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Pagina 44
The classroom teacher read and responded in writing to each assessment and the assessment notebooks were returned to the preservice teachers in time to use the feedback to prepare the next lesson . Third , the second graders wrote and ...
The classroom teacher read and responded in writing to each assessment and the assessment notebooks were returned to the preservice teachers in time to use the feedback to prepare the next lesson . Third , the second graders wrote and ...
Pagina 45
They said they were much more aware of the wide variety of abilities and reading and writing development all in one classroom , even in second grade , and that there really was no such thing as a “ second grade level .
They said they were much more aware of the wide variety of abilities and reading and writing development all in one classroom , even in second grade , and that there really was no such thing as a “ second grade level .
Pagina 127
To ensure consistency among the researchers ' evaluations and classifications , several practice classroom reading ... When classrooms were observed , it was assumed that this agreement was still present and observations were recorded ...
To ensure consistency among the researchers ' evaluations and classifications , several practice classroom reading ... When classrooms were observed , it was assumed that this agreement was still present and observations were recorded ...
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Inhoudsopgave
Using narrative picture books to build awareness | 7 |
One first grade teachers experience with | 21 |
Three views | 33 |
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Veelvoorkomende woorden en zinsdelen
activities approach arts asked authors basal beginning believe child classroom College conversation create direct discussion districts Education effective elementary encourage engage examine example experiences feel felt four girls give goals grade guides ideas important included individual initial instruction interactions interest interviews involved Journal knowledge language learning lesson literacy literature look materials meaning methods Michigan minutes motivation noted observed parents parody participated patterns picture plans position practice preservice teachers published questions readers Reading Horizons reading instruction reflections reported responses role selected session setting shared sibling skills social spelling standards story strategies structure successful suggestions Susan talk task teaching things tion tutors understanding University week whole writing written young
Bibliografische gegevens
| Titel | Reading Horizons, Volume 39 |
| Bijdragers | International Reading Association. Western Michigan University Chapter, Western Michigan University. Reading Center and Clinic, Western Michigan University. Psycho-Educational Clinic, Homer L.J. Carter Reading Council, Western Michigan University. College of Education, Dorothy J. McGinnis Reading Center and Clinic |
| Uitgever | College of Education of Western Michigan University and the Homer L. J. Carter Reading Council, 1998 |
| Oorspronkelijk uit | University of Illinois in Urbana-Champaign |
| Gedigitaliseerd | 11 aug 2017 |
| Citatie exporteren | BiBTeX EndNote RefMan |