Shaping Literate Minds: Developing Self-Regulated Learners Linda J. Dorn Teacher

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Libro che non sembra nuovo ed è già stato letto, ma è in condizioni eccellenti. Nessun danno evidente alla copertina, dotato di sovraccoperta(se applicabile) per le copertine rigide. Nessuna pagina mancante o danneggiata, piegata o strappata, nessuna sottolineatura/evidenziazione di testo né scritte ai margini. Potrebbe presentare minimi segni identificativi sulla copertina interna. Mostra piccolissimi segni di usura. Per maggiori dettagli e la descrizione di eventuali imperfezioni, consulta l'inserzione del venditore. Vedi tutte le definizioni delle condizioniviene aperta una nuova finestra o scheda
Note del venditore
“name on cover, otherwise clean”
Book Title
Shaping Literate Minds: Developing Self-Regulated
Narrative Type
Nonfiction
Intended Audience
Adults
Genre
education
ISBN
9781571103383
Categoria

Informazioni su questo prodotto

Product Identifiers

Publisher
Stenhouse Publishers
ISBN-10
1571103384
ISBN-13
9781571103383
eBay Product ID (ePID)
1960828

Product Key Features

Number of Pages
160 Pages
Language
English
Publication Name
Shaping Literate Minds : Developing Self-Regulated Learners
Publication Year
2001
Subject
Professional Development, General, Elementary, Teaching Methods & Materials / Language Arts
Type
Textbook
Subject Area
Education
Author
Carla Soffos, Linda J. Dorn
Format
Trade Paperback

Dimensions

Item Height
0.5 in
Item Weight
14.1 Oz
Item Length
10 in
Item Width
8 in

Additional Product Features

Intended Audience
Scholarly & Professional
LCCN
2001-042026
Dewey Edition
21
Grade From
Kindergarten
Illustrated
Yes
Grade To
Third Grade
Dewey Decimal
372.6/0973
Synopsis
How can teachers create a literacy curriculum that builds processing links between reading, writing, and spelling knowledge? In S haping Literate Minds: Developing Self Regulated Learners , Linda J. Dorn and Carla Soffos illustrate how processing theory can be applied to the everyday practices of classroom teaching, How can teachers create a literacy curriculum that builds processing links between reading, writing, and spelling knowledge? In S haping Literate Minds: Developing Self Regulated Learners , Linda J. Dorn and Carla Soffos illustrate how processing theory can be applied to the everyday practices of classroom teaching. If instruction emphasizes the interrelationships of these three language areas, students learn how to transfer knowledge, skills, and strategies across literacy events. This is complex theory, but the authors provide clear and practical examples to support teachers as they incorporate these ideas into their classroom practices. Grounded in authentic experiences from primary classrooms, this book provides: Explanations of processing behaviors among reading, writing, and spelling knowledge Observational tools that support teachers in noticing changes over time in specific literacy behaviors Guidance on creating conditions for developing self-regulated learners Authentic reading and writing samples and teacher/student interactions Figures and pictures that clearly describe how teachers can use assessment to inform and guide instruction, with links to national standards Details for establishing a school-based literacy model that includes team meetings, assessment walls, high standards, and a curriculum for literacy Appendixes with reproducible assessment checklists, report cards, task cards for literacy corners, and guided reading observation forms for team meetings With a national emphasis on accountability, high standards, and literacy achievement, Shaping Literate Minds will help teachers and administrators implement a high-quality literacy curriculum that links to national and state goals., This is a book about problem solving--an internal tool that shapes the cognitive development of young readers and writers. At the same time, it is a book about the role of the teacher and the curriculum in structuring problem-solving opportunities. It is a book that advocates for schools to create intellectual environments that make literate thinking a top priority for children. Finally, it is a book that presents teaching and learning as collaborative processes between many people with a common goal--literacy for children. from the Introduction How can teachers create a literacy curriculum that builds processing links between reading, writing, and spelling knowledge? In Shaping Literate Minds, Linda J. Dorn and Carla Soffos illustrate how processing theory can be applied to the everyday practices of classroom teaching. If instruction emphasizes the interrelationships of these three language areas, students learn how to transfer knowledge, skills, and strategies across literacy events. This is complex theory, but the authors provide clear and practical examples to support teachers as they incorporate these ideas into their classroom practices. Grounded in authentic experiences from primary classrooms, this book provides: explanations of processing behaviors among reading, writing, and spelling knowledge;observational tools that support teachers in noticing changes over time in specific literacy behaviors;guidance on creating conditions for developing self-regulated learners;authentic reading and writing samples and teacher/student interactions;figures and pictures that clearly describe how teachers can use assessment to inform and guide instruction, with links to national standards;details for establishing a school-based literacy model that includes team meetings, assessment walls, high standards, and a curriculum for literacy;appendixes with reproducible assessment checklists, report cards, task cards for literacy corners, and guided reading observation forms for team meetings.With a national emphasis on accountability, high standards, and literacy achievement, Shaping Literate Minds will help teachers and administrators implement a high-quality literacy curriculum that links to national and state goals.
LC Classification Number
LB1529.U6D67 2001

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