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- final project (51), PLN 1 (42), Final Project (25), PLN 2 (23), elementary (22), secondary (20), Secondary (18), novel (17), social studies (12), interdisciplinary (11), history (11), emergent (9), writing (9), PLN 3 (9), planning (9), literature (9), reading strategies (8), poetry (6), social skills (5), Elementary (5), author study (4), literature circles (3), teachers (3), poem (3), picture books (3), WWII (3), learning (3), read aloud (3), science (3), assessment (3), motivating readers (2), children (2), Eric Carle (2), phonics (2), strategies (2), understanding educational change (2), Civil Rights (2), reading process (2), To Kill a Mockingbird (2), primer on teaching writing in the content areas; model units for teaching writing in the content areas; applications and extensions (2), handwriting (2), spelling (2), friends (2), trade (2), reading (2), Are there any reasonable people in education?; oral presentations...; written presentations (2), teaching (2), politics (2), mathematics (2), language (2), 2 copies author cycle: let's think curriculum; authoring cycle: curricular components (2), music (2), Literary Narrative: Far side of curiosity; Milton in the garden of eden; Faust and Frankenstein; ... Case histories (2), World War II (2), k-12 (2), folktales (2), PLN 2 Secondary (2), choosing informational books for the classroom (1), rethink directions' portfolio keepers: four portraits (1), experiment with fiction; see how writers work with fiction; experiment along with children; respond to children's fiction; a new look at children's fiction (1), poetry is for everyone; read poetry aloud; write poetry with children; respond to children's poetry; poetry mini-lessons; continue to grow with poetry; choral speaking and the learning of poems; poetry belongs throughout the curriculum (1), keep a good idea growing; classroom practice; examine possibilities (1), including informational text in the classroom library (1), understanding something about reading: description of an alternative to standardized testing (1), start to teach writing; make the writing conference work; help children learn the skills they need; understand how children develop as writers; document children's writing development (1), roots of literacy; changing curriculum and classroom discourse; phonological processes and construction of meaning; teacher development and classroom assessment (1), ordinary people; captive state; Christmas at the Martinique Hotel (1), distancing ourselves from pain and tears; natural results; economies of scale (1), knowledge as an expensive commodity (1), believing that reading is important (1), respecting the language and culture of the learner (1), patience and practice and a style of one's own (1), being able to use language and some of one's sense (1), Informational text in the k-3 classroom: supporting motivation and achievement (1), so-called problem of motivation (1), read (1), reading process: cycles and strategies (1), discover your own literacy; take initiative; write with children; read with children; listen to teach; experiment with learning; look ahead (1), reading program; matching students with books (1), help 4 children struggling w/ phonics (1), strategies to develop phonics skills (1), and words; teaching phonics successfully; writing workshop; project work (1), productivity in service organizations; plan for minimum average total cost 4 test of incoming materials and final product (1), why heritage; reading assignments; library resources; additional readings; grading rubric (1), having of wonderful ideas; language and thought of Piaget (1), and some comments on learning to spell; the dilemma of (1), Teachers learning from learners; keeping students in sight to glean insights; determining where we are headed and how to get there; understanding where we've come from and recognizing our students' backgrounds; identifying beliefs and knowledge (1), and solving problems; using knowledge about learners and relationships (1), new directions for writing workshop programs (1), research on assessment in writing (1), More 2 Effective Reading Instruction than Resesearch; Reading Research (1), Multidimensionality of Change; Life Cycle of an Innovative School; Teachers' Lives and Teachers' Work (1), remarkable consensus about a main theme; democracy through language; taking a theoretical stance; what follows taking a theoretical stance; goals and testing (1), Bush education plan; NRP; types of phonics; results for direct instruction (DISTAR0 (1), Questions teachers ask; advice for parents (1), 2 copies; alternative approach to classrm assessment; assessing classrm environments; framewks for getting started; assessing writing; assessing comprehension processes; assessing comprehension products; reporting progress: students (1), An Overview of the Assessment of Performance Unit; underachievement; work of the consltative committee and he co-ordinating group; statistics advisory group; work of the steering groups and monitoring teams; APU and the World of Education (1), or speaking problems; game and activity formats for spelling (1), and word study; behavorial characteristics indicative of reading (1), or teaching word making; literature for phonics (1), and the charge for change; teaching phonics; teaching spelling; word study (1), and parents collaborate; questions to ask (1), perspectives and definitions; social purposes and educational goals; educational aims and school goals; curruption and cultivation of education; improving schools; toward educative society (1), educational change at the local level (1), phonics in reading and instruction (1), learning and teaching reading and writing (1), teaching comprehension strategies using informatial text (1), language characteristics and functions (1), and reflection in publc school bureaucracies (1), educational change at the regional and national levels (1), using informational books for read-alouds (1), and grammar; putting it all together (1), using informational text and internet resources to teach search strategies (1), critical reading and writing (1), Setting the context: critical take on using books in the classroom; pairing everyday texts with texts written for children; focusing on social issues: bringing the outside world into the classroom; using children's literature to unpack social issues in th (1), Grading practices: an overview of the issues; why do we grade--and should we?; technical issues of grading methods; grading and standards-based assessment; how to design a model standards-based accountability system; avoidiing bias in grading systems; gra (1), Beginning reading instruction and the small-group differentiated reading model; planning for instruction and assessing student progress in the small-group differentiated reading model; Stage 1: emergent reader; Stage 2: beginning reader; S. 3: fledgling r (1), real places; real destinations; reading: conveying the big picture; making reading happen: before; making reading happen: during; making reading happen: after; selling reading: creating a lifetime habit; slipping writing into the content area; purposeful (1), Learning and the lanaguage arts; teaching language arts; reading and writing processes; emergent literacy; looking closely at words; writing in journals; listening to learn; sustaining talk in the classroom; reading and writing stories; reading and writin (1), S. 1 - The heart of the matter: technology in the literacy curriculum;c. 1 using technology to support literacy learning; c. 2 - how do I begin to use technology in my classroom; S. 2 - Into the Cyberwoods: finding your way with technology; S. 3 - Marriag (1), Part 1 - Need for the Study: chapter 1 - overview; introduction: the problem; statement of the problem: approach to the study; purposes of the study; c. 2 - review of related literature: basal reading instruction; homogeneous and hetergeneous ability grou (1), Section 1 - Introducing the Folk Literature Genre: unraveling the tapestry: an overview of the folk literature genre; S. 2 - Exploring the subgenres of folk literature: c. 2 - how and why of folk tales; c. 3 - moral of the story: learning about fables; s. (1), writing and sharing connections: an overview; graphing connections and writing metacognitive pieces; connections in progress; role of rubrics and learning goals in writing and sharing connections; Chelsea: developing self-confidence in one's voice; Brain: (1), What backward design?; what is a matter of understanding?; understanding; six facets of understanding; thinking like an assessor; how is understanding asessed in light of the six facets?; what is uncoverage?; what the facets imply for unit design; implica (1), C. 3 - evolving main idea three-column notes; interpretive drawings; jigsaw summaries; keyword construction; c. 4 - anticipation guides (+why); background knowledge backpack; brain warmers; c. 5 - cause and effect timeline; character report card; c. 6 - c (1), music and art history (1), domains of writing (1), How language is learned; teaching grammar in the context of writing; Dora learns to write and in the process encounters punctuation; teaching writing and grammar in context; facilitating the use of description--and grammar; using minilessons to promote st (1), In Search of a Dream (1), teacher toolkit (1), The Hundred Dresses (1), Tumbleweed Stew (1), FDR's New Deal (1), guided assessment project (1), Pauvre Anne (1), PSSA (1), focus correction areas (1), James and the Giant Peach (1), Jann Brett (1), literature centered classroom (1), lit. centered classroom (1), Prologue: why the chalkdust needs stirring' Kathryn's Tale: a humanities teacher talks about change; Judd's Tale: a science teacher joins re:learning; Jennifer's Tale: a math teacher generates a formula for making a difference; a team's tale: four teacher (1), role of reading and writing in fundamental education; influence of type of language on literacy training; nature of the reading process in various languages; reading attitudes and skills essential to functional literacy; methods of teaching reading; findi (1), teaching children to write informational text (1), Art in the Holocaust; Historical perspective; artists' retrospectives: responses'; living memorials and educational institutions (1), thinking skills; basics of thinking skills (1), approaches to thinking skills instruction (1), acquisition and transfer of thinking skills instruction (1), thinking skills and academic achievement (1), using thinking skills to enhance classroom instruction; teaching thinking skills (1), elements of effective skills instruction; creativity and creative thinking skills (1), Focus on Teacher Change; focus on institutional change (1), Basic theory and data; educational implications (1), and mathematics investigations; new directions and curricular possibilites for doing 'important work'; books writing for young people by young people (1), Issues; Organizing for Instruction; Instructional Practices (1), Real journeys; real situations (1), real times (1), Introduction: the language and environment project; development of language: from first words to complex utterances; development of complexity within children's utterances language and meaning; sampling the language used at 5 and 7 years old; interpreting (1), reading and learning to read; reading instruction; emergent literacy; word recognition; vocabulary development; scaffolding students' comprehension of text: teacher-guided approaches; guidig students toward independence in reading; teaching for understand (1), components of intelligence (1), Oral language; integrated content; individualized; open-endedness; grammar; dialect (1), what is reading?; preschool years; beginning reading; developing readers (1), Using literature in the classroom; prereading activities; during-reading activities; postreading activities; bookmark; resources for teachers (1), C. 1 - working with struggling readers: how our journey began; a year with Allison: finding a purpose; c. 3 - a year with Joshua: growth in communication and confidence; c. 4 - a year with Brianna: a different kind of success story (1), Sounds of English; phonics rules; spelling rules; Part 2 - skills and the big phonics debate: whole language (1), commonsense perspective; c. 6 - what does invented spelling tell us about kids' knowledge of phonics? (And what should we do about it?); miscues: what they tell us about children's use of phonics when they read (1), and mathematical thinking; experiences with children's literature; understanding algorithms from the inside out; making personal connections to geometric ideas (1), and burned books; legal decisions and censorship; censorship in schools; issues of censorship and research on effects of and response to reading; basic training and combat duty--preventive and reactive action; teach the parents well: an anti-censorship ex (1), Theory behind my thinking; planning for a year of punctuation work; starting with what students know and notice; building on students' knowledge; hearing punctuation; conferring with children; reading and writing by the book; passionate about punctuation; (1), and recognizing the conditions that foster learning; understanding and reflecting on literacy events and practices; postscript on insight; example from reflection journal: Darin's story; five propositions of accomplished teaching; recommendations on teach (1), broad concepts of literacy; foundations for becoming literate; frameworks for observing growth and needs; first year of life: foundations of literacy; second year of life; third year of life; fourth year of life; fifth year of life; sixth year of life: ki (1), energy to teach; taking stock; setting a clea direction; structure the class for the release of student energy; tap the energy source in curriculum; build energy with colleagues; create energy through learning; take energy from assessment; exchanging ener (1), information processing model (1), signing up the public (1), effective thinking is valued (1), curriculum development (1), reading comprehension (1), FDR (1), phonetics (1), critical reading (1), phonology (1), critical writing (1), European history (1), procedures (1), three generations (1), test prep (1), lesson plans (1), data collection (1), centers (1), play (1), comprehension strategies (1), phonemes (1), reading materials (1), Trophies (1), FCA (1), teaching values (1), basic training (1), paradigms (1), inquiry (1), Roald Dahl (1), New Deal (1), social issues (1), strife (1), short stories (1), Roosevelt (1), balance of power (1), editing (1), children's literature (1), foreign language (1), heroes (1), inequality (1), nonfiction (1), art history (1), race (1), Shakespeare (1), Asia (1), fables (1), Tom Sawyer (1), Romeo and Juliet (1), weather (1), orthography (1), Talking (1), singing (1), sounds (1), kindness (1), geography (1), Chaucer (1), Canterbury Tales (1), ethnicity (1), classic books (1), Charlotte's Web (1), write (1), pedagogy (1), stereotypes (1), press (1), lit. circles (1), silencing (1), what are think skills (1), how written text works (1), framing a reform movement (1), teaching process (1), evaluation process (1), contraries and inquiry (1), future of school (1), coherent curriculum (1), road map for reform (1), conditions of youth (1), Miscue analysis (1), reading background (1), how language works (1), how proficient language works (1), how developing reading works (1), defining phonics (1), looking ahead (1), graphophonics (1), literacy roots (1), phonics politics (1), and word study (1), grieving for a lost home (1), rachel and her children (1), big street; failure to thrive (1), penalties of failure (1), who is qualified to teach (1), contexts of learning (1), resources for teachers (1), forms for teachers (1), forms for students (1), understanding intelligence (1), thinking back (1), stations (1), dollars and sense (1), lit circles (1), the Enlightenment (1), literacy work stations (1), readers workshop (1), obstacle course (1), History (1), French (1), Harcourt (1), persuasive writing (1), Number the Stars (1), putting it all together (1), reading nonfiction (1), learning process (1), Informational Texts across the (1), technology and writing (1), and learn about letters (1), dirty dictionaries (1), obscene nursery rhymes (1), chain reaction: quality (1), defining heritage (1), heritage as history (1), examining values and tradition (1), pulling it all together (1), uncovering tensions (1), conceptions of writing process (1), writing processes of children (1), learning craft of writing (1), writing across subject areas (1), Farewell to Manzanar (1)
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