Shows teachers how to create intellectual environments that produce techinically competent students who are caring, secure, and activitely literate human beings
Introducing a spelling test to a student by saying, 'Let's see how many words you know, ' is different from saying, 'Let's see how many words you know already.' It is only one word, but the already suggests that any words the child knows are ahead of expectation and, most important, that there is nothing permanent about what is known and not known." -- Peter Johnston Sometimes a single word changes everything. In his groundbreaking book Choice Words, Peter Johnston demonstrated how the things teachers say (and don't say) have surprising consequences for the literate lives of students. Now, in Opening Minds: Using Language to Change Lives, Peter shows how the words teachers choose affect the worlds students inhabit in the classroom, and ultimately their futures. He explains how to engage children with more productive talk and to create classrooms that support not only students' intellectual development, but their development as human beings. Grounded in research, Opening Minds: Using Language to Change Lives shows how words can shape students' learning, their sense of self, and their social, emotional and moral development. Make no mistake: words have the power to open minds - or close them.
Introducing a spelling test to a student by saying, 'Let' s see how many words you know,' is different from saying, 'Let's see how many words you know already.' It is only one word, but the already suggests that any words the child knows are ahead of expectation and, most important, that there is nothing permanent about what is known and not known. Peter Johnston Grounded in research, Opening Minds: Using Language to Change Livesshows how words can shape students' learning, their sense of self, and their social, emotional and moral development. Make no mistake: words have the power to open minds – or close them. Following up his groundbreaking book, Choice Words, author Peter Johnston continues to demonstrate how the things teachers say (and don't say) have surprising consequences for the literate lives of students. In this new book, Johnston shows how the words teachers choose can affect the worlds students inhabit in the classroom. He explains how to engage children with more productive talk and how to create classrooms that support students' intellectual development, as well as their development as human beings.
Fourth-graders around the country face new, high-stakes standardized tests, drawing increased attention to the need for effective literacy instruction in the upper-elementary grades. This essential book goes beyond political catch-phrases to examine what actually works in the fourth-grade classroom. After reviewing current research on upper-elementary reading instruction, the book takes readers directly into the classrooms of six highly successful teachers. Like the previously published Learning to Read, which focused on the first grade, Reading to Learn offers a rare view of the techniques and strategies good teachers use to engage students, help them develop as thoughtful readers and writers, and bolster self-directed learning and literate conversation. Bringing to life the complexities of day-to-day work with diverse students, the book provides inspiration and practical ideas for any teacher in the upper-elementary grades.
Introducing a spelling test to a student by saying, 'Let' s see how many words you know,' is different from saying, 'Let's see how many words you know already.' It is only one word, but the already suggests that any words the child knows are ahead of expectation and, most important, that there is nothing permanent about what is known and not known. Peter Johnston Grounded in research, Opening Minds: Using Language to Change Livesshows how words can shape students' learning, their sense of self, and their social, emotional and moral development. Make no mistake: words have the power to open minds – or close them. Following up his groundbreaking book, Choice Words, author Peter Johnston continues to demonstrate how the things teachers say (and don't say) have surprising consequences for the literate lives of students. In this new book, Johnston shows how the words teachers choose can affect the worlds students inhabit in the classroom. He explains how to engage children with more productive talk and how to create classrooms that support students' intellectual development, as well as their development as human beings.
Fourth-graders around the country face new, high-stakes standardized tests, drawing increased attention to the need for effective literacy instruction in the upper-elementary grades. This essential book goes beyond political catch-phrases to examine what actually works in the fourth-grade classroom. After reviewing current research on upper-elementary reading instruction, the book takes readers directly into the classrooms of six highly successful teachers. Like the previously published Learning to Read, which focused on the first grade, Reading to Learn offers a rare view of the techniques and strategies good teachers use to engage students, help them develop as thoughtful readers and writers, and bolster self-directed learning and literate conversation. Bringing to life the complexities of day-to-day work with diverse students, the book provides inspiration and practical ideas for any teacher in the upper-elementary grades.
This book describes and documents an exciting new approach to educating literacy teachers. The authors show how to help teachers develop their own critical literacy, while also preparing them to accelerate the literacy learning of struggling readers. The text takes readers inside a literacy lab in a high-poverty urban elementary school, reveals the instructional approach in action, and provides many excellent examples of critically responsive teaching. Featuring a synthesis of several fields of theory and research, this book: illustrates teacher preparation and development as personal and social transformation - demonstrating that this process requires changing the ways teachers think about students, language, culture, literacy, learning, and themselves as educators; provides pedagogical tools - including the history of the innovative literacy lab, the context of the instructional interactions, and the transition from a university-based to a school-based project; and combines critical and accelerative literacy instruction, showing how teachers can accelerate the slowest developing readers in their classrooms and also build a sense of engagement for students with the social world.
This companion provides a collection of frequently needed numerical data as a convenient desk-top or pocket reference for atmospheric scientists as well as a concise source of information for others interested in this matter. The material contained in this book was extracted from the recent and the past scientific literature; it covers essentially all aspects of atmospheric chemistry. The data are presented primarily in the form of annotated tables while any explanatory text is kept to a minimum. In this condensed form of presentation, the volume may serve also as a supplement to many textbooks used in teaching the subject at various universities. Peter Warneck, a physical chemist specializing in atmospheric chemistry, received the diploma in 1954 and the doctorate in 1956 at the university in Bonn, Germany. In 1959, following several postdoctoral assignments, he joined the GCA Corporation in Bedford, Massachusetts, where he explored elementary processes in the atmospheres of the earth and other planets. He returned to Germany in 1970 to head the chemical kinetics group in the Air Chemistry Division of the Max-Planck-Institute for Chemistry in Mainz. In 1974 he also became professor of physical chemistry at the university in Mainz. In 1991, following German reunification, Warneck was appointed the founding director of the new Institute for Tropospheric Research in Leipzig. He served in this position parallel to his activities in Mainz until official retirement. Warneck’s research included laboratory studies of chemical mechanisms and photochemistry as well as the development of analytical techniques for field measurements. Since 1990, his interests are focused on chemical reactions in clouds. Jonathan Williams is an atmospheric chemist. He received his BSc in Chemistry and French and his Ph.D. in Environmental Science from the University of East Anglia, England. Between 1995-1997 he worked as a postdoctoral researcher at the NOAA Aeronomy laboratory in Boulder, USA, and from 1998 to present as a member of staff at the Max Planck Institute for Chemistry, Mainz, Germany. He has participated in many international field measurement campaigns on aircraft, ships and at ground stations. Dr Williams is currently an editor on three atmospheric chemistry journals. His present research involves investigating the chemistry of reactive organic species in the atmosphere, in particular over forested ecosystems and in the marine boundary layer. Dr Williams leads a research group focussed specifically on Volatile Organic Compounds (VOC) at the Max Planck Institute and in 2008 he was made an honorary Reader at the University of East Anglia, UK.
Increasingly, educators are recognizing that for children to thrive intellectually they need socially and emotionally healthy classrooms. Conveniently, this is exactly what parents have always wanted for their children--classrooms that offer and grow positive relationships and behavior, emotional self-regulation, and a sense of well-being. Using the guiding principles from Peter Johnston's best-selling professional resources, Choice Words and Opening Minds, Peter and six colleagues began a journey to create just such classrooms--environments in which children meaningfully engage with each other through reading, writing, making, and discussing books. In Engaging Literate Minds, you'll discover how these teachers struggled and succeeded in building such classrooms. Inside you'll find the following: Practical ways to develop a caring learning community and children's socio-emotional competence Powerful teaching practices from real classrooms Engaging ways to encourage inquiry and student agency Suggestions on how to use formative assessment in everyday teaching practices Helpful research behind the classroom practices and children's development Ways to help students inspire and support each other Building a just, caring, literate society has never been more important than it is today. By embracing the ideas and teaching strategies in Engaging Literate Minds, you can help children to become socially, emotionally, and intellectually healthy. Not only do these classroom practices develop the skills to achieve district benchmarks and beyond, they help develop children's humanity.
‘an engrossing narrative, beautifully controlled by a master storyteller' Michael McKernan, Sydney Morning Herald The bestselling, acclaimed, authoritative account of one of the most famous battles in Australian military history – now established as a classic. For Australians, Kokoda is the iconic battle of World War II, yet few people know just what happened – and just what our troops achieved. In his bestselling book, Peter FitzSimons tells the Kokoda story in his distinctive gripping style. Conditions on the track were hellish – rain was constant, the terrain close to inhospitable, food and ammunition supplies were practically non-existent and the men constantly battled malaria and dysentery, as well as the Japanese. Kokoda was a defining battle for Australia – a small force of young, ill-equipped Australians engaged a highly experienced and hitherto unstoppable Japanese force on a narrow, precarious jungle track – and defeated them.
Although Australia is only a young country in comparison to other nations, it can hold its head up high and proudly proclaim that it is one of the giants in this world of toil and trouble in which we live. When the odds are stacked against Australians, they dont turn and run; instead, they stand and fight and overcome the obstacles that face them. The contents of this volume are a tribute to all the men and women of this proud and great country, who have come from all walks of life to give of their time, and unfortunately, some have even given their lives, to defend this great land and keep it free. There have been politicians, doctors, nurses, police officers, average everyday citizens, musicians, actors, artists, farmers, graziers, authors, sportsmen and women, journalists, and a host of others who have taken up the cause for their country and the monarchy, serving from the Crimean to the war in Vietnam and beyond. Their heroic deeds and their many sacrifices have ensured that todays generation can rest easier, proud in the knowledge that these servicemen and women have paved the way for our freedom. Now they come together once again as one big family to shed an insight on their achievements so that you can fully understand and appreciate what they have and had experienced. I dedicate this work to the memory of all those who have made the supreme sacrifice in order that we may live in peace and prosperity and also to the families of those who did not return. The book is not a glorification of war but a glorification of the individual and his or her actions and deeds.
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