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Pagina 310
In Jessica's first grade classroom, we observed three lessons that lasted approximately 30 minutes each. Two featured small group guided reading lessons and the third consisted of a whole group word study lesson followed by small group ...
In Jessica's first grade classroom, we observed three lessons that lasted approximately 30 minutes each. Two featured small group guided reading lessons and the third consisted of a whole group word study lesson followed by small group ...
Pagina 313
During the initial lesson briefing , Leslie commented on the district's requirement to use thinking maps in all of her lessons . She chose to use a multi - flow map during the interactive writing portion of the lesson because it seemed ...
During the initial lesson briefing , Leslie commented on the district's requirement to use thinking maps in all of her lessons . She chose to use a multi - flow map during the interactive writing portion of the lesson because it seemed ...
Pagina 385
After the lesson is taught , we unpack it , discussing each strategy from various aspects such as : theory and pedagogical features , strengths and benefits , skill - building aspects , as well as any possible drawbacks to using it .
After the lesson is taught , we unpack it , discussing each strategy from various aspects such as : theory and pedagogical features , strengths and benefits , skill - building aspects , as well as any possible drawbacks to using it .
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Inhoudsopgave
Volume 52 Number | 1 |
Making Disciplinary Literacies Visible | 26 |
Childrens | 57 |
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Veelvoorkomende woorden en zinsdelen
academic achievement activities addition adolescent African American boys analysis approach asked assessment Association Author awareness beginning bilingual body candidates characters childhood Chinese classroom College comprehension concepts construct course critical culture curriculum decisions describes disciplines discussion early effective ELL students engage English English language examined example experience findings fluency grade identified images important included increase indicated individual instruction issue Journal knowledge language learners learning lesson letters literacy literature males mean Michigan narrative noted observed participants picture books positive practice preparation preschool present professional development questions range readers reading maturity reflect responses role skills social interaction specific standards story strategies suggested survey Table talk teacher education teachers teaching understanding University vocabulary writing York young
Bibliografische gegevens
| Titel | Reading Horizons, Volume 52 |
| Bijdragers | 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 |
| Uitgever | Psycho-Educational Clinic and the Western Michigan University Chapter of the International Reading Association, Kalamazoo, Mich., 2012 |
| Oorspronkelijk uit | Ohio State University |
| Gedigitaliseerd | 19 maart 2018 |
| Citatie exporteren | BiBTeX EndNote RefMan |