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Author: David Levine
Publisher: Solution Tree Press
Published: 2011-11-02
Total Pages: 117
ISBN-13: 1936765772
DOWNLOAD EBOOKCreate a unified, caring classroom in which all students love to learn and feel a sense of belonging. Developed from the author’s experience, this resource helps you create an emotionally safe environment, teach empathy as a primary skill, and much more.
Author: Rena M. Palloff
Publisher: John Wiley & Sons
Published: 2009-12-30
Total Pages: 335
ISBN-13: 0470605464
DOWNLOAD EBOOKBuilding Online Learning Communities further explores the development of virtual classroom environments that foster a sense of community and empower students to take charge of their learning to successfully achieve learning outcomes. This is the second edition of the groundbreaking book by Rena Palloff and Keith Pratt and has been completely updated and expanded to include the most current information on effective online course development and delivery. A practical, hands-on guide, this resource is filled with illustrative case studies, vignettes, and examples from a wide variety of successful online courses. The authors offer proven strategies for handling challenges that include: Engaging students in the formation of an online learning community. Establishing a sense of presence online. Maximizing participation. Developing effective courses that include collaboration and reflection. Assessing student performance. Written for faculty in any distance learning environment, this revised edition is based on the authors many years of work in faculty development for online teaching as well as their extensive personal experience as faculty in online distance education. Rena M. Palloff and Keith Pratt share insights designed to guide readers through the steps of online course design and delivery.
Author: Vanston Shaw
Publisher:
Published: 1992
Total Pages: 0
ISBN-13: 9781879097148
DOWNLOAD EBOOKIn this book Vanston Shaw includes lessons on relationship skills, active listening, conflict resolution skills, and affirmations are easily taught.
Author: Mona Halaby
Publisher:
Published: 2000
Total Pages: 176
ISBN-13:
DOWNLOAD EBOOKThe author, a teacher, meets with her third grade students each week to discuss with them their issues with their classmates, whom they have complained about. The verbatim account of these discussions & the growth in understanding of each other is moving as they learn to live together.
Author: Rita A. Moore
Publisher: Corwin Press
Published: 2010
Total Pages: 337
ISBN-13: 1412968003
DOWNLOAD EBOOK'Merges research-based Retrospective Miscue Analysis with adapted Socratic Circle discussions, thus empowering all elementary readers to collaboratively identify and verbalize reading strategies, individually experience ownership and control as readers, and effectively build both literacy and language confidence and competence within a united classroom community' - Marjorie R. Hancock, Professor Emerita of Elementary Education Kansas State University How can teachers ensure that each child becomes a better reader? Building Classroom Reading Communities presents a successful approach for motivating students as individual readers while encouraging peer-to-peer learning. By showing how to use Retrospective Miscue Analysis (RMA) and Socratic Circles together, the authors help teachers create a sense of community in the classroom and promote achievement for every student. The authors show how RMA--which develops students' comprehension and fluency by analyzing their mistakes as they read aloud--can be used to provide a window into each student's progress. The interactive discussion techniques used in Socratic Circles then extend learning in small groups and classwide. Teachers, literacy coaches, and others will find: - Assessment strategies and step-by-step guidance to implementing RMA and Socratic Circles - Insights on improving student skills in vocabulary, language structure, comprehension, and other key areas - Flexible, adaptable techniques for readers of all abilities - Numerous vignettes showing the use of RMA with Socratic Circles in the classroom.
Author: Teresa Cremin
Publisher: Routledge
Published: 2014-06-20
Total Pages: 254
ISBN-13: 1317678850
DOWNLOAD EBOOKReading for pleasure urgently requires a higher profile to raise attainment and increase children’s engagement as self-motivated and socially interactive readers. Building Communities of Engaged Readers highlights the concept of ‘Reading Teachers’ who are not only knowledgeable about texts for children, but are aware of their own reading identities and prepared to share their enthusiasm and understanding of what being a reader means. Sharing the processes of reading with young readers is an innovative approach to developing new generations of readers. Examining the interplay between the ‘will and the skill’ to read, the book distinctively details a reading for pleasure pedagogy and demonstrates that reader engagement is strongly influenced by relationships between children, teachers, families and communities. Importantly it provides compelling evidence that reciprocal reading communities in school encompass: a shared concept of what it means to be a reader in the 21st century; considerable teacher and child knowledge of children’s literature and other texts; pedagogic practices which acknowledge and develop diverse reader identities; spontaneous ‘inside-text talk’ on the part of all members; a shift in the focus of control and new social spaces that encourage choice and children’s rights as readers. Written by experts in the literacy field and illustrated throughout with examples from the project schools, it is essential reading for all those concerned with improving young people’s enjoyment of and attainment in reading.
Author: Donna Ogle
Publisher: Corwin Press
Published: 2007-07-03
Total Pages: 225
ISBN-13: 1452293880
DOWNLOAD EBOOK"Perfect for teachers and school administrators looking to bridge the reading gap between the school and community. Provides many useful and relevant suggestions." —Ken Schofield, Principal Chaparral Elementary School, Phoenix, AZ "I absolutely enjoyed the text. The amount of studies and research-based decision-making strategies make this resource invaluable for schools working on school improvement plans. This book could be used as a textbook for reading improvement!" —Lyndon Oswald, Principal Sandcreek Middle School, Idaho Falls, ID Create a community-supported culture of reading that fosters students′ lifelong cognitive development! Based on the premise that student growth in literacy is strengthened when all stakeholders are involved, Coming Together as Readers, Second Edition, helps educators forge community collaborations to build successful reading at all grade levels. Drawing on her experience as a teacher, professor, and former president of the International Reading Association, literacy expert Donna Ogle offers creative strategies for using university partnerships, teacher collaboration, and family involvement to help shape, inform, and support reading habits beyond the primary grades. The author also provides an easy-to-administer survey for diagnosing a school′s reading culture, and demonstrates how to identify priorities and create a vision, encourage shared discussion and study, and move toward positive change that promotes ideal conditions for developing literacy. Aligned with national reading initiatives and standards, this updated, research-based edition includes: A new chapter about gaining support from libraries Protocols for teacher groups reviewing student work Examples of teachers sharing their own personal reading with students Web sites and tips for working with government and professional organizations This reader-friendly guidebook is ideal for helping young students expand their reading strategies to establish the cognitive foundation for advanced learning.
Author: Katie Walther
Publisher: Taylor & Francis
Published: 2024-01-10
Total Pages: 360
ISBN-13: 1003840671
DOWNLOAD EBOOKWith a focus on fostering a deep love for reading and prioritizing student growth, A Year for the Books: Routines and Mindsets for Creating Student-Centered Reading Communities is a must-have for educators from kindergarten through middle school. Discover a teacher-friendly resource crafted by Katie Walther, esteemed educator, and respected veteran teacher Maria Walther that will take you behind the scenes and through the school year as they share simple, practical strategies to design learner-centered literacy experiences. Starting with the first few weeks of school, each chapter highlights multiple ways to embed literacy experiences across the entire year that prioritize learners and literacy. To support you in your decision making, the classroom-tested ideas in each chapter are arranged around five grounding principles: Actionable strategies for launching and sustaining a vibrant reading culture Clear processes to define and communicate community beliefs Creative structures for establishing and maintaining reading routines Innovative ideas for cultivating an inclusive reading community Equitable techniques for partnering with families and caregivers Within each chapter you will also find nuggets of wisdom from the Walthers' collective years of teaching, practical ideas about how to keep it simple, and several book suggestions. As an added bonus, this book features companion podcasts or PDCasts where you can hear the authors tackle authentic classroom dilemmas and share their decision-making process. Whether you’re a novice or seasoned educator, you’ll want A Year for the Books by your side as you advocate for your student readers and promote independent reading in your classroom all year long.
Author: Lynsey Burkins
Publisher: Taylor & Francis
Published: 2024-08-22
Total Pages: 284
ISBN-13: 1003841872
DOWNLOAD EBOOK“Whole-class reading instruction has the power to harness the collective knowledge of the reading community that will foster independent readers and thinkers as they move through their literate lives.” What is the true purpose of whole-group reading instruction? Is it possible to teach standards and skills while also creating a community in which students are free to bring their whole selves into the work of reading? And how do we make this vision an everyday reality in our grades 3-6 classrooms? Elementary educators Lynsey Burkins and Franki Sibberson answer these questions and more in In Community With Readers: Transforming Reading Instruction with Read-Alouds and Minilessons. Burkins and Sibberson invite us into their classrooms as they redesign read-alouds and minilessons to support readers in whole-group reading instruction. Inside this book you’ll find: ● Ideas for co-creating a community aligned to standards and grounded in readers’ identity, independence, and agency ● A day-by-day look into what read-alouds and minilessons look like across a reading unit ● Practical and meaningful routines for helping students co-construct an understanding of the standards, the books they read, and one another’s ideas ● Planning and note-taking templates designed to center both the standards we teach and the ideas our students bring to these standards ● An illustrated step-by-step guide to the first eight weeks of whole-group reading instruction In this book, Burkins and Sibberson push back on the idea that whole-group reading instruction must be teacher-centered skill and drill, and instead offer us a way to create a truly meaningful whole-group reading community.
Author: Tammy Campbell Russ
Publisher:
Published: 2003
Total Pages: 170
ISBN-13:
DOWNLOAD EBOOKThrough the use of multiple teaching strategies, I was able to help middle school struggling readers who had been placed in an inclusion class, become better readers and document that growth over two years through teacher research. The premise on which my study was based is that the classroom must be a learning community. The reading strategies I used are based on the proficient reader's strategies outlined in Keene and Zimmermann's Mosaic of Thought. The writing strategies I used were developed from ideas I learned through my work in the National Writing Project. I was able to work with the same students in their sixth and seventh grade years. During their sixth grade year a community began to develop, and the students grew more comfortable and were more willing to take risks and work collaboratively. I did a detailed study of three students in this regular seventh grade inclusion class. Their successes are evident not only to me, but also to themselves and to their peers. The students are portrayed through pseudonyms. I have focused on three to help illustrate their successes.
