education - Biographical methods Narrative therapy Children with social disabilities - Education |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-62531-091-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910479954803321 |
|
Ayres Ruth <1977->
|
||
| Portland, Maine : , : Stenhouse Publishers, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Enticing hard-to-reach writers / / Ruth Ayres
| Enticing hard-to-reach writers / / Ruth Ayres |
| Autore | Ayres Ruth <1977-> |
| Pubbl/distr/stampa | Portland, Maine : , : Stenhouse Publishers, , 2017 |
| Descrizione fisica | 1 online resource (144 pages) : illustrations (some color) |
| Disciplina | 808.0420712 |
| Soggetto topico |
English language - Composition and exercises - Study and teaching - Psychological aspects
Composition (Language arts) - Study and teaching - Psychological aspects Creative writing - Therapeutic use Education - Biographical methods Narrative therapy Children with social disabilities - Education |
| ISBN |
1-003-84388-3
1-03-268109-8 1-003-84100-7 1-62531-091-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910796358403321 |
|
Ayres Ruth <1977->
|
||
| Portland, Maine : , : Stenhouse Publishers, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Enticing hard-to-reach writers / / Ruth Ayres
| Enticing hard-to-reach writers / / Ruth Ayres |
| Autore | Ayres Ruth <1977-> |
| Pubbl/distr/stampa | Portland, Maine : , : Stenhouse Publishers, , 2017 |
| Descrizione fisica | 1 online resource (144 pages) : illustrations (some color) |
| Disciplina | 808.0420712 |
| Soggetto topico |
English language - Composition and exercises - Study and teaching - Psychological aspects
Composition (Language arts) - Study and teaching - Psychological aspects Creative writing - Therapeutic use Education - Biographical methods Narrative therapy Children with social disabilities - Education |
| ISBN |
1-003-84388-3
1-03-268109-8 1-003-84100-7 1-62531-091-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910824610803321 |
|
Ayres Ruth <1977->
|
||
| Portland, Maine : , : Stenhouse Publishers, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Peer coaching for adolescent writers / / Susan Ruckdeschel ; foreword by Diane E. DeFord
| Peer coaching for adolescent writers / / Susan Ruckdeschel ; foreword by Diane E. DeFord |
| Autore | Ruckdeschel Susan |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin, a SAGE Company, , [2010] |
| Descrizione fisica | 1 online resource (192 p.) |
| Disciplina | 808.0420712 |
| Soggetto topico |
English language - Composition and exercises - Study and teaching (Middle school)
English language - Composition and exercises - Study and teaching (Secondary) Peer teaching |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-4522-7360-X
1-4522-1477-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
""Cover""; ""Contents""; ""List of Figures""; ""Foreword""; ""Acknowledgments""; ""About the Author""; ""Introduction: Helping Adolescents Take Responsibility for Their Writing""; ""Part I - The Model""; ""Chapter 1 - Student Roles and Steps of Peer Coaching: What They Look Like in the Classroom""; ""Chapter 2 - Silent Peer Coaching and Peer Coaching as Questioning""; ""Chapter 3 - Scaffolding Responsibility to Adolescent Writers""; ""Chapter 4 - Facilitating and Assessing the Program""; ""Part II - The Model in Action""; ""Chapter 5 - Step One: Establishing Goals and Issues""
""Chapter 6 - Step Two: Summarizing, Reading, and Listening""""Chapter 7 - Step Three: Giving and Using Feedback""; ""Part III - 36 Reproducible Tools for Implementation and Assessment""; ""Chapter 1 - Goals List (Step One)""; ""Chapter 2 - Goals List for Peer Coachingas Questioning (Step One)""; ""Chapter 3 - Identifying an Issue Checklist (Step One)""; ""Chapter 4 - Identifying an Issue for Peer Coaching as Questioning (Step One)""; ""Chapter 5 - Feedback Type Checklist:A Think-Through for theWriter (Step One)""; ""Chapter 6 - Active Listening Checklist (Steps One and Two)"" ""Chapter 7 - Peer Feedback Checklist (Steps One, Two, and Three, Responder)""""Chapter 8 - Self-Feedback Checklist (Steps Two and Three, Writer)""; ""Chapter 9 - Editor�s Before Coaching Checklist""; ""Chapter 10 - Editor�s After and Between Coaching Checklist (Steps One, Two, and Three)""; ""Chapter 11 - Editor�s Final Checklist and Rubric (Steps One,Two, and Three)""; ""Chapter 12 - Writer Reflection Organizer (Step Three)""; ""Chapter 13 - Responder Reflection Organizer (Step Three)""; ""Chapter 14 - Writer Summary Organizer (Step Two)"" ""Chapter 15 - Oral Reading Rubric(Step Two)""""Chapter 16 - Good Listening Rubric""; ""Chapter 17 - Manager�s Checklist""; ""Chapter 18 - Teacher Anecdotal Notes Record for Writers (Steps One, Two, and Three)""; ""Chapter 19 - Teacher Anecdotal Notes Record for Responders (Steps One, Two, and Three)""; ""Chapter 20 - Teacher Anecdotal Notes Record for Editors (Steps One, Two, and Three)""; ""Chapter 21 - Teacher Anecdotal Notes Record for Managers (Steps One, Two, and Three)""; ""Chapter 22 - Peer Role Evaluation Rubric for Writer"" ""Chapter 23 - Peer Role Evaluation Rubric for Responder""""Chapter 24 - Peer Role Evaluation Rubric for Editor""; ""Chapter 25 - Peer Role Evaluation Rubric for Manager""; ""Chapter 26 - Teacher Role Evaluation Rubric for Writer""; ""Chapter 27 - Teacher Role Evaluation Rubric for Responder""; ""Chapter 28 - Teacher Role Evaluation Rubric for Editor""; ""Chapter 29 - Teacher Role Evaluation Rubric for Manager""; ""Chapter 30 - Role Descriptor Cards""; ""Chapter 31 - Steps and Guidelines for Writer""; ""Chapter 32 - Steps and Guidelines for Responder"" ""Chapter 33 - Feedback Choices for Writer"" |
| Record Nr. | UNINA-9910479901703321 |
|
Ruckdeschel Susan
|
||
| Thousand Oaks, California : , : Corwin, a SAGE Company, , [2010] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Peer coaching for adolescent writers / / Susan Ruckdeschel ; foreword by Diane E. DeFord
| Peer coaching for adolescent writers / / Susan Ruckdeschel ; foreword by Diane E. DeFord |
| Autore | Ruckdeschel Susan |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin, a SAGE Company, , [2010] |
| Descrizione fisica | 1 online resource (192 p.) |
| Disciplina | 808.0420712 |
| Soggetto topico |
English language - Composition and exercises - Study and teaching (Middle school)
English language - Composition and exercises - Study and teaching (Secondary) Peer teaching |
| ISBN |
1-4522-7360-X
1-4522-1477-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
""Cover""; ""Contents""; ""List of Figures""; ""Foreword""; ""Acknowledgments""; ""About the Author""; ""Introduction: Helping Adolescents Take Responsibility for Their Writing""; ""Part I - The Model""; ""Chapter 1 - Student Roles and Steps of Peer Coaching: What They Look Like in the Classroom""; ""Chapter 2 - Silent Peer Coaching and Peer Coaching as Questioning""; ""Chapter 3 - Scaffolding Responsibility to Adolescent Writers""; ""Chapter 4 - Facilitating and Assessing the Program""; ""Part II - The Model in Action""; ""Chapter 5 - Step One: Establishing Goals and Issues""
""Chapter 6 - Step Two: Summarizing, Reading, and Listening""""Chapter 7 - Step Three: Giving and Using Feedback""; ""Part III - 36 Reproducible Tools for Implementation and Assessment""; ""Chapter 1 - Goals List (Step One)""; ""Chapter 2 - Goals List for Peer Coachingas Questioning (Step One)""; ""Chapter 3 - Identifying an Issue Checklist (Step One)""; ""Chapter 4 - Identifying an Issue for Peer Coaching as Questioning (Step One)""; ""Chapter 5 - Feedback Type Checklist:A Think-Through for theWriter (Step One)""; ""Chapter 6 - Active Listening Checklist (Steps One and Two)"" ""Chapter 7 - Peer Feedback Checklist (Steps One, Two, and Three, Responder)""""Chapter 8 - Self-Feedback Checklist (Steps Two and Three, Writer)""; ""Chapter 9 - Editor�s Before Coaching Checklist""; ""Chapter 10 - Editor�s After and Between Coaching Checklist (Steps One, Two, and Three)""; ""Chapter 11 - Editor�s Final Checklist and Rubric (Steps One,Two, and Three)""; ""Chapter 12 - Writer Reflection Organizer (Step Three)""; ""Chapter 13 - Responder Reflection Organizer (Step Three)""; ""Chapter 14 - Writer Summary Organizer (Step Two)"" ""Chapter 15 - Oral Reading Rubric(Step Two)""""Chapter 16 - Good Listening Rubric""; ""Chapter 17 - Manager�s Checklist""; ""Chapter 18 - Teacher Anecdotal Notes Record for Writers (Steps One, Two, and Three)""; ""Chapter 19 - Teacher Anecdotal Notes Record for Responders (Steps One, Two, and Three)""; ""Chapter 20 - Teacher Anecdotal Notes Record for Editors (Steps One, Two, and Three)""; ""Chapter 21 - Teacher Anecdotal Notes Record for Managers (Steps One, Two, and Three)""; ""Chapter 22 - Peer Role Evaluation Rubric for Writer"" ""Chapter 23 - Peer Role Evaluation Rubric for Responder""""Chapter 24 - Peer Role Evaluation Rubric for Editor""; ""Chapter 25 - Peer Role Evaluation Rubric for Manager""; ""Chapter 26 - Teacher Role Evaluation Rubric for Writer""; ""Chapter 27 - Teacher Role Evaluation Rubric for Responder""; ""Chapter 28 - Teacher Role Evaluation Rubric for Editor""; ""Chapter 29 - Teacher Role Evaluation Rubric for Manager""; ""Chapter 30 - Role Descriptor Cards""; ""Chapter 31 - Steps and Guidelines for Writer""; ""Chapter 32 - Steps and Guidelines for Responder"" ""Chapter 33 - Feedback Choices for Writer"" |
| Record Nr. | UNINA-9910797477803321 |
|
Ruckdeschel Susan
|
||
| Thousand Oaks, California : , : Corwin, a SAGE Company, , [2010] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Peer coaching for adolescent writers / / Susan Ruckdeschel ; foreword by Diane E. DeFord
| Peer coaching for adolescent writers / / Susan Ruckdeschel ; foreword by Diane E. DeFord |
| Autore | Ruckdeschel Susan |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin, a SAGE Company, , [2010] |
| Descrizione fisica | 1 online resource (192 p.) |
| Disciplina | 808.0420712 |
| Soggetto topico |
English language - Composition and exercises - Study and teaching (Middle school)
English language - Composition and exercises - Study and teaching (Secondary) Peer teaching |
| ISBN |
1-4522-7360-X
1-4522-1477-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
""Cover""; ""Contents""; ""List of Figures""; ""Foreword""; ""Acknowledgments""; ""About the Author""; ""Introduction: Helping Adolescents Take Responsibility for Their Writing""; ""Part I - The Model""; ""Chapter 1 - Student Roles and Steps of Peer Coaching: What They Look Like in the Classroom""; ""Chapter 2 - Silent Peer Coaching and Peer Coaching as Questioning""; ""Chapter 3 - Scaffolding Responsibility to Adolescent Writers""; ""Chapter 4 - Facilitating and Assessing the Program""; ""Part II - The Model in Action""; ""Chapter 5 - Step One: Establishing Goals and Issues""
""Chapter 6 - Step Two: Summarizing, Reading, and Listening""""Chapter 7 - Step Three: Giving and Using Feedback""; ""Part III - 36 Reproducible Tools for Implementation and Assessment""; ""Chapter 1 - Goals List (Step One)""; ""Chapter 2 - Goals List for Peer Coachingas Questioning (Step One)""; ""Chapter 3 - Identifying an Issue Checklist (Step One)""; ""Chapter 4 - Identifying an Issue for Peer Coaching as Questioning (Step One)""; ""Chapter 5 - Feedback Type Checklist:A Think-Through for theWriter (Step One)""; ""Chapter 6 - Active Listening Checklist (Steps One and Two)"" ""Chapter 7 - Peer Feedback Checklist (Steps One, Two, and Three, Responder)""""Chapter 8 - Self-Feedback Checklist (Steps Two and Three, Writer)""; ""Chapter 9 - Editor�s Before Coaching Checklist""; ""Chapter 10 - Editor�s After and Between Coaching Checklist (Steps One, Two, and Three)""; ""Chapter 11 - Editor�s Final Checklist and Rubric (Steps One,Two, and Three)""; ""Chapter 12 - Writer Reflection Organizer (Step Three)""; ""Chapter 13 - Responder Reflection Organizer (Step Three)""; ""Chapter 14 - Writer Summary Organizer (Step Two)"" ""Chapter 15 - Oral Reading Rubric(Step Two)""""Chapter 16 - Good Listening Rubric""; ""Chapter 17 - Manager�s Checklist""; ""Chapter 18 - Teacher Anecdotal Notes Record for Writers (Steps One, Two, and Three)""; ""Chapter 19 - Teacher Anecdotal Notes Record for Responders (Steps One, Two, and Three)""; ""Chapter 20 - Teacher Anecdotal Notes Record for Editors (Steps One, Two, and Three)""; ""Chapter 21 - Teacher Anecdotal Notes Record for Managers (Steps One, Two, and Three)""; ""Chapter 22 - Peer Role Evaluation Rubric for Writer"" ""Chapter 23 - Peer Role Evaluation Rubric for Responder""""Chapter 24 - Peer Role Evaluation Rubric for Editor""; ""Chapter 25 - Peer Role Evaluation Rubric for Manager""; ""Chapter 26 - Teacher Role Evaluation Rubric for Writer""; ""Chapter 27 - Teacher Role Evaluation Rubric for Responder""; ""Chapter 28 - Teacher Role Evaluation Rubric for Editor""; ""Chapter 29 - Teacher Role Evaluation Rubric for Manager""; ""Chapter 30 - Role Descriptor Cards""; ""Chapter 31 - Steps and Guidelines for Writer""; ""Chapter 32 - Steps and Guidelines for Responder"" ""Chapter 33 - Feedback Choices for Writer"" |
| Record Nr. | UNINA-9910811692303321 |
|
Ruckdeschel Susan
|
||
| Thousand Oaks, California : , : Corwin, a SAGE Company, , [2010] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Resources for teaching creative writing [[electronic resource] /] / Johnnie Young
| Resources for teaching creative writing [[electronic resource] /] / Johnnie Young |
| Autore | Young Johnnie |
| Pubbl/distr/stampa | London ; ; New York, : Continuum, c2009 |
| Descrizione fisica | 1 online resource (152 p.) |
| Disciplina |
808
808.0420712 |
| Collana | Resources for Teaching |
| Soggetto topico |
Creative writing (Secondary education)
English language - Study and teaching (Secondary) |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-283-27186-9
9786613271860 1-4411-4139-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Contents; Introduction; Acknowledgements; Section A: Realize a Dream; Section B: Some Elements of Writing; Section C: Memories; Section D: Something Special; Section E: Spooky Business; Section F: Creating Tension; Section G: The World of Feelings; Section H: Connections; Section I: Character; Section J: Time |
| Record Nr. | UNINA-9910456778803321 |
|
Young Johnnie
|
||
| London ; ; New York, : Continuum, c2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
