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Meeting a tremendous need for K-8 schools and educators, this
timely book outlines core principles for counteracting the
disruptions of the pandemic and recovering from learning loss. The
authors present a holistic approach to responsive literacy
instruction to support all students’ academic and
social–emotional growth, now and in the years to come.
Fundamental areas of learning recovery are addressed--developing
schoolwide action plans, partnering with families and communities,
building collaborative literacy leadership, assessing for
differentiated instruction, planning targeted interventions, and
implementing supplemental learning programs. Every chapter includes
relevant research findings, clear examples of principles in action,
and reflection questions that help educators apply the concepts
they have learned.
What are the principles that every elementary teacher must learn in
order to plan and adapt successful literacy instruction? This
concise course text and practitioner resource brings together
leading experts to explain the guiding ideas that underlie
effective instructional practice. Each chapter reviews one or more
key principles and highlights ways to apply them flexibly in
diverse classrooms and across grade levels and content areas.
Chapters cover core instructional topics (phonemic awareness,
phonics, fluency, vocabulary, and comprehension); high-quality
learning environments; major issues such as assessment,
differentiation, explicit instruction, equity, and culturally
relevant pedagogy; and the importance of teachers' reflective
practice and lifelong learning.
How can early and preservice teachers master the complex practice
of teaching? This clearly written, research-based guide shows how
to successfully navigate coursework, build relationships with
mentors, and negotiate fieldwork and student teaching while
developing metacognitive thinking skills. These are skills that
allow teachers to continuously reflect on instructional practices
and adapt them to fit their own teaching context and their
students' diverse needs. Metacognitive teaching requires
higher-level thought processes that, for teachers, include making
connections among each segment of the teacher preparation program,
as well as deciding how these experiences directly and effectively
apply to their classrooms. The authors argue that this kind of
support is needed early in the journey of a teacher if they are to
succeed and remain in the classroom. Book Features: Engages and
empowers teacher candidates to become metacognitive teachers.
Encompasses the entire preservice program, while also being of help
to novice teachers. Includes key points, vignettes, and reflection
questions. Based on research from a 3-year longitudinal, national
study of teacher candidates.
How can early and preservice teachers master the complex practice
of teaching? This clearly written, research-based guide shows how
to successfully navigate coursework, build relationships with
mentors, and negotiate fieldwork and student teaching while
developing metacognitive thinking skills. These are skills that
allow teachers to continuously reflect on instructional practices
and adapt them to fit their own teaching context and their
students' diverse needs. Metacognitive teaching requires
higher-level thought processes that, for teachers, include making
connections among each segment of the teacher preparation program,
as well as deciding how these experiences directly and effectively
apply to their classrooms. The authors argue that this kind of
support is needed early in the journey of a teacher if they are to
succeed and remain in the classroom. Book Features: Engages and
empowers teacher candidates to become metacognitive teachers.
Encompasses the entire preservice program, while also being of help
to novice teachers. Includes key points, vignettes, and reflection
questions. Based on research from a 3-year longitudinal, national
study of teacher candidates.
Meeting a tremendous need for K-8 schools and educators, this
timely book outlines core principles for counteracting the
disruptions of the pandemic and recovering from learning loss. The
authors present a holistic approach to responsive literacy
instruction to support all students’ academic and
social–emotional growth, now and in the years to come.
Fundamental areas of learning recovery are addressed--developing
schoolwide action plans, partnering with families and communities,
building collaborative literacy leadership, assessing for
differentiated instruction, planning targeted interventions, and
implementing supplemental learning programs. Every chapter includes
relevant research findings, clear examples of principles in action,
and reflection questions that help educators apply the concepts
they have learned.
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