What we allow our students to read tells them which stories we value—and which we don't. Give students the power to develop reading lives that will endure beyond school walls. Collaborative Reader Workshop allows for student choice in reading, writing, and speaking; provides an authentic audience for student work; strengthens academic ELA skills; builds a wider school community of readers; and fosters lifelong reading habits. Fleck and Heinemann offer teachers a clear model to establish this interactive reader workshop model in their classrooms as well as tools to get them started. Readers will have a reinvigorated excitement about independent reading and justification for its relevance in the classroom.
Offering research on afterschool literacy programs designed around teacher-student collaborative inquiry groups, this book demonstrates how adolescent learning is uniquely successful when grounded in dialogic conversation. By providing a robust theoretical framework for this approach in the middle school, Malavasic showcases how developing a learning community which focuses on mutual respect and attention to students’ personal academic literacy histories can become the catalyst for the overall success of teaching and learning in the classroom. Centered on building quality teacher-student relationships and creating a classroom learning community, this book highlights essential topics such as: The impact of talk-based critical thinking The augmentation on students’ motivation, engagement, and identity construction Research, theory, and pedagogy Celebrating literacy learning Collaborative Learning Communities in Middle School Literacy Education is the perfect addition for researchers, academics, and postgraduate students in the fields of literacy and those on Teacher Education programs. This volume positions collaborative inquiry learning as an effective way forward for teaching and learning in the middle school and is essential for those wanting to explore this further.
How does one spread a successful educational reform? The essays here recount the authors?' experiences with the scale-up process. Among their lessons are the importance of building the capacity to implement and sustain the reforms, adjusting for local culture and policy, ensuring quality control, providing the necessary infrastructure, and fostering a sense of ownership. The process is iterative and complex and requires cooperation among many actors who must ensure that the results align with goals.
What we allow our students to read tells them which stories we value—and which we don't. Give students the power to develop reading lives that will endure beyond school walls. Collaborative Reader Workshop allows for student choice in reading, writing, and speaking; provides an authentic audience for student work; strengthens academic ELA skills; builds a wider school community of readers; and fosters lifelong reading habits. Fleck and Heinemann offer teachers a clear model to establish this interactive reader workshop model in their classrooms as well as tools to get them started. Readers will have a reinvigorated excitement about independent reading and justification for its relevance in the classroom.
Tapeworms aren’t just a problem for people. They control a fish called the stickleback, directing it to superhot water where the tapeworm has a chance to grow as big as it can. If the tapeworm gets its way—and it often does—infected fish end up with huge bellies full of a tapeworm that may be bigger than the fish! Readers learn all about this terrible parasite as well as others that turn fish into zombies. Full-color photographs enhance intriguing science content, including how the fish survives a parasitic infestation and how each parasite spreads.
This book is suitable for anyone interested in training with the use of science. Training has to be science-based and science is the only way forward, thus the book title indicates Applied Physiology of Exercise. Any training can be answered with physiological rationale. If it cannot be answered, people are moving away from specific intelligent training and into erroneous combination high-load training (for example, combining aerobic and anaerobic interval training in a single training session) that may not elicit a higher percentage of physiological adaptations but may induce injuries as the body is not conditioned properly. Combination high-level training may be introduced at a later stage once an individual goes through specific conditioning following a general conditioning of building the 'base' or 'foundation' period for at least six months. Factual training with science takes time to attain superior performance without performance-enhancing drugs or supplements such as growth hormones and testosterone. Gathering the 'right' knowledge is important and hopefully readers will be better equipped after reading this book. There are questions in each chapter to enhance learning and comprehension. It requires readers to think, rationalize, answer, and apply the facts to training or weight loss programs. These questions aim to ignite the critical component of learning as readers critique and re-analyze their training program. Even though each training could be different with everyone holding on to a different training philosophy, facts through science are universal for all.
Supported by the Common Core State Standards, the 30] strategies in this book include pre-writing planning, peer conferencing, modeling effective revision, and using technology.
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