|
Showing 1 - 5 of
5 matches in All Departments
The goal of Teaching Language and Literature in Elementary
Classrooms: A Resource Book for Professional Development, Second
Edition is to help the beginning teacher create a classroom
environment that integrates literacy development with learning in
all areas of the curriculum. Theoretically based, well organized,
and practical, this text identifies the major components of an
integrated language program and describes and illustrates skills
teachers need to implement this kind of program in their own
classrooms. It is uniquely designed as a handbook for beginning
educators that serves both as a text and as a professional resource
to be carried into the first year of teaching. The narratives in
this text, and the accompanying instruction for preparing to teach,
are included for every elementary instructional level. A consistent
chapter format is used to help readers move from a direct
experience of a classroom narrative, to step-by-step descriptions
they can follow to implement these activities in their own
classrooms. A rich array of interactive pedagogical features is
provided. New in the Second Edition: This edition retains the
purposes of the first edition, but adds ideas and information
gathered over the years from new classroom observations. It also
incorporates the results of the author's extensive reviews of
educational research, continuous reading in all the genres of
children's literature, and correspondence with faculty and students
who used the first edition of this text. In response to these
varied and helpful experiences, the Second Edition features:
*Strategies for dealing with problems of disruption in the
classroom; *Expanded discussions related to diversity and special
needs; *Increased attention to methods of evaluation and mandated
testing programs; *Reorganization of chapter sections to make them
more useful to readers; *A new chapter on play and the fine arts;
*Integration of electronic teaching technology into all chapters;
*Extensive in-text annotations of children's literature,
discussions of new titles in children's literature, cultural
literatures, book clubs, series books, and the influence of books
published internationally; *Updated reports of research and best
practice studies; *New classroom observations; and *New appendices,
designed to provide information and resources for instructional
support.
The goal of Teaching Language and Literature in Elementary
Classrooms: A Resource Book for Professional Development, Second
Edition is to help the beginning teacher create a classroom
environment that integrates literacy development with learning in
all areas of the curriculum. Theoretically based, well organized,
and practical, this text identifies the major components of an
integrated language program and describes and illustrates skills
teachers need to implement this kind of program in their own
classrooms. It is uniquely designed as a handbook for beginning
educators that serves both as a text and as a professional resource
to be carried into the first year of teaching. The narratives in
this text, and the accompanying instruction for preparing to teach,
are included for every elementary instructional level. A consistent
chapter format is used to help readers move from a direct
experience of a classroom narrative, to step-by-step descriptions
they can follow to implement these activities in their own
classrooms. A rich array of interactive pedagogical features is
provided. New in the Second Edition: This edition retains the
purposes of the first edition, but adds ideas and information
gathered over the years from new classroom observations. It also
incorporates the results of the author's extensive reviews of
educational research, continuous reading in all the genres of
children's literature, and correspondence with faculty and students
who used the first edition of this text. In response to these
varied and helpful experiences, the Second Edition features:
*Strategies for dealing with problems of disruption in the
classroom; *Expanded discussions related to diversity and special
needs; *Increased attention to methods of evaluation and mandated
testing programs; *Reorganization of chapter sections to make them
more useful to readers; *A new chapter on play and the fine arts;
*Integration of electronic teaching technology into all chapters;
*Extensive in-text annotations of children's literature,
discussions of new titles in children's literature, cultural
literatures, book clubs, series books, and the influence of books
published internationally; *Updated reports of research and best
practice studies; *New classroom observations; and *New appendices,
designed to provide information and resources for instructional
support.
"Learning Journals in the K-8 Classroom" is the first comprehensive
presentation of how to use academic journals effectively for
elementary-level instruction. The text outlines the theoretical
foundations for using learning journals and provides step-by-step
suggestions for implementing them in every content area and at all
levels of elementary instruction.
Learning journals provide resources and support for reading aloud,
independent reading, mini-lessons, cooperative study, individual
research, workshops, and the portfolio system. The type of
interactive writing students do in learning journals helps them
explore complex ideas in the content areas, using their own
strengths of analysis and response; the journals then become
resources for future learning, group discussions, individual
conferences, learning assessment, reports, and progress.
Four introductory chapters show teachers how to create their own
journals, introduce journals to students, integrate them with
cooperative study, and use them for assessment. Additional chapters
focus on the individual curriculum areas of literature, writing,
mathematics, science, and social studies. The text includes sample
entries from student journals at all grade levels and in every
content area, and appendices of annotated resources to support
journaling and interviews with teachers who use journals in their
classrooms.
Learning Journals in the K-8 Classroom is the first comprehensive
presentation of how to use academic journals effectively for
elementary-level instruction. The text outlines the theoretical
foundations for using learning journals and provides step-by-step
suggestions for implementing them in every content area and at all
levels of elementary instruction. Learning journals provide
resources and support for reading aloud, independent reading,
mini-lessons, cooperative study, individual research, workshops,
and the portfolio system. The type of interactive writing students
do in learning journals helps them explore complex ideas in the
content areas, using their own strengths of analysis and response;
the journals then become resources for future learning, group
discussions, individual conferences, learning assessment, reports,
and progress. Four introductory chapters show teachers how to
create their own journals, introduce journals to students,
integrate them with cooperative study, and use them for assessment.
Additional chapters focus on the individual curriculum areas of
literature, writing, mathematics, science, and social studies. The
text includes sample entries from student journals at all grade
levels and in every content area, and appendices of annotated
resources to support journaling and interviews with teachers who
use journals in their classrooms.
Here is the story of Summerfield Grade School and Charles Kamm, a
principal and teacher who devoted his entire professional career to
this rural Illinois school. A modest man of quiet dignity,
understated intelligence, wit, and gracious manner, Kamm
communicated his principles and sense of purpose to those around
him for 38 years. He created a school family, where each person was
valued, and encouraged the development of a community family, where
parents, grandparents, and citizens participated in the programs
and activities of the school. This book is not intended to be a
nostalgic walk down memory lane but rather an illustration of what
is possible when principles guide administrative decision-making.
Although Kamm's career as a teacher and principal came to a close
in the 1990s, the basic principles of thought and behavior that
directed his practice are timeless in their application. Schools,
teachers, communities, and legal mandates change, but the core
ideals of successful human relationships remain the same. An
Afterword outlines current research related to the nurturing
principal, and describes the legacy left to Summerfield School by
Mr. Kamm.
|
You may like...
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
Poor Things
Emma Stone, Mark Ruffalo, …
DVD
R449
R329
Discovery Miles 3 290
|