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After-school reading [[electronic resource] /] / National Center for Education Evaluation and Regional Assistance
| After-school reading [[electronic resource] /] / National Center for Education Evaluation and Regional Assistance |
| Pubbl/distr/stampa | [Washington, D.C.] : , : National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Dept. of Education, , [2009] |
| Descrizione fisica | 1 online resource (3 pages) : illustrations |
| Collana | NCEE evaluation brief |
| Soggetto topico |
Reading (Elementary) - United States
School facilities - Extended use - United States |
| Soggetto genere / forma | Statistics. |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Altri titoli varianti | After school reading |
| Record Nr. | UNINA-9910699620603321 |
| [Washington, D.C.] : , : National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Dept. of Education, , [2009] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Every reader a close reader : expand and deepen close reading in your classroom / / Samantha Cleaver
| Every reader a close reader : expand and deepen close reading in your classroom / / Samantha Cleaver |
| Autore | Cleaver Samantha <1981-> |
| Pubbl/distr/stampa | Lanham, Maryland : , : Rowman & Littlefield, , [2015] |
| Descrizione fisica | 1 online resource (253 p.) |
| Disciplina | 372.6 |
| Soggetto topico |
Language arts (Elementary) - United States
Language arts (Middle school) - United States Reading (Elementary) - United States Reading (Middle school) - United States English language - Study and teaching (Elementary) - United States English language - Study and teaching (Middle school) - United States |
| ISBN | 1-4758-1475-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
CONTENTS; ACKNOWLEDGMENTS; FOREWORD; INTRODUCTION; CHAPTER 1. CLOSE READING AND THE COMMON CORE; CHAPTER 2. GETTING COMPLEX: Select and Use Close Reading Texts; CHAPTER 3. SETTING THE STAGE: Welcome Students to Text and Set a Purpose for Reading; CHAPTER 4. TALKING TO TEXT: Enhance Student Comprehension through Text-Dependent Questions and Annotation; CHAPTER 5. APPLYING CLOSE READING: Create Dialogue and Craft Arguments; CHAPTER 6. LETTING STUDENTS LEAD: Create Ownership over Close Reading; CHAPTER 7. LEVELING THE FIELD: Empower Struggling Readers with Close Reading
CHAPTER 8. ENGAGE ENGLISH LANGUAGE LEARNERS AND CLOSE READINGCHAPTER 9. RAISE THE BAR: Challenge High-Achieving and Gifted Learners in Close Reading; CHAPTER 10. THE ULTIMATE QUESTION: Assessing Close Reading; APPENDIX A. The Market Data Retrieval/WeAreTeachers Close Reading Survey; APPENDIX B. Literature for Close Reading in Middle School; APPENDIX C. Lesson Plans; APPENDIX D. Additional Tools; REFERENCES; ABOUT THE AUTHOR |
| Record Nr. | UNINA-9910797558003321 |
Cleaver Samantha <1981->
|
||
| Lanham, Maryland : , : Rowman & Littlefield, , [2015] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Every reader a close reader : expand and deepen close reading in your classroom / / Samantha Cleaver
| Every reader a close reader : expand and deepen close reading in your classroom / / Samantha Cleaver |
| Autore | Cleaver Samantha <1981-> |
| Pubbl/distr/stampa | Lanham, Maryland : , : Rowman & Littlefield, , [2015] |
| Descrizione fisica | 1 online resource (253 p.) |
| Disciplina | 372.6 |
| Soggetto topico |
Language arts (Elementary) - United States
Language arts (Middle school) - United States Reading (Elementary) - United States Reading (Middle school) - United States English language - Study and teaching (Elementary) - United States English language - Study and teaching (Middle school) - United States |
| ISBN | 1-4758-1475-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
CONTENTS; ACKNOWLEDGMENTS; FOREWORD; INTRODUCTION; CHAPTER 1. CLOSE READING AND THE COMMON CORE; CHAPTER 2. GETTING COMPLEX: Select and Use Close Reading Texts; CHAPTER 3. SETTING THE STAGE: Welcome Students to Text and Set a Purpose for Reading; CHAPTER 4. TALKING TO TEXT: Enhance Student Comprehension through Text-Dependent Questions and Annotation; CHAPTER 5. APPLYING CLOSE READING: Create Dialogue and Craft Arguments; CHAPTER 6. LETTING STUDENTS LEAD: Create Ownership over Close Reading; CHAPTER 7. LEVELING THE FIELD: Empower Struggling Readers with Close Reading
CHAPTER 8. ENGAGE ENGLISH LANGUAGE LEARNERS AND CLOSE READINGCHAPTER 9. RAISE THE BAR: Challenge High-Achieving and Gifted Learners in Close Reading; CHAPTER 10. THE ULTIMATE QUESTION: Assessing Close Reading; APPENDIX A. The Market Data Retrieval/WeAreTeachers Close Reading Survey; APPENDIX B. Literature for Close Reading in Middle School; APPENDIX C. Lesson Plans; APPENDIX D. Additional Tools; REFERENCES; ABOUT THE AUTHOR |
| Record Nr. | UNINA-9910822650603321 |
|
Cleaver Samantha <1981->
|
||
| Lanham, Maryland : , : Rowman & Littlefield, , [2015] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Implementation of reading programs and strategies : hearing before the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Seventh Congress, second session on examining the implementation of the No Child Left Behind Act (P.L. 107-110), focusing on the Reading First and other literacy-related programs and strategies, June 13, 2002
| Implementation of reading programs and strategies : hearing before the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Seventh Congress, second session on examining the implementation of the No Child Left Behind Act (P.L. 107-110), focusing on the Reading First and other literacy-related programs and strategies, June 13, 2002 |
| Soggetto topico |
Reading (Elementary) - United States
Literacy - Government policy - United States School improvement programs - United States Educational change - United States |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Altri titoli varianti | Implementation of reading programs and strategies |
| Record Nr. | UNINA-9910689566703321 |
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
|
Improving reading and literacy in grades 1-5 : a resource guide to research-based programs / / Edward P. St. John, Siri Ann Loescher, Jeffrey S. Bardzell ; cover designer, Michael Dubowe
| Improving reading and literacy in grades 1-5 : a resource guide to research-based programs / / Edward P. St. John, Siri Ann Loescher, Jeffrey S. Bardzell ; cover designer, Michael Dubowe |
| Autore | St. John Edward P. |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, Inc., , 2003 |
| Descrizione fisica | 1 online resource (201 p.) |
| Disciplina | 372.4/0973 |
| Soggetto topico |
Reading (Elementary) - United States
School improvement programs - United States Literacy - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-4833-6088-1
1-4833-6307-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover ; Contents; Acknowledgments; Chapter 1 - Introduction; Public Policy and Reading Reform; Equal Educational Opportunity; Academic Preparation for all; Focus on Early Reading; Reading and Literacy Reforms that Work; Criteria for Successful Reading and Literacy Reforms; A Research-Based Approach; A Resource Guide for Educators; Chapter 2 - Planning for Reading and Literacy Reform; Phase I: Assess Current Practice; Step 1: Assess Current Educational Outcomes; Step 2: Access the Features of the Existing Program; Step 3: Compare Current Practice to State Standards
Step 4: Identify Critical ChallengesPhase II: Set a New Direction; Step 1: Build an Understanding of the School's Philosophy; Step 2: Identify Strengths and Weaknesses; Step 3: Identify Possible Approaches; Phase III: Design an Intervention; Step 1: Recognize the Complexity of Early Reading; Step 2: Use a Comprehensive, Balanced Approach; Step 3: Focus on Underlying Development of Children; Step 4: Use a Coherent Intervention Strategy; Step 5: Integrate Inquiry into the Intervention; Guidance for Educators; Attachment: Early Reading and Literacy Classroom Survey Chapter 3 - Comparing Reading and Literacy ReformsFramework; Reform Program Features; School-wide Features; Professional Development Features; Implemented Theoretical Philosophical Features; Parent/Community Involvement Features; Classroom-Instruction Features; Structural/Organizational Features; Relating Features to Reading Standards; Guidance for Educators; Chapter 4 - Targeted Interventions; 4.1 Early Intervention in Reading; Program Description; References and Contacts; 4.2 Early Steps; Program Description; References and Contacts; 4.3 Reading Recovery; Program Description References and ContactsGuidance for Educators; The Research Base; Meeting Standards; Politics of Reform; Integrating Inquiry; Building Community; Chapter 5 - Classroom-Based Interventions; 5.1 First Steps; Program Description; References and Contacts; 5.2 Four Blocks; Program Description; References and Contacts; 5.3 Literacy Collaborative; Program Description; References and Contacts; 5.4 Waterford Early Reading Program; Program Description; References and Contacts; Guidance for Educators; The Research Base; Meeting Standards; Politics of Reform; Integrating Inquiry; Building Community Chapter 6 - Teacher Inquiry Models6.1 Reader's and Writer's Workshops; Program Description; Research Base; References and Contacts; 6.2 Teacher Inquiry; Program Description; Research Base; References and Contacts; Guidance for Educators; The Research Base; Meeting Standards; Politics of Reform; Integrating Inquiry; Building Community; Chapter 7 - Process-Oriented Comprehensive Reforms; 7.1 Accelerated Schools Project; Program Description; References and Contacts; 7.2 ATLAS Communities; Program Description; References and Contacts; 7.3 Modern Red Schoolhouse; Program Description References and Contacts |
| Record Nr. | UNINA-9910480545503321 |
|
St. John Edward P.
|
||
| Thousand Oaks, California : , : Corwin Press, Inc., , 2003 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Improving reading and literacy in grades 1-5 : a resource guide to research-based programs / / Edward P. St. John, Siri Ann Loescher, Jeffrey S. Bardzell ; cover designer, Michael Dubowe
| Improving reading and literacy in grades 1-5 : a resource guide to research-based programs / / Edward P. St. John, Siri Ann Loescher, Jeffrey S. Bardzell ; cover designer, Michael Dubowe |
| Autore | St. John Edward P. |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, Inc., , 2003 |
| Descrizione fisica | 1 online resource (201 p.) |
| Disciplina | 372.4/0973 |
| Soggetto topico |
Reading (Elementary) - United States
School improvement programs - United States Literacy - United States |
| ISBN |
1-4833-6088-1
1-4833-6307-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover ; Contents; Acknowledgments; Chapter 1 - Introduction; Public Policy and Reading Reform; Equal Educational Opportunity; Academic Preparation for all; Focus on Early Reading; Reading and Literacy Reforms that Work; Criteria for Successful Reading and Literacy Reforms; A Research-Based Approach; A Resource Guide for Educators; Chapter 2 - Planning for Reading and Literacy Reform; Phase I: Assess Current Practice; Step 1: Assess Current Educational Outcomes; Step 2: Access the Features of the Existing Program; Step 3: Compare Current Practice to State Standards
Step 4: Identify Critical ChallengesPhase II: Set a New Direction; Step 1: Build an Understanding of the School's Philosophy; Step 2: Identify Strengths and Weaknesses; Step 3: Identify Possible Approaches; Phase III: Design an Intervention; Step 1: Recognize the Complexity of Early Reading; Step 2: Use a Comprehensive, Balanced Approach; Step 3: Focus on Underlying Development of Children; Step 4: Use a Coherent Intervention Strategy; Step 5: Integrate Inquiry into the Intervention; Guidance for Educators; Attachment: Early Reading and Literacy Classroom Survey Chapter 3 - Comparing Reading and Literacy ReformsFramework; Reform Program Features; School-wide Features; Professional Development Features; Implemented Theoretical Philosophical Features; Parent/Community Involvement Features; Classroom-Instruction Features; Structural/Organizational Features; Relating Features to Reading Standards; Guidance for Educators; Chapter 4 - Targeted Interventions; 4.1 Early Intervention in Reading; Program Description; References and Contacts; 4.2 Early Steps; Program Description; References and Contacts; 4.3 Reading Recovery; Program Description References and ContactsGuidance for Educators; The Research Base; Meeting Standards; Politics of Reform; Integrating Inquiry; Building Community; Chapter 5 - Classroom-Based Interventions; 5.1 First Steps; Program Description; References and Contacts; 5.2 Four Blocks; Program Description; References and Contacts; 5.3 Literacy Collaborative; Program Description; References and Contacts; 5.4 Waterford Early Reading Program; Program Description; References and Contacts; Guidance for Educators; The Research Base; Meeting Standards; Politics of Reform; Integrating Inquiry; Building Community Chapter 6 - Teacher Inquiry Models6.1 Reader's and Writer's Workshops; Program Description; Research Base; References and Contacts; 6.2 Teacher Inquiry; Program Description; Research Base; References and Contacts; Guidance for Educators; The Research Base; Meeting Standards; Politics of Reform; Integrating Inquiry; Building Community; Chapter 7 - Process-Oriented Comprehensive Reforms; 7.1 Accelerated Schools Project; Program Description; References and Contacts; 7.2 ATLAS Communities; Program Description; References and Contacts; 7.3 Modern Red Schoolhouse; Program Description References and Contacts |
| Record Nr. | UNINA-9910797310603321 |
|
St. John Edward P.
|
||
| Thousand Oaks, California : , : Corwin Press, Inc., , 2003 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Improving reading and literacy in grades 1-5 : a resource guide to research-based programs / / Edward P. St. John, Siri Ann Loescher, Jeffrey S. Bardzell ; cover designer, Michael Dubowe
| Improving reading and literacy in grades 1-5 : a resource guide to research-based programs / / Edward P. St. John, Siri Ann Loescher, Jeffrey S. Bardzell ; cover designer, Michael Dubowe |
| Autore | St. John Edward P. |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin Press, Inc., , 2003 |
| Descrizione fisica | 1 online resource (201 p.) |
| Disciplina | 372.4/0973 |
| Soggetto topico |
Reading (Elementary) - United States
School improvement programs - United States Literacy - United States |
| ISBN |
1-4833-6088-1
1-4833-6307-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover ; Contents; Acknowledgments; Chapter 1 - Introduction; Public Policy and Reading Reform; Equal Educational Opportunity; Academic Preparation for all; Focus on Early Reading; Reading and Literacy Reforms that Work; Criteria for Successful Reading and Literacy Reforms; A Research-Based Approach; A Resource Guide for Educators; Chapter 2 - Planning for Reading and Literacy Reform; Phase I: Assess Current Practice; Step 1: Assess Current Educational Outcomes; Step 2: Access the Features of the Existing Program; Step 3: Compare Current Practice to State Standards
Step 4: Identify Critical ChallengesPhase II: Set a New Direction; Step 1: Build an Understanding of the School's Philosophy; Step 2: Identify Strengths and Weaknesses; Step 3: Identify Possible Approaches; Phase III: Design an Intervention; Step 1: Recognize the Complexity of Early Reading; Step 2: Use a Comprehensive, Balanced Approach; Step 3: Focus on Underlying Development of Children; Step 4: Use a Coherent Intervention Strategy; Step 5: Integrate Inquiry into the Intervention; Guidance for Educators; Attachment: Early Reading and Literacy Classroom Survey Chapter 3 - Comparing Reading and Literacy ReformsFramework; Reform Program Features; School-wide Features; Professional Development Features; Implemented Theoretical Philosophical Features; Parent/Community Involvement Features; Classroom-Instruction Features; Structural/Organizational Features; Relating Features to Reading Standards; Guidance for Educators; Chapter 4 - Targeted Interventions; 4.1 Early Intervention in Reading; Program Description; References and Contacts; 4.2 Early Steps; Program Description; References and Contacts; 4.3 Reading Recovery; Program Description References and ContactsGuidance for Educators; The Research Base; Meeting Standards; Politics of Reform; Integrating Inquiry; Building Community; Chapter 5 - Classroom-Based Interventions; 5.1 First Steps; Program Description; References and Contacts; 5.2 Four Blocks; Program Description; References and Contacts; 5.3 Literacy Collaborative; Program Description; References and Contacts; 5.4 Waterford Early Reading Program; Program Description; References and Contacts; Guidance for Educators; The Research Base; Meeting Standards; Politics of Reform; Integrating Inquiry; Building Community Chapter 6 - Teacher Inquiry Models6.1 Reader's and Writer's Workshops; Program Description; Research Base; References and Contacts; 6.2 Teacher Inquiry; Program Description; Research Base; References and Contacts; Guidance for Educators; The Research Base; Meeting Standards; Politics of Reform; Integrating Inquiry; Building Community; Chapter 7 - Process-Oriented Comprehensive Reforms; 7.1 Accelerated Schools Project; Program Description; References and Contacts; 7.2 ATLAS Communities; Program Description; References and Contacts; 7.3 Modern Red Schoolhouse; Program Description References and Contacts |
| Record Nr. | UNINA-9910811626503321 |
|
St. John Edward P.
|
||
| Thousand Oaks, California : , : Corwin Press, Inc., , 2003 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Jumpstart RTI [[electronic resource] ] : using RTI in your elementary school right now / / Susan L. Hall
| Jumpstart RTI [[electronic resource] ] : using RTI in your elementary school right now / / Susan L. Hall |
| Autore | Hall Susan L (Susan Long) |
| Pubbl/distr/stampa | Thousand Oaks, Calif., : Corwin, c2011 |
| Descrizione fisica | 1 online resource (145 p.) |
| Disciplina | 372.43 |
| Soggetto topico |
Reading (Elementary) - United States
Learning disabled children - Education - United States Reading - Remedial teaching - United States Response to intervention (Learning disabled children) |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-4522-3741-7
1-4522-2384-X 1-4833-8736-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover; Contents; Publisher's Acknowledgments; About the Author; Introduction; Chapter 1 - Ninety-Five Percent of Students at Benchmark Is Achievable: A District Example; Chapter 2 - Getting Ready; Chapter 3 - Getting Started; Chapter 4 - Analyzing Data and Forming Groups; Chapter 5 - Delivering Effective Intervention Instruction; Chapter 6 - Initiating a Problem-Solving Process; Chapter 7 - Referring a Student for Special Education Testing; Bibliography; Index |
| Record Nr. | UNINA-9910480624003321 |
|
Hall Susan L (Susan Long)
|
||
| Thousand Oaks, Calif., : Corwin, c2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Jumpstart RTI : using RTI in your elementary school right now / / Susan L. Hall
| Jumpstart RTI : using RTI in your elementary school right now / / Susan L. Hall |
| Autore | Hall Susan L (Susan Long) |
| Pubbl/distr/stampa | Thousand Oaks, Calif., : Corwin, c2011 |
| Descrizione fisica | 1 online resource (ix, 133 pages) : illustrations |
| Disciplina | 372.43 |
| Collana | Gale eBooks |
| Soggetto topico |
Reading (Elementary) - United States
Learning disabled children - Education - United States Reading - Remedial teaching - United States Response to intervention (Learning disabled children) |
| ISBN |
1-4522-3741-7
1-4522-2384-X 1-4833-8736-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover; Contents; Publisher's Acknowledgments; About the Author; Introduction; Chapter 1 - Ninety-Five Percent of Students at Benchmark Is Achievable: A District Example; Chapter 2 - Getting Ready; Chapter 3 - Getting Started; Chapter 4 - Analyzing Data and Forming Groups; Chapter 5 - Delivering Effective Intervention Instruction; Chapter 6 - Initiating a Problem-Solving Process; Chapter 7 - Referring a Student for Special Education Testing; Bibliography; Index |
| Record Nr. | UNINA-9910787391203321 |
|
Hall Susan L (Susan Long)
|
||
| Thousand Oaks, Calif., : Corwin, c2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Jumpstart RTI : using RTI in your elementary school right now / / Susan L. Hall
| Jumpstart RTI : using RTI in your elementary school right now / / Susan L. Hall |
| Autore | Hall Susan L (Susan Long) |
| Pubbl/distr/stampa | Thousand Oaks, Calif., : Corwin, c2011 |
| Descrizione fisica | 1 online resource (ix, 133 pages) : illustrations |
| Disciplina | 372.43 |
| Collana | Gale eBooks |
| Soggetto topico |
Reading (Elementary) - United States
Learning disabled children - Education - United States Reading - Remedial teaching - United States Response to intervention (Learning disabled children) |
| ISBN |
1-4522-3741-7
1-4522-2384-X 1-4833-8736-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover; Contents; Publisher's Acknowledgments; About the Author; Introduction; Chapter 1 - Ninety-Five Percent of Students at Benchmark Is Achievable: A District Example; Chapter 2 - Getting Ready; Chapter 3 - Getting Started; Chapter 4 - Analyzing Data and Forming Groups; Chapter 5 - Delivering Effective Intervention Instruction; Chapter 6 - Initiating a Problem-Solving Process; Chapter 7 - Referring a Student for Special Education Testing; Bibliography; Index |
| Record Nr. | UNINA-9910825914803321 |
|
Hall Susan L (Susan Long)
|
||
| Thousand Oaks, Calif., : Corwin, c2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
