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Collaborative Coaching for Disciplinary Literacy
  • Language: en
  • Pages: 240

Collaborative Coaching for Disciplinary Literacy

Today's standards challenge middle and high school teachers to teach their content deeply and meaningfully. This book provides an innovative coaching model for helping science, social studies, and English language arts teachers promote the reading, writing, listening, speaking, and thinking skills needed for high-level work in each discipline. Seventeen specific strategies are presented for large-group, small-group, and individual coaching, including step-by-step instructions and implementation tips. Profiles of highly effective disciplinary literacy coaches illustrate the nuts and bolts of the job and highlight ways to deal with common challenges. In a large-size format for easy photocopying, the book includes 21 reproducible forms. Purchasers get access to a Web page where they can download and print the reproducible materials.

The Common Core Coaching Book
  • Language: en
  • Pages: 241

The Common Core Coaching Book

This book provides essential coaching tools to support teachers in planning and implementing instruction aligned with the Common Core State Standards (CCSS). The authors explain the key instructional shifts brought about by the CCSS in K-5 English language arts classrooms. Eighteen specific strategies for coaching large groups, small groups, and individual teachers are presented, including clear-cut procedures, vivid illustrative examples, and 26 reproducible forms. Grounded in research on adult learning, the book addresses common coaching challenges and how to overcome them. The large-size format facilitates photocopying; purchasers also get access to a Web page where they can download and print the reproducible materials. This title is part of the Teaching Practices That Work Series, edited by Diane Lapp and Douglas Fisher.

Best Practices of Literacy Leaders
  • Language: en
  • Pages: 417

Best Practices of Literacy Leaders

Bringing together leading experts, this book presents the principles of effective literacy leadership and describes proven methods for improving instruction, assessment, and schoolwide professional development. The book shows how all school staff--including reading specialists and coaches, administrators, teachers, and special educators--can play an active role in nurturing a culture of collaboration and promoting student achievement. Best practices are identified for creating strong elementary and secondary literacy programs, differentiating instruction, supporting English language learners, utilizing technology, building home-school partnerships, and much more. User-friendly features include case examples, guiding questions, and engagement activities in each chapter.

Reading Assessment to Promote Equitable Learning
  • Language: en
  • Pages: 354

Reading Assessment to Promote Equitable Learning

Many standard reading assessment approaches fail to capture the strengths and needs of students from diverse sociocultural, linguistic, and academic backgrounds. From expert authors, this book guides educators in planning and conducting meaningful, equitable assessments that empower K–5 teachers and students, inform responsive instruction, and help to guard against bias. The book's holistic view of reading encompasses areas from text comprehension and constrained skills to building trusting relationships and promoting students’ agency. Twenty-eight assessment strategies are explained in step-by-step detail, including helpful implementation examples and 32 reproducible forms that teachers can download and print in a convenient 8 1/2" x 11" size.

Literacy Strategies for Teacher Candidates
  • Language: en

Literacy Strategies for Teacher Candidates

"This interactive guide is designed as a scaffold to help teacher candidates learn the concepts from literacy methods classes, apply the strategies to topics they will encounter in their classrooms, and understand the ideas as both a teacher and a learner.

Using Informative Assessments towards Effective Literacy Instruction
  • Language: en
  • Pages: 416

Using Informative Assessments towards Effective Literacy Instruction

Using Informative Assessments towards Effective Literacy Practices offers research driven solutions to improve student literacy success through the exploration of advancements in literacy assessment and instruction. Recommendations are provided on selecting appropriate assessments and effectively using data for planning and instruction

Using Paired Text to Meet the Common Core
  • Language: en
  • Pages: 233

Using Paired Text to Meet the Common Core

Teaching students to make connections across related texts promotes engagement and improves reading comprehension and content learning. This practical guide explains how to select and teach a wide range of picture books as paired text--two books related by topic, theme, or genre--in grades K-8. The author provides mini-lessons across the content areas, along with hundreds of recommendations for paired text, each linked to specific Common Core standards for reading literature and informational texts. In a large-size format for easy photocopying, the book includes 22 reproducible graphic organizers and other useful tools. Purchasers also get access to a Web page where they can download and print the reproducible materials.

Yearbook of the National Reading Conference
  • Language: en
  • Pages: 448

Yearbook of the National Reading Conference

  • Type: Book
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  • Published: 2007
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  • Publisher: Unknown

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54th Yearbook of the National Reading Conference
  • Language: en
  • Pages: 528

54th Yearbook of the National Reading Conference

  • Type: Book
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  • Published: 2005
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  • Publisher: Unknown

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No More Random Acts of Literacy Coaching
  • Language: en

No More Random Acts of Literacy Coaching

  • Type: Book
  • -
  • Published: 2020
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  • Publisher: Unknown

"In this book, Erin Brown (coach) and Susan L'Allier (researcher) help teachers and coaches work together to improve literacy learning outcomes for students. Unlike other coaching books, this book encourages the teacher to participate in the coaching relationship from a position of authority, not from a punitive or deficit perspective. This is not about teacher evaluation but about teacher growth"--